Course Profile Manufacturing Engineering Technology (TMJ4C), Grade 12, College Preparation, Combined

Unit 2: Product Research, Design, and Development

Time: 35 hours

Activity 2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4

Unit Description

In this unit, students develop knowledge and skills through product research, design, development, and analysis. Students focus on designing, detailing, modelling, and marketing a product. Using the design process, students apply their knowledge of the concepts required to design a product in preparation for production. Throughout this process, students deal with the ethical issues and decisions associated with their designs and marketing strategies. Students work in groups and present their drawing portfolios clearly, honestly, and with sensitivity to others.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
2.1 Product Research, Design, and Information Gathering	5 hours	TFV.01, TFV.02, TF1.01, TF1.02, TF2.01, SPV.03, SP1.01, SP1.02, SP3.01, SP4.03 CGE 1d, 2b, 2c, 4f, 4g, 5e	Thinking/ Inquiry Application Communication	Gather information Establish a design brief and product development plan Develop criteria, constraints, and specifications Develop sketches and renderings of design ideas
2.2 Developing the Design Portfolio	15 hours	TFV.01, TF1.02, TF2.07, SPV.02, SPV.03, SPV.04, SP1.02, SP2.05, SP4.03, SP5.02, ICV.01, IC1.01, IC1.02 CGE 1d, 2b, 2c, 2e, 3b, 4a, 4f, 5h, 7i	Knowledge/ Understanding Thinking/ Inquiry Application Communication	Create engineering drawings of the product Research materials and material properties Select product material Establish quality requirements through critical dimensioning
2.3 Modelling and Prototyping	7 hours	TFV.01, TFV.03, TF1.02, TF1.03, SPV.02, SP1.01, SP1.02, SP3.01, SP3.02 CGE 2b, 2c, 3b, 4f, 7i	Thinking/ Inquiry Application Communication	Research modelling and prototyping Computer-aided solid modelling vs. prototyping Construct prototype or model Prototype/model analysis and testing
2.4 Marketing and Design Portfolio Presentation	8 hours	TFV.01, TFV.02, TFV.03, TF1.02, TF2.02, SPV.01, SPV.03, SP1.02, SP5.03 CGE 2b, 2c, 2e, 3b, 4f, 5e, 5h	Thinking/ Inquiry Application Communication	Research and establish marketing strategies Presentation software training Portfolio presentations

Activity 2.1: Product Research, Design, and Information Gathering

Time: 5 hours

Description

Students use a variety of media resources to gather information on developing or improving an existing product (alternative-powered vehicle). Activities focus on the various methods used to generate and communicate ideas through sketching and illustration techniques, research and investigation skills, and decision-making skills. Students use the information and ideas gathered to develop a design brief and establish criteria and desired results of their final environmentally friendly product. Guided by the Catholic faith tradition, students consider and discuss how the project benefits the environment and contributes to the common good.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE4g - examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE5e - respect the rights, responsibilities, and contributions of self and others.

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

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 - describe the five major areas of a manufacturing process: research and development, production, marketing, industrial relations, and financial affairs;

SPV.03 - communicate effectively in the manufacturing sector using a variety of means.

Specific Expectations

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;

TF2.01 - explain the activities associated with research and development: discovery, development, and making specifications for improving products;

SP1.01 - set up a manufacturing enterprise, on a small scale or using a simulation, incorporating the five major areas of activity: research and development, production, marketing, industrial relations, and financial affairs;

SP1.02 - function in one or more areas of activity and execute the four typical functions of management – planning (setting goals and a course of action), organizing (structuring the job into manageable tasks), directing (assisting tasks and supervising their completion) and controlling (comparing results against the outlined plan) - to develop a product, on a small scale or using a simulation;

SP3.01 - develop products and processes required to meet customer needs using the following steps: determine who the customers are, determine their needs, design a product that responds to these needs, develop processes that can produce the product features, and transfer the resulting plans to the operating process;

SP4.03 - generate effective product specifications through engineering drawings, sketches, and reports.

Prior Knowledge & Skills

Students should have:

· experience from Grade 11 Manufacturing Technology (TMJ3C);

· group-work skills (cooperative learning techniques and an understanding of personal responsibilities assigned by the group);

· keyboarding skills;

· knowledge of word-processing software, networking, and using the Internet.

