Course Profile Technological Design (TDJ4M), Grade 12, University/College Preparation, Combined
Unit 2: Engineering Statics: How Things Are Built
Time: 35 hours
Activity
2.1 | Activity 2.2 | Activity 2.3
Unit Description
Students develop
human habitat structures based on engineering and environmental principles
found in nature. Students investigate natural phenomena, analyse structural
requirements in specific situations, test components and assemblies for
strength and integrity, and develop technical drawings and models to
communicate their solutions.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1: |
5 hours |
TFV.01, TFV.02,
TF1.01, SPV.05, SP1.01, SP3.02, SP3.03, ICV.01, ICV.03, IC1.01, IC2.02,
IC2.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students research
animal habitats and design human applications using structural and
environmental principles found in nature. |
|
2.2: |
20 hours |
TFV.01, TFV.02,
TFV.04, TF1.101, TF1.02, TF1.03, TF2.03, TF3.01, SPV.03, SPV.05, SP2.01,
SP2.03, SP2.04, SP3.03, ICV.02, ICV.03, IC2.01, IC2.02 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Students model
design ideas with physical models or prototypes and test components and/or
assemblies for structural strength, performance, and function. |
|
2.3: |
10 hours |
TFV.03, TFV.05,
TF1.03, TF2.01, TF2.02, TF3.02, TF3.03, SPV.01, SPV.04, SPV.05, SP2.02,
SP2.05, SP3.01, SP3.02, ICV.03, IC1.01, IC2.02, IC2.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students develop
technical drawings, 3-D computer models, presentation imaging, and technical
reports of design solutions and test results. |
Time: 5 hours
The focus of this
activity is to adapt structural, architectural, and environmental strategies
from nature in the design of a human habitat or shelter. Students research
natural structural concepts and adapt these concepts to solve a challenge to
design a functional and efficient structure.
Strand(s): Theory and Foundation, Skills and Processes, Impacts and
Consequences
Theory and
Foundation
TFV.01 - apply
engineering principles and appropriate formulas to design work;
TFV.02 - demonstrate
the ability to interpret technical reference materials and test data;
TF1.01 - explain the
engineering principles that apply and the formulas used in technological design
(e.g., related to the strength of materials, static and dynamic formulas,
bending moments, shear).
Skills and
Processes
SPV.05 - evaluate
project solutions;
SP1.01 - prepare
effective design briefs outlining problems that require design solutions;
SP3.02 - evaluate
the appropriateness of project solutions in terms of the design criteria;
SP3.03 - evaluate
the suitability of materials for project design applications.
Impact and
Consequences
ICV.01 - identify
ethical issues related to engineering design;
ICV.03 - assess
project solutions in terms of safety, efficiency, ergonomics, and the
environment;
IC1.01 - identify
design considerations when designing for the physically challenged (e.g.,
accessibility and function);
IC2.02 - analyse the
consequences of a product’s features in terms of safety, efficiency,
ergonomics, and the environment;
IC2.03 - describe
how well-designed project solutions can minimize negative environmental impact.
Grade 11
Technological Design is a prerequisite for this course; students have a
well-developed ability to research, reference, solve open-ended design
challenges, rationalize ideas, and communicate technical information (e.g.,
design reports, sketches, technical drawings, Computer-Aided Drafting (CAD),
models, and presentations). Students have skills in word processing and
technical writing to properly prepare written design briefs, charts, and
notations to a commercially-acceptable level.
·
This activity is
the first of three that explore structural engineering concepts (engineering
“statics”). Research is conducted to learn how selected animals or insects have
adapted their environment to provide themselves with shelter. Students are
given the challenge to determine the underlying key engineering and
architectural concepts of nature, then to incorporate these principles in
solving a challenge for human habitation. In the next activity, students
fabricate models and test rigs to test their solutions; in the third activity,
they fabricate refined models or prototypes and present their solutions.
·
Research
materials and access to resources must be pre-arranged. Library/resource centre
and Internet facilities should be arranged to allow a broad cross-section of
reference materials to be accessed, including books, videos, and periodicals
(see Resources). Teachers should also consider networking with teachers of
science and environmental studies for resources and possible curriculum links.