Planning Notes

· Ideally, the units follow the design and fabrication processes of an alternative-powered vehicle. However, the course does allow for a variety of design challenges; the units may be delivered with independent themes.

· Students may compete in a competition forum, with student groups designing and fabricating more than one prototype vehicle. Performance is tested by comparing vehicles against one another or against vehicles from other schools. There are electric vehicle (or similar) competitions held annually; the teacher may provide students with a design challenge that complies with one of these events (refer to Websites). The challenge might state: “In the interest of energy efficiency and the subsequent protection of the environment from reduced fossil-fuel emissions, design and manufacture a single-occupant, electric-powered commuter vehicle. This vehicle must be designed to travel as far as possible on the energy of a single battery charge. Due to the energy-efficiency requirements, pursue a design configuration utilizing materials that minimize weight, yet allow for a safe, comfortable, aesthetically-pleasing design with low aerodynamic drag.”

· Prior to beginning the activity, students define key terms for homework (see Appendix A).

· Have an understanding of the various roles and activities associated with marketing and production.

· To enable students to research effectively, prepare a list of websites and have school board policies on Internet use ready for discussion. Check the websites prior to beginning the activity and emphasize ethical use of the Internet.

· Prepare a list or examples of products on the market that are similar in design and function (vise-grip vs. locking pliers), and compare the quality, price, and function of the products.

· Arrange to have examples of various surveys from previous classes and from the Business Department.

· Ensure computers are in working order. If they are on a network, have school policies and instructions for saving work readily available.

· Prepare design team file folders for storing group work and a critical path template for keeping students organized and on task (see Appendix 2.1.1 – Sample Critical Path Planning Chart).

· Review all activities and prepare all necessary handouts, materials, equipment, and teaching aids.

· The teacher should introduce sketching techniques in progression, starting with simple two-dimensional shapes and progressing to three-dimensional representation and the final addition of value and texture. Students should have several practice exercises through each progression.

· Graphic communication requires a lot of practice exercises to develop drawing skills; exercises may be completed for homework.

· Collaborate with local manufacturers in establishing real-life design challenges.

Teaching/Learning Strategies

The teacher:

· provides a high level of student engagement, interdependence, and conflict-management skills;

· monitors progress and provides feedback frequently, emphasizing collaborative and cooperative group efforts in light of gospel values and keeping in mind the uniqueness, worth, and value of each person;

· reviews lesson on group dynamics, emphasizing collaborative and cooperative group efforts in light of gospel values;

· reviews key components of Unit 1 and discusses how this activity is linked in the process;

· reviews the five major areas of a manufacturing process: research and development, production, marketing, industrial relations, and financial affairs;

· reviews the manufacturing and design process and discusses how it applies to establishing and organizing a company ready to design, plan, and fabricate a product;

· explains the activities associated with research and development: discovery, development, and making specifications for improving products;

· discusses key terms of information gathering, e.g., survey, quantitative, personal interviews, mail intercept, telephone survey, mail surveys;

· leads a round-table discussion of Catholic values related to product development and production (e.g., stewardship, human potential, and socio-economic responsibilities);

· reviews Internet use policies and computer station safety precautions;

· discusses copyright laws and reviews any data, text, or images that students wish to copy and/or print;

· provides opportunities to discuss ethics and morality of plagiarism and piracy;

· explains how a human need or want can be met through a new or improved product;

· discusses the importance of product planning and why some products are added to the market, why old products are removed, and why questionable ones are changed;

· encourages students to reflect upon the results of their research, the product’s relationship to everyday life, and how it benefits or harms society;

· has students form design teams and modifies teams depending on individual strengths and weaknesses;

· introduces the design challenge (alternative-powered vehicle) with the activity instructions and criteria;

· discusses critical path planning and scheduling, mind mapping, and brainstorming techniques;

· discusses requirements for the design brief and reviews sketching techniques;

· emphasizes perspective representation as the ideal technique for communicating ideas; students progress from Grade 11 techniques of oblique and isometric representation;

· emphasizes the fact that sketches can be developed using any type of drawing technique, from two-dimensional orthographic representation to three-dimensional pictorial representation;

· emphasizes that the sketches are part of the portfolio presentation and that the principles and elements of design are important;

· through design team format, has students use the learned techniques to brainstorm ideas for the design of the wind-powered generator;

· introduces texture, value, colour, and other design elements to be added to their proposals by emphasizing the importance of presentation in demonstrating creative-thinking skills;

· provides opportunities to evaluate and compare the Christian simple life to the materialistic society in which they live.