·
While students
may naturally form groups (and are grouped in subsequent activities), students
complete their own research. Students may form groups for the report
deliverable, but they list their respective hours and tasks from their daily
log sheets in the report (see Appendix B – Daily Log).
·
A suggested
timeline allocates 2.5 hours for research, including sketching and project
discussions, and 2.5 hours for preparation of the proposal, including drawing
or simple modelling (computer-generated or physical).
1. The teacher discusses how nature has
addressed technical problems in shelter and hands out the design brief with the
overview of the challenge (see Appendix 2.1.1). The teacher discusses examples,
such as the beaver dam, bird nest, beehive, or fish habitats.
2. The
teacher reviews the task and instructs students to choose an animal or insect
to research. Students are given an opportunity to research in books or on the
Internet, to decide on the animal or insect they will investigate. Students are
given a checklist to follow for completion of the challenge. The checklist
clarifies expectations and helps students maintain proper pacing (see Appendix
2.1.2).
3. The
teacher discusses natural and man-made equivalent materials and poses questions
regarding key concepts, such as waterproofing. The teacher also poses questions
regarding the concept of eco-systems; such as how species live symbiotically in
woodlands or in ocean habitats.
4. The teacher provides information regarding
concepts in structural analysis (e.g., stress, strain, heat conduction, beam
deflection, etc.). Students are asked to note the concepts and include them in
their proposal.
5. Students complete their own project
proposals, outlining their selected animal or insect habitat and describing
their preliminary findings. If they wish to work with a partner, students must
describe the roles each of them plays in researching and reporting. Students
note the answers to the questions regarding the characteristics of the selected
habitats. Students then relate their findings to the design challenge posed in
the design brief and sketch ideas on a proposed solution. Students list
proposed materials and a rationale for their use.
6. Students prepare and submit their report on
their research, including drawings, sketches, and/or simple models of their
selected habitats and of the design challenge ideas.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Research Questions |
Anecdotal comments
Group discussion |
Formative |
Knowledge/Understanding |
|
Project Proposal |
Checklist
Conferencing |
Formative |
Thinking/Inquiry Communication |
|
Engineering Design
Brief |
Rubric |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication
Application |
·
The teacher
ensures that exceptional students have access to necessary equipment and
resources to perform required tasks.
·
Enrichment
alternatives could be added through additional research requirements on
accessibility, global environmental, or ecosystem issues.
Print
Bassin,
Brodsky, and Wolkoff. Statics and The
Strength of Materials. Columbus, Ohio: McGraw-Hill.
ISBN 0-07-004023-0
Fishbane,
Gasiorowicz, and Thornton. Physics For
Scientists and Engineers. New Jersey: Prentice-Hall.
ISBN 0-13-432980-5
Gordon, J.E.
The New Science of Strong Materials.
Markham, Ontario: Penguin Books, 1999.
ISBN 0-306-80151-5
Gordon, J.E.
Structures, or Why Things Don’t Fall Down.
Markham, Ontario: Penguin Books, 1999.
ISBN 0-306-80151-5
Papanek,
Victor. Design for the Real World, Human
Ecology and Change. Chicago: Academy Publishers, 2000. ISBN 0-89733-153-2
Vogel, Steven. Cat’s Paws and Catapults, Mechanical Worlds
of Nature and People. New York: W.W. Norton, 1998. ISBN 0-393-31990-3
Websites
Suggested
keywords for search engines, such as Google.com: eco tours, sustainable
architecture, and structural engineering
ASM
International: The Materials Information Society – http://www.asm-intl.org/
Cana-Tours
(eco-tours of Canada) – http://pages.infinit.net/econet/home.html
Eco-Tours
(eco-tours around the world) – http://www.eco-tours.com/
Environmental
Sustainable Architecture – http://enertia.com/envirarc.htm
Explore
Magazine (list of Eco Tour companies)
– http://www.explore-mag.com/explorers/outfitters/activity/ecotour.html
MatWeb: The
Online Materials Information Resource – http://www.matls.com/
Sustainable
Architecture, Building and Culture – http://www.sustainableabc.com/
Situation
The eco-tour
trend currently popular in Canadian travel and tourism has produced a negative
side effect. Although many adventurous people want an extreme experience, the
transportation of materials and environmental impact of the habitation requires
costly maintenance and cleanup measures.