The student:

· listens actively and critically to understand and learn in light of Gospel values;

· defines key terms;

· applies management planning (setting goals and a course of action), organizing (structuring the job into manageable tasks), directing (assisting tasks and supervising their completion), and controlling (comparing results against the outlined plan) (Appendix 2.1.1 – Sample Critical Path Planning Chart);

· applies the design process to develop solutions, design products, and respond to a design challenge;

· researches information using various resources (e.g., library/resource centre, websites, newspapers);

· conducts surveys on consumer needs and the materials that may be used in the building of the product;

· develops a design brief identifying the problem, criteria, and desired results;

· identifies different types of sketching techniques and drawing types;

· participates in collaborative/cooperative learning through group brainstorming of product ideas;

· develops a design brief of the design challenge, followed by the design criteria and constraints;

· independently, and as a group, sketches a variety of design ideas using appropriate techniques;

· analyses the ideas and selects the best design;

· applies reasoning in solving the challenge by writing a one-page rationale for the design choice;

· using pictorial representation and principles of design, sketches the final design proposal;

· assembles the research material, design brief, criteria/constraints, brainstormed sketches, and design rationale into a presentable written format;

· produces a technical report that includes research material, design brief, student-developed criteria/constraints, idea development sketches, and the written rationale;

· maintains an individual log of the process;

· records learning experiences in a reflective journal entry. The student reflects on personal values as they apply to working within a group and on personal aspirations relating to research and development. The journal entry should be completed for homework;

· becomes aware of ethical/moral issues involved in the design engineering decision making.

Assessment & Evaluation of Student Achievement

Students perform a simple diagnostic problem-solving activity to establish knowledge and skills. The results may indicate that individual accommodations, or the need to review key skills with the class are necessary. A small design challenge, which includes research, design, planning, drawing, and fabrication of a solution to a given problem, can be assessed using a combination of checklists, marking schemes, and/or rubrics.

Application

Using a checklist, individual students are assessed on ability to illustrate a given object using sketching techniques and using the principles and elements of design. Student teams submit their surveys and written summaries of their research, detailing websites and other media used to gather information.

Thinking/Inquiry

The teacher evaluates students’ research material, design briefs, student-developed criteria/constraints, idea development sketches, and written rationales. The rationale should include an analysis of the final proposal. A rubric may be used to assess each design team’s package formatively.

Communication

· Using a checklist, the package may be assessed for presentation of content. Checklist items may include neatness, legibility, bound documents, page formats, and other items relating to presentation.

· Through conferencing, the log entry may be assessed on an ongoing basis for completion and content.

· Reflections: Students self-assess their experiences through a reflective journal entry. The entries are evaluated using a rubric.

Learning Skills

Observation and conferencing can take place on a daily basis throughout the course. Students can be assessed formally or informally using checklists, anecdotal comments, or a learning skills rubric. This type of formative assessment should provide encouragement and praise for effort as tasks are completed, building on a positive self-image. The learning skills rubric can also be used by students as a self-assessment tool.

The teacher documents the student’s:

· conflict-management skills in light of Gospel teachings;

· ability to work effectively as an interdependent, considerate team member;

· initiative, leadership, and participation in a group;

· work habits/homework.

Accommodations

· Allow students to use a preferred technique (e.g., oblique, isometric, or perspective drawing). Although students should be able to identify the different techniques, the teacher may allow them to choose the technique with which they are most comfortable on an individual assignment basis.

· Provide hardcopies of instructions and sketching techniques guide that are well spaced, clear and use a readable font and suitable font size.

· Provide a hardcopy of the steps in the manufacturing process for review.

· Students may enhance their design presentation freehand or using CAD modelling.

· The reports may be presented in a variety of formats.

· Allow additional time for completion of the report.