Our client,
as Canada’s largest retailer and promoter of outdoor activity tours and
equipment, wants to develop and promote products that minimize environmental
impact and yet provide their customers with the best outdoor experience. This eco-tour
company provides tours of selected eco-systems for clients who want to
experience living in extreme conditions for a few days to a week. These clients
may want to hunt, fish, practise photography, or participate in sports
activities.
They are
looking for structures that will accommodate their customers (individuals or
groups) for short lengths of time in one of the following eco-systems:
1. boreal forests (winter or summer);
2. tundra (winter or summer);
3. polar cap;
4. mountain;
5. underwater (lake);
6. underwater (ocean).
It is important that the products be designed to properly fulfill their
functions but be biodegradable, removable, or a combination of the two, to
leave an absolute minimum impact on the natural environment.
Challenge
Prepare a design
proposal that addresses the unique needs of habitation in one of the
ecosystems. Base the proposal on research of existing animal habitation
solutions. Select an eco-system, review the floral and fauna of the eco-system,
select an animal, insect, or plant, and address the following questions:
1. What are the characteristics of your selected
ecosystem (weather, climate, type of plant, insect, and animal life, etc.)?
2. For the selected animal or insect, what are
the needs of this life form and how has it adapted to survival in terms of
habitation?
3. What are the overall characteristics of the
structure?
4. What engineering loads does the animal
structure encounter?
5. How are loads dealt with?
6. What materials is the habitat made of? How is
it built?
7. What man-made materials could be substituted
to provide similar or greater effect?
8. How does the animal deal with the following?
a. entry/exits (normal openings and/or emergency);
b. food gathering and storage;
c. caring for young;
d. protection from the elements;
e. protection from predators;
f. extreme conditions of weather.
9. Have there been historical changes in
habitats due to climatic change (i.e., ice age or desertification)?
10. How does the animal’s habitat affect the local
environment?
11. How could this effect be minimized or reduced
in the human example?
12. What measures can be put in place to
accommodate clients with physical disabilities? What safety measures need to
put in place to protect the users of these habitats?
Deliverable
Prepare a
design proposal, outlining the criteria for the tour habitat or shelter with
suggested solutions. Ensure all questions are answered. This phase of the
project should be completed in four days. See Appendix 2.1.2 – Design Proposal
Checklist to ensure you have covered all aspects of the proposed design. (Feel
free to develop additional criteria.)
|
Consideration Checklist |
Check |
Notes and Signature from Supervisor |
|
Ecosystem overview |
|
|
|
Description of
environmental conditions |
|
|
|
Selected fauna
overview |
|
|
|
Selected habitat
overview |
|
|
|
Survival
considerations |
|
|
|
Habitat
structure description |
|
|
|
Description of
engineering loads on structure |
|
|
|
Description of
materials used in natural habitat |
|
|
|
Appraisal of
similar man-made materials |
|
|
|
Description of
natural habitat openings |
|
|
|
Description of
natural food storage and gathering characteristics |
|
|
|
Description of
caring of young |
|
|
|
Description of
protection from the elements |
|
|
|
Description of
predator protection |
|
|
|
Description of
possible climate-change strategies |
|
|
|
Description of
environmental impact of natural habitat |
|
|
|
Description of
considerations for eco-tour habitat (based on above) |
|
|
|
Description of
structural components of habitat shelter (based on above) |
|
|
|
Description of
material properties of habitat shelter (based on above) |
|
|
|
Description of
accommodations for special-needs clients |
|
|
|
Descriptions of
safety and security measures required |
|
|
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Knowledge of facts
and concepts influencing design decisions TFV.01, TFV.02,
ICV.03 Understanding of
engineering principles TF1.01 |
- identifies
limited design factors, such as engineering strength, construction
techniques, material properties - makes limited
connections to environmental considerations to proposed solution |
- identifies some
design factors, such as engineering strength, construction techniques,
material properties - makes some
connections to environmental considerations to proposed solution |
- identifies
considerable number of design factors, such as engineering strength,
construction techniques, material properties - connects
environmental considerations to proposed solution with considerable
effectiveness |
- identifies all
or nearly all design factors, such as engineering strength, construction
techniques, material properties - connects
environmental and ecosystem considerations to proposed solution with a highly
effective manner |
|
Thinking/Inquiry Evaluate
structural, material and environmental requirements and determine project
criteria SPV.05, SP3.02,
SP3.03 |
- evaluates
structural or material requirements with limited effectiveness - evaluates few
design criteria - makes limited
rationalization of material or structural choices |
- evaluates
structural or material requirements with some effectiveness - evaluates some
design criteria - makes some
rationalization of material or structural choices |
- evaluates
structural or material requirements with considerable effectiveness - evaluates many
design criteria - makes
considerable rationalization of material or structural choices |
- evaluates
structural or material requirements with a high degree of effectiveness - evaluates all or
almost all design criteria - makes thorough
rationalization of material or structural choices |
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Communication Use effective
illustration, writing techniques in preparation of design proposal SP1.01 |
- 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 Describe ethical,
environmental, safety issues in design proposal ICV.01, ICV.03,
IC2.02 Identifies
accessibility and safety issues for physically challenged IC1.01 |
- describes
environmental and ethical issues with limited effectiveness - describes
accessibility and safety issues with limited effectiveness |
- describes
environmental and ethical issues with some effectiveness - describes
accessibility and safety issues to some degree |
- describes
environmental and ethical issues with considerable effectiveness - describes
accessibility and safety issues to a considerable degree |
- describes
environmental and ethical issues accurately and fully - fully describes
accessibility and safety issues in detail |
Note: A student whose achievement is below Level 1 (50%) has not met the
expectations for this assignment or activity.
Time: 20 hours
Students develop
models to test structural strength and architectural functions of their
selected designs from the previous activity. Students incorporate test model
fabrication techniques, structural testing methods, and presentation model
fabrication techniques to refine their original design ideas.
Strand(s): Theory and Foundation, Skills and Processes, Impacts and
Consequences
Theory and
Foundation
TFV.01 - apply
engineering principles and appropriate formulas to design work;
TFV.02 - demonstrate
the ability to interpret technical reference materials and test data;
TFV.04 - solve
engineering problems in a team environment;
TF1.01 - explain the
engineering principles that apply and the formulas used in technological design
(e.g., related to the strength of materials, static and dynamic formulas,
bending moments, shear);
TF1.02 - describe
how engineering principles apply to methods of structural testing;
TF1.03 - demonstrate
an ability to consult pertinent technical reference materials (e.g., trade
literature, catalogues, and applicable codes such as the Ontario Building Code,
the Electrical Safety Code, and municipal by-laws) as required by the project;
TF2.03 - work
cooperatively in a group, communicating ideas effectively, being supportive of
other group members’ ideas, and accepting constructive criticism;
TF3.01 - keep accurate
records of engineering tests and results.
Skills and
Processes
SPV.03 - perform
structural and material tests correctly;
SPV.05 - evaluate
project solutions;
SP2.01 - construct
functional models and prototypes of their finished products;
SP2.03 - conduct
appropriate structural tests on components and assemblies;
SP2.04 - conduct
appropriate tests to determine the properties of materials;
SP3.03 - evaluate
the suitability of materials for project design applications.
Impact and
Consequences
ICV.02 - handle
materials and tools safely;
ICV.03 - assess
project solutions in terms of safety, efficiency, ergonomics, and the
environment;
IC2.01 - handle
tools and materials safely;
IC2.02 - analyse the
consequences of a product’s features in terms of safety, efficiency,
ergonomics, and the environment.
Students are
familiar with the skills and safety rules involved in using model-making
equipment.
·
The scope of this
project may include processes completed in other technical facilities. Students
are aware of safety and procedure in other shops and never attempt a process
step with unfamiliar equipment. Teachers must ensure appropriate supervision
occurs in all settings.
·
Project designs
may vary greatly in material requirements. Teachers should pre-determine
sources of some of the common materials, such as wood, plastics, glues, etc.,
and have students find certain resources, such as recycled materials,
themselves. Natural insulating materials, such as old blankets (wool), pillows,
cotton cloth (old T-shirts), sleeping bags, etc., may be used to model
insulation.
·
Teachers provide
additional materials for structural construction (e.g., doweling, wooden strips
(cedar or pine) for laminating, string or rope, heavy gauge thread). Equipment
needs include hot melt glue guns, sewing needles, band saw, drill presses,
table saws, etc.