Resources

Books

Ragan, Rosalind. Arttalk, 3rd ed. Glencoe, McGraw Hill. ISBN 0-02-662434-6

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

Spencer, Dygdon, and Novak. Basic Technical Drawing. Peoria, Illinois: Glencoe, McGraw Hill, 2000. ISBN 0-02-682553-8

Todd, R., K. Todd, and D. McCrory. Introduction to Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6 (Student Text), ISBN 0-538-64466-4 (Teacher’s Resource Guide),
ISBN 0-538-64465-6 (Portfolio and Activities Resource)

Websites

Electrathon America (competition information) – http://electrathonamerica.org/

Electric Car Association – http://www.eaaev.org/

Ontario Curriculum Centre (Grade 10 and Grade 11 Course Profiles) – www.curriculum.org

SAE International (competition design project information) – http://www.sae.org/students/supermw.htm

Computer Software

CAD software

Engstrom, D. and L. Hatch. Design Brief Manager Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design and Technology (see Books).

Word-processing software (e.g., WordPerfect)

Human Resources

Special Education/Resource staff and Art/Math/Science teachers

School, board, or community computer technician

Other

Board and/or school Internet use policies

School library/resource centre

Local manufacturers

Appendix 2.1.1

Sample Critical Path Planning Chart

Task	Team Member (if applicable)	Start Date	Finish Date	Approved
Activity 1
Research and Information Gathering
Design Brief
Design Sketches
Reflective Journal
Activity 2
Presentation Drawings
Working Drawings
Reflective Journal
Activity 3
Research Material
Fabricate Model
Evaluate Model
Analysis/Summary
Reflective Journal
Activity 4
Marketing Portfolio
Presentation
Reflective Journal

Activity 2.2: Developing the Design Portfolio

Time: 15 hours

Description

In this activity, students develop a design portfolio package that includes presentation drawings, working drawings, and bills of material. As a continuation of Activity 2.1, students detail their final design proposal in preparation for the production process. Students are introduced to a variety of drawing techniques used in industry. Emphasis is placed on applying engineering standards in generating formal drawings and selecting product material. Through proper dimensioning of the drawings, students also identify production control monitoring strategies.

Students identify the roles of future designers and planners. Emphasis is placed on creating, adapting, and evaluating new ideas and products in light of the common good with consideration of the impact to the socio-economic and environmental well-being of the region, province, and nation.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly with sensitivity to others;

CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE4a - demonstrate confident and positive sense of self and respect for the dignity and welfare of others;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5h - apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation;

CGE7i - respect the environment and use resources wisely.

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

Overall Expectations

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

SPV.02 - manage quality in a quality assurance program, using the three managerial processes - quality planning, quality control, and quality improvement;

SPV.03 - communicate effectively in the manufacturing sector using a variety of means;

SPV.04 - use mathematics and language skills and apply technological systems and scientific principles to design and fabricate a sophisticated product or manufacturing system.

Specific Expectations

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

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

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

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

- 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;

TF2.07 - explain how manufacturing systems and products are designed according to quality assurance standards;

SP1.02 - function in one or more areas of activity and execute the four typical functions of management – planning (setting goals and a course of action), organizing (structuring the job into manageable tasks), directing (assigning tasks and supervising their completion), and controlling (comparing results against the outlined plan) - to develop a product, on a small scale or using a simulation;

SP2.05 - choose suitable materials and processes for forming and fabricating products;

SP4.03 - generate effective product specifications through engineering drawings, sketches, and reports;

SP5.02 - explain how science or scientific principles or practices are applied to material selection and specifications, energy consumption, worker fatigue, material processing, speed, force, and ergonomics.

Prior Knowledge & Skills

The student should have:

· experience from Grade 11 Manufacturing Technology (TMJ3C);

· familiarity with drawing types and sketching techniques;

· completed the previous activity in developing a design brief including criteria, desired results, and a final design proposal of the product;

· basic skills in word processing, used for journals/log entries;

· basic keyboarding skills (knowledge of using the mouse for CAD drawing development);

· mathematical skills relating to drawing accuracy, measurement units, and geometric shapes, as well as Cartesian Co-ordinates, used in learning CAD;

· knowledge of basic sketching and drawing standards as well as an understanding of CAD.

Planning Notes

· This activity is a continuation of the design phase from Activity 2.1. Students progress from the design brief and idea development (sketches) to the presentation drawing stage. They develop formal presentation drawings of their design proposal. The proposal is then detailed through the development of a working set of drawings complete with dimensions.

· Prior to beginning the activity, students define key terms for homework (see Appendix A).

· Create or gather visual teaching aids for introducing orthographic views (e.g., a box with hinged sides).