·
Teachers
pre-determine types of testing that are possible considering time and resource
constraints. During the activity, teachers allow students to develop testing
ideas, but ensure that the testing ideas are practical and safe to use.
·
Scale of the
testing models should be established prior to fabrication with consideration of
the physical property being tested. Strength of joints may need to be tested
1:1, while strength of a structure may be modelled at a smaller scale.
·
Cameras (video
and/or still) are provided for recording testing procedures.
1. The teacher distributes the challenge brief
(see Appendix 2.2.1 – Engineering Brief) and establishes the situation,
challenge, criteria, and constraints.
2. The teacher introduces the topic of statics
(the study of bodies at rest and the forces acting on those bodies). The
calculation of stress (stress = force/area) including the three types –
compression, tension, shear – is discussed before testing to help students
properly identify failure points. The concepts of failure (yield, fracture,
wear, fatigue, and buckling) are also discussed to ensure proper identification
of failure during testing.
3. The teacher highlights the importance of
using accurate terminology in engineering. Terminology is identified and
reinforced throughout the activity. Students complete a terminology worksheet
(see Appendix 2.2.2 – Terminology List) by the end of the activity.
4. The teacher reviews the habitat designs from
Activity 2.1 with the class and quizzes students on what they consider to be a
necessary structural test for each habitat. Tests may include stress tests
(deflection, either of joints or structural members), maximum dead load of
structural members, water penetration resistance, heat loss, etc.
5. Students brainstorm other considerations to
be tested, such as safety, reliability, comfort, practicality of intended use,
marketability, and ease of fabrication and removal at the intended site.
6. Each student team is then given the task of
determining the type of structural test they will perform. Each team develops a
one-page proposal for testing, which is then discussed with the teacher for
approval. The teacher may combine teams to do comparative testing, such as dead
load testing of alternative solutions.
7. Students are given testing charts to keep
accurate records of tests done to verify product quality. (See Appendix 2.2.1
for an example.) Test data is graphed for the final report using appropriate
software.
8. Student teams begin fabrication of test
models and test rigs upon approval of their proposals.
9. Students conduct tests, maintaining records,
and documenting test set-ups and results.
10. Students develop a report of their results,
including analysis of their learning, considerations for fabrication of actual
habitats, and all charts and documentation (including terminology list).
Reports also include design justifications on other more subjective
considerations, such as comfort, ease of set-up, and marketable properties.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Terminology Sheet |
Anecdotal comments |
Formative |
Knowledge/Understanding |
|
Testing Proposal |
Conferencing |
Formative |
Thinking/Inquiry Communication |
|
Fabrication of
Test Models |
Observation
Conferencing Rubric |
Formative
Summative |
Thinking/Inquiry Application |
|
Final Report |
Rubric |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication |
·
Enrichment may
incorporate to a greater degree mathematical concepts used for testing and
analysis.
Books
Forsyth, A. The Architecture of Animals. New Jersey:
Camden House Printing. ISBN 0-920656-16-1
Gordon, J.E.
The New Science of Strong Materials.
Markham, Ontario: Penguin Books, 1999.
ISBN 0-306-80151-5
Gordon, J.E.
Structures, or Why Things Don’t Fall Down.
Markham, Ontario: Penguin Books, 1999.
ISBN 0-306-80151-5
Hibbeler, R.
Engineering Mechanics – Statics. New
York: McMillan Publishing. ISBN 0-02-354670-0
Salvadori,
Mario. The Art of Construction, Projects and Principles for Beginning
Engineers and Architects. Chicago: Chicago Review Press, 1990. ISBN
1-55652-080-8
Taylor, John R. and
Chris D. Zafiratos. Modern Physics for
Scientists and Engineers. New York: Prentice Hall, 1991. ISBN 0135897890
Websites
ASTM
(American Society For Testing and Materials) – www.astm.com
University
of Exeter Dictionary of Units (conversions, measurements)
– http://www.ex.ac.uk/cimt/dictunit/dictunit.htm
Challenge
The client, an
eco-tour company, is interested in the design of the structure that our group
has proposed. In order to determine design viability, the company has
commissioned our group to test the structural properties. You are to build a
test model of the proposed structure to scale and then test for structural
integrity and functional capability.
Test Procedures
Test Selection
The first
task is to determine the tests needed for your product. Tests may include
waterproofing or water penetration (either through materials or joints or
both), heat loss (through walls, roofs, and/or floors), and snow load or
structural load (deflection).
Example Test: Dead Load Bearing
You need to design
and build a test rig that allows the placement of weights or weighted substance
(i.e., sand or water), evenly distributed over the test structure, as well as a
measuring device to determine test model deflection.
1. Place modelled structure in test rig.
2. Add weight or weight material in progressive
increments; record weight increment and deflection.
3. Continue increasing weight until structure
height has been depressed by 20% of its initial height (or until it yields or
breaks).
4. Graph data for report.
|
Test Number |
Load |
Deflection |
Notes |
|
1 |
|
|
|
|
2 |
|
|
|
|
cont… |
|
|
|
Other tests include
a sequence (test number or time), a load (e.g., time under rain rack, outside
temperature), a resultant data set (e.g., time and quantity of water leak;
inside temperature), and observational notes.
|
Term |
Definition |
|
Stress |
|
|
Strain |
|
|
Hook’s law |
|
|
Force |
|
|
Vectors |
|
|
Compression |
|
|
Tension |
|
|
Cross-section |
|
|
Elastic |
|
|
Plastic
deformation |
|
|
Young’s modulus |
|
|
Axial (normal)
stress |
|
|
Torsion |
|
|
Shear |
|
|
Bending moment |
|
|
Friction |
|
|
Column |
|
|
Beam |
|
|
Plate |
|
|
Shell |
|
|
Frame |
|
|
Truss |
|
|
Geodesic dome |
|
|
Cantilever |
|
|
Yield |
|
|
Fracture |
|
|
Buckling |
|
|
Fatigue |
|
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Demonstrate
knowledge of facts and concepts influencing construction Demonstrate
understanding of engineering principles and testing processes |
- identifies
limited construction factors, (e.g., engineering strength, construction
processes, material properties) - makes limited
connection to environmental considerations to proposed materials |
- identifies some
construction factors (e.g., engineering strength, construction processes,
material properties) - makes some
connection environmental considerations of proposed materials |
- identifies a
considerable number of construction factors (e.g., engineering strength,
construction processes, material properties) - effectively
connects environmental considerations to proposed materials |
- identifies all
or almost all construction factors (e.g., engineering strength, construction
processes, material properties) - effectively
connects environmental considerations to proposed materials |
|
Thinking/Inquiry Analyse material and process requirements Determine project construction requirements |
- evaluates few
material and process requirements - evaluates few
detailing and testing criteria - little
rationalization of material, testing, or processing choices |
- evaluates some
material and process requirements - evaluates some
detailing and testing criteria - some
rationalization of material, testing, or processing choices |
- evaluates many
material and process requirements - evaluates many
detailing and testing criteria - good
rationalization of material, testing, or processing choices |
- evaluates all or
almost all material and process requirements - evaluates all or
almost all detailing and testing criteria - thorough
rationalization of material, testing, or processing choices with comparisons |
|
Communication Uses effective
illustration, writing techniques Demonstrate
preparation of process, costing and test reporting documentation |
- uses language,
symbols, and visuals with limited accuracy and effectiveness - process steps
and costing prepared to limited degree |
- uses language,
symbols, and visuals with some accuracy and effectiveness - process steps
and costing prepared to some degree |
- uses language,
symbols, and visuals with considerable accuracy and effectiveness - process steps
and costing prepared to a considerable degree |
- uses language,
symbols, and visuals with a high degree of accuracy and effectiveness - process steps
and costing prepared to a high degree |
Note: A student whose achievement is below Level 1 (50%) has not met the
expectations for this assignment or activity.
Time: 10 hours
Students create
technical presentation drawings and/or computer models to illustrate their
tested design solution to the habitat structure. Students produce a technical
design report highlighting their concepts and ideas for presentation to
engineering or architecture supervisors or managers.