· Solicit help, if required, to create other simple visual aids (e.g., wooden blocks cut in geometric shapes).

· Prepare to demonstrate drawing techniques on the board or an overhead.

· Prepare handouts and posters for each stage of portfolio development and post them in the classroom.

· Graphic communication requires a lot of practice exercises to develop drawing skills; exercises may be completed for homework. Select components that allow a progression of activities for the same drawings (e.g., sketch the part, dimension it, add size tolerances, and add geometric tolerances). Students complete practice exercises individually; the portfolio may be completed in teams because of the number of required drawings.

· As a supplemental activity, the teacher may arrange for a guest speaker or a field trip to a local manufacturer or engineering firm.

· Prepare for the possibility of job shadowing for students interested in engineering.

· Provide actual checklist/timeline to focus work on journals and portfolios.

· Encourage students to use brainstorming and problem-solving strategies for ideas and completion of work.

Teaching/Learning Strategies

The teacher:

· reviews key components of the previous activity;

· monitors progress and provides feedback frequently, emphasizing collaborative and cooperative group efforts in light of Gospel values;

· reviews the design process and discusses how engineering graphics plays a role in this process;

· discusses the socio-economic impact of engineering and planning, emphasizing the social responsibilities of engineers, not only to the environment but also to the advancement of dignity of work and God’s call of each person to a vocation;

· reviews principles and elements of design and discusses their use in developing presentation drawings;

· reviews engineering standard drawing types, identifying the difference between presentation drawings and working drawings and discussing their locations in the design portfolio;

· gives students an overview of drawing requirements for the design portfolio of the product;

· reviews orthographic representation and assigns practice exercises, progressing from Grade 11 by introducing revolution and auxiliary views and emphasizing sectional views;

· discusses proper dimensioning standards for orthographic drawings and has students add the dimensions to product drawings;

· discusses size tolerancing and has students add tolerances to the drawings;

· discusses geometric dimensions and their relation to the production-control process and has students add basic geometric tolerances where applicable;

· discusses how tolerancing is used to identify statistical process control points in production;

· discusses fasteners and weldments and has students determine how their product will be assembled;

· discusses assembly drawings and has students develop assembly and sub-assembly drawings;

· reviews product materials and material properties;

· discusses bills of material and has students add a bill of material to their assembly and sub-assembly drawings;

· reviews CAD and has students convert their hand drawings to formal CAD drawings, progressing from Grade 11 by emphasizing the application of 3-D modelling and the application of CAD to CAM (Computer-Aided Manufacturing) and CNC (Computer Numerical Control) machining;

· discusses process routing and cost estimations;

· discusses assembled portfolio presentation format;

· reminds students to maintain group folders and ensures that students do not take group material home;

· reviews journal/log writing format and criteria;

· reminds students that a well-kept journal of their activities will assist them in goal setting and in developing skills which will help them in the world of work.

The student:

· listens actively and critically to understand and learn in light of Gospel values;

· participates in collaborative/cooperative learning through group brainstorming of product ideas;

· defines key terms;

· applies management planning, organizing, directing, and controlling (Appendix 2.1.1 – Sample Critical Path Planning Chart);

· becomes familiar with drafting standards to develop engineering drawings of the proposal;

· develops a criteria list of material specifications;

· identifies critical product features through geometric and critical dimensioning;

· produces a drawing portfolio package that includes: presentation drawings, assembly drawings, detailed working drawings, and process routing of their product;

· assembles the drawing portfolio and Activity 2.1 technical report in a presentable package and stores it in the group folder (see Appendix 2.2.1);

· maintains an individual log of the process;

· records learning experiences in a reflective journal entry. The student reflects on personal values and Christian teaching as they apply to working within a group and also on personal aspirations relating to engineering and planning.

Assessment & Evaluation of Student Achievement

Application

· Students are assessed on their ability to produce product drawings using engineering standards. Using a formative checklist, the teacher and students check the drawings of the design proposal throughout the development of the portfolio.

· The completed CAD drawings are evaluated individually or as a package using a rubric
(see Appendix 2.2.2). The purpose of this assessment is to judge the student’s ability to apply communication skills graphically using engineering standards.

Knowledge/Understanding

Upon completion of all drawings, students are assessed on their knowledge/understanding, using a written quiz containing true/false, multiple-choice, and fill-in-the-blank questions.