Strand(s): Theory and Foundation, Skills and Processes, Impacts and
Consequences
Theory and
Foundation
TFV.03 - describe manufacturing
or construction techniques used in architecture, engineering, or industrial
design;
TFV.05 - identify
suitable ways of communicating their design ideas;
TF1.03 - demonstrate
an ability to consult pertinent technical reference materials (e.g., trade
literature, catalogues, and applicable codes such as the Ontario Building Code,
the Electrical Safety Code, and municipal by-laws) as required by the project;
TF2.01 - prepare
accurate mechanical and industrial engineering drawings (e.g., detail and assembly
drawings);
TF2.02 - describe
the sequence of construction used in frame construction and identify the
related trades (e.g., electricians, carpenters, masons, heating and
air-conditioning installers) used in the construction industry;
TF3.02 - assess the
different methods of illustrating a design solution (e.g., by using engineering
drawings, models, or prototypes) and choose the most suitable for each project;
TF3.03 - write
technical reports detailing product specifications, test results, and effectiveness
in meeting established design criteria.
Skills and
Processes
SPV.01 - produce
effective design briefs and technical reports, and create freehand
illustrations and traditional or computer-aided drawings that conform to
industry standards;
SPV.04 - estimate
the cost of labour and materials for a project;
SPV.05 - evaluate
project solutions;
SP2.02 - create
effective displays and presentations of their finished products;
SP2.05 - estimate
the costs of project materials and labour;
SP3.01 - prepare effective
technical reports documenting the design process and proposed solutions;
SP3.02 - evaluate
the appropriateness of project solutions in terms of the design criteria.
Impact and
Consequences
ICV.03 - assess
project solutions in terms of safety, efficiency, ergonomics, and the
environment;
IC1.01 - identify
design considerations when designing for the physically challenged (e.g.,
accessibility and function);
IC2.02 - analyse the
consequences of a product’s features in terms of safety, efficiency, ergonomics,
and the environment;
IC2.03 - describe
how well-designed project solutions can minimize negative environmental impact.
Students have an understanding of selecting and utilizing the tools of
presentation drawing, graphic production, and technical drawings from the Grade
11 course.
·
Teachers prepare
drawing tools and book computer facilities. Reference materials, such as
building codes, safety codes, etc., are obtained.
·
Teachers
determine the scope of the presentation requirements based on available
resources and time. The scope includes the size of the presentation board, the
types of illustration (e.g., technical CAD drawings, photographic images, 3-D
illustration, or animation), scale, and report information. The scope is used
as criteria for students’ selection of presentation method.
1. Students are introduced to the requirements
of the activity: to present their design concepts to supervisors or managers.
Students focus on presenting engineering concepts, which are later incorporated
in a client presentation. Students must be able to describe the steps in
fabricating their habitat designs (structure and subsystems) and the related
trades required in construction (i.e., plumbers, framers, electricians).
2. Students are introduced to the available
presentation tools, such as CAD, hand, and drafting table illustration, 3-D
computer modelling, and animation. Students consider the information they need
to present and the most effective way to present it.
3. The teacher discusses the types of
illustrations and their use (i.e., technical CAD drawings for manufacturing,
engineers, and fabricators; 3-D modelling for engineers and designers; hand
illustrations for quick designing and client presentation).
4. Student teams sketch out their ideas on paper
and propose their ideas to the teacher. Students must select a minimum of one
technical illustration method (board or CAD drawings) and one of: hand drawing,
computer illustration, or 3-D modelling.
5. With teacher approval, students prepare their
presentations.
6. Student teams present their drawings, images,
and illustrations to the class by posting their work around the room. Each team
takes turns in describing their work.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Drawings |
Checklist Anecdotal comments Marking Scheme |
Formative |
Communication Application |
|
Promotional
Material |
Conferencing |
Formative |
Thinking/Inquiry Communication |
|
Report |
Rubric |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication
Application |
|
Presentation |
Rubric |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Print
Hubel, V. and D.
Lussow. Focus on Designing. Toronto:
McGraw-Hill. ISBN 0-07-548661-X
Hutchinson, J.
and J. Karsnitz. Design and Problem
Solving in Technology. New York: McGraw-Hill.
ISBN 0-8273-5244-1
Jensen,
Cecil H. and J.D. Helsel. Engineering
Drawing and Design. Glencoe McGraw Hill.
ISBN 0028017951
Wohlers, T. Applying AutoCad. New York: McGraw-Hill.