Thinking/Inquiry

As a unit summative assessment, students write a test of short essay questions and/or solve a small design challenge.

Communication

· Using a checklist, the assembled package is assessed for presentation of content. Checklist items may include neatness, legibility, bound documents, page formats, etc. (See Appendix 2.2.3.)

· Through conferencing, the log entry may be assessed on an ongoing basis for completion and content.

· Reflections: Students self-assess their experiences through a reflective journal entry. The entries are evaluated using a rubric.

Accommodations

· Provide a list of topics and suggestions when enrichment and challenge is needed, allowing students to be peer tutors/mentors.

· Pair experienced students with those who are not yet familiar with the drawing/sketching techniques.

· Encourage use of organizers for new vocabulary, step-by-step drawing processes, required due dates, and homework.

· Allow extra time to complete the report.

· Students may enhance their design portfolio by adding more difficult drawings (isometric, oblique, or perspective). Drawings can be done free hand or using CAD modelling.

· Challenge students to develop perspective-exploded assemblies and sub-assemblies of their product that illustrate how components are assembled (similar to do-it-yourself-kit drawings).

· If your school uses AutoCAD, challenge students to prepare for and write the AutoCAD Level 1 Certification Exam. See Autodesk website for details (see Resources). Preparation is completed independently and may take more than one term. Students who have their Level 1 certification can prepare for Level 2.

Resources

Books

French E., C. Svensen, J. Helsel, and B. Urbanick. Mechanical Drawing, CAD-Communications, 12th ed. Peoria, Illinois: Glencoe, McGraw-Hill, 1997. ISBN 0-02-667958-2 (Student Text), ISBN 0-02-677959-0 (Teacher’s Resource Binder), ISBN 0-02-667961-2 (Student Workbook)

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

Todd R., K. Todd, and D. McCrory. Introduction to Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6 (hard cover Student Text), ISBN 0-538-64466-4 (soft cover Teacher’s Resource Guide), ISBN 0-538-64465-6 (soft cover Portfolio & Activities Resource)

Websites

Association of Professional Engineers (career information) – http://www.apegga.com

Autodesk E-Learning – http://www.autodesk.com
AutoCad certification and software support information.

Ontario Association of Certified Technicians and Technologists (career info) – http://www.oacett.org/

Ontario Curriculum Centre – www.curriculum.org
Grade 10 and Grade 11 Manufacturing Technology Course Profiles

Video Resources

Principles and Elements of Design.

Computer Software

CAD software

Engstrom, D. and L. Hatch. Design Brief Manager Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design and Technology (see Books).

Word-processing software (e.g., WordPerfect)

Human Resources

Special Education/Resource staff

School, board, or community computer technician

Guest speaker

Other

Local manufacturers or engineering firms (field trips and job shadowing)

Activity 2.1 report package

Team file folders

Appendix 2.2.1

Portfolio Checklist

Portfolio Checklist – This checklist is to assist the student in ensuring all components are present and allows the teacher to add anecdotal comments.

Portfolio Component	Yes	No	Comments
The Design Brief - clear and concise - states the purpose of the design - identifies the client - free of grammar and spelling errors - criteria and constraints are clear and appropriate
Idea Development (sketches) - clear renditions of proposed product - evidence of idea development - use of appropriate sketching techniques - rough and overall dimensions applied - quality of sketches (clear and neat) - quantity and variety of ideas
Presentation Drawings - clear renditions of proposed product - easy to read and understand - overall dimensions - proper use of drawing techniques - finish quality
Working Drawings - proper format (title block, lines, etc.) - clear renditions of product - appropriate view representation - dimensioned and toleranced - finish quality - bill of material
Process Routing - process indicated for both part and finish assembly - spread sheet software level of complexity - routing is in chart form with work centres identified - quality inspection forms indicated - routing follows a logical sequence

Appendix 2.2.2

Working Drawings Checklist

This checklist is to assist the student in ensuring all components are present and allows the teacher to add anecdotal comments.

Criteria SPV.04, SP4.02, SP4.03, SP4.05	Yes	No	Comments
Format
· Title Block And Border
· Drawing Identification
Accuracy
· View Location
· View Representation
· Dimensions
Overall Appearance
· Line Weight And Contrast
· Neat And Legible
· Balanced Views (Centred)

Appendix 2.2.3

Design Portfolio Package

This checklist is to assist the student in ensuring all components are present and allows the teacher to add anecdotal comments.