ISBN 0-02-668589-2
Salvadori, Mario. The Art of Construction, Projects and
Principles for Beginning Engineers and Architects. Chicago: Chicago Review
Press, 1990. ISBN 1-55652-080-8
Other Publications
Machinery’s Handbook
Ontario
Building Code
Spae-Naur
catalogue
Sweet’s Catalogue
Publications
on many aspects of architectural design considerations and research are
available from:
·
ASTM testing
standards
·
Canada Mortgage
and Housing Canadian Housing Information Centre, Ottawa Ontario
·
Canadian
Standards Association
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Knowledge and
understanding of technical communications and graphics |
- demonstrates
limited understanding of technical communications, drawing standards, and
graphics principles |
- demonstrates
some understanding of technical communications, drawing standards, and
graphics principles |
- demonstrates
considerable understanding of technical communications, drawing standards,
and graphics principles |
- demonstrates
thorough understanding of technical communications, drawing standards, and graphics
principles |
|
Thinking/Inquiry Analyse and select
effective communication tools |
- limited ability
to analyse materials for communicating necessary data and specifications |
- some ability to
analyse materials for communicating necessary data and specifications |
- considerable
ability to analyse materials for communicating necessary data and
specifications |
- expert ability
to analyse materials for communicating necessary data and specifications |
|
Communication Use effective
illustration, writing Demonstrate
techniques in drawings and promotional materials |
- uses language,
symbols, and visuals with limited accuracy and effectiveness - drawings
demonstrate limited mastery of technique |
- uses language,
symbols, and visuals with some accuracy and effectiveness - drawings
demonstrate some mastery of technique |
- uses language,
symbols, and visuals with considerable accuracy and effectiveness - drawings
demonstrate considerable mastery of technique |
- uses language,
symbols, and visuals with a high degree of accuracy and effectiveness - drawings
demonstrate a high degree of mastery |
|
Application Use technical
drawing and graphics tools and equipment properly and accurately |
- demonstrates
limited ability to use technical drawing and graphics tools and equipment
properly and accurately |
- demonstrates
some ability to use technical drawing and graphics tools and equipment
properly and accurately |
- demonstrates
considerable ability to use technical drawing and graphics tools and
equipment properly and accurately |
- demonstrates
thorough ability to use technical drawing and graphics tools and equipment
properly and accurately |
Note: A student whose achievement is below Level 1 (50%) has not met the
expectations for this assignment or activity.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Knowledge of
facts, influencing design decisions Understanding of
design factors |
- identifies
limited engineering factors, such as structural strength, materials, and
fabrication techniques - demonstrates
limited understanding of design factors (safety, ergonomics, etc.) |
- identifies some
engineering factors, such as structural strength, materials, and fabrication
techniques - demonstrates
some understanding of design factors (safety, ergonomics, etc.) |
- identifies
considerable amount of engineering factors, such as structural strength,
materials, and fabrication techniques - demonstrates
considerable understanding of design factors (safety, ergonomics, etc.) |
- identifies most
engineering factors, such as structural strength, materials, and fabrication
techniques - demonstrates
thorough understanding of design factors (safety, ergonomics, etc.) |
|
Thinking/Inquiry Analyse user
requirements Determines project
criteria |
- evaluates few
requirements; of material choices - makes limited
match between criteria and solution |
- evaluates some
requirements - makes some
important matches between criteria and solution |
- evaluates many
requirements - makes many
important matches between criteria and solution |
- evaluates most
requirements thoroughly - makes many
important matches and generalizations between criteria and solution |
|
Communication Use effective
technical drawing, illustration |
- uses language,
symbols, and technical drawings with limited accuracy and effectiveness |
- uses language,
symbols, and technical drawings with some accuracy and effectiveness |
- uses language,
symbols, and technical drawings with considerable accuracy and effectiveness |
- uses language,
symbols, and technical drawings with a high degree of accuracy and
effectiveness |
|
Application Follow CSA drawing
standards |
- drawings to come
to CSA standards, in a limited way |
- drawings achieve
some in CSA standards and code details |
- drawings achieve
many CSA standards and codes |
- accurate and
professional level of drawings standards |
Note: A student whose achievement is below Level 1 (50%) has not met the
expectations for this assignment or activity.
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