Criteria SPV.03	Yes	No	Comments
Format and Overall Appearance
Section I: Design Brief
Section II: Design Proposal
Section III: Presentation Drawings
Section IV: Working Drawings
Section IV: Routing Process

Activity 2.3: Modelling and Prototyping

Time: 7 hours

Description

Students produce and evaluate a model of their company’s product. Using the portfolio package produced in previous activities, students research modelling and prototyping techniques, determine the required resources, produce the prototype/model, and evaluate it. At this phase of the design process, students obtain feedback on the final solution to their design challenge and determine any refinement, modifications, or improvements necessary before production. As part of their assessment of the prototype, students are given the opportunity to apply their Christian sense of responsibility in evaluating product and processes in light of the common good and respect for the environment. This provides students with opportunities to become reflective and creative thinkers and to grow spiritually, intellectually, and socially.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE4b - demonstrate flexibility and adaptability.

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

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.03 - analyse and describe products and services in terms of their intended specifications, using the design process;

SPV.02 - manage quality in a quality assurance program, using the three managerial processes - quality planning, quality control, and quality improvement.

Specific Expectations

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

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

- 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, modelling, and documenting results) and choose the best one;

- produce 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;

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

SP1.01 - set up a manufacturing enterprise on a small scale or using a simulation incorporating the five major areas of activity: research and development, production, marketing, industrial relations, and financial affairs;

SP1.02 - function in one or more areas of activity and execute the four typical functions of management - planning (setting goals and a course of action), organizing (structuring the job into manageable tasks), directing (assisting tasks and supervising their completion) and controlling (comparing results against the outlined plan) - to develop a product, on a small scale or using a simulation;

SP3.01 - develop products and processes required to meet customer needs using the following steps: determine who the customers are, determine their needs, design a product that responds to these needs, develop processes that can produce the product features, and transfer the resulting plans to the operating process;

SP3.02 - execute the following control steps: evaluate actual quality performance, compare actual performance to quality goals, and act on the differences.

Prior Knowledge & Skills

The student should have:

· experience from Grade 11 Manufacturing Technology (TMJ3C);

· completed the previous activity;

· competence in blueprint reading;

· research skills (Internet and publications);

· basic skills in word processing and keyboarding, used for journals and log entries.

Planning Notes

· Students define key terms for homework. Terms may include mathematical models, conceptual models, physical models, mock-ups, computer-generated models, and prototypes (see Appendix A).

· Review all activities and prepare all handouts, materials, equipment, and teaching aids necessary for delivery of content.

· Book any visual aids and computer labs as necessary and have an overhead projector available for use.

· Prepare overheads on different types of models, such as mathematical models, physical models (prototypes), and computer-aided solid models.

· Have commonly-used prototype building materials on hand (e.g., wood, clay, polystyrene, paper, and paperboard).

· Have the information gathered in Activities 2.1 and 2.2 on hand to discuss the materials needed to build the prototype.

· Prepare a list of websites and have school board policies on Internet use ready for discussion. Check the websites prior to beginning the activity and emphasize ethical use of the Internet.

· Once the prototype fabrication stage begins, groups (depending on available time and money) may produce more than one prototype option or divide the tasks required to build a single unit (e.g., one group prototypes the drive mechanism, another the chassis and running gear, and another the body).

Teaching/Learning Strategies

The teacher:

· reviews the manufacturing and design process and discusses how modelling plays a role in the process;

· reviews Grade 11 Manufacturing Technology key terms, such as conceptual models, physical models, computer-generated models, and prototypes;

· monitors progress and provides feedback frequently, emphasizing collaborative and co-operative group efforts in light of Gospel values;

· discusses the importance of the prototype as a cost-saving and problem-solving measure;

· displays the various methods of developing prototypes and the applications for each;

· discusses the various types of tools, equipment, and materials that may be used;

· has students form groups to research various prototypes, models, mock-ups, and solid modelling;

· discusses evaluation procedures involving dimensional accuracy, reliability, durability, functionality, aesthetics, ergonomics, interchangeability of parts, cost analysis, environmental soundness, etc.;

· emphasizes Christian responsibility to evaluate product and processes in light of the common good and respect for the environment;

· discusses technical report criteria;

· emphasizes that this report is a continuation of the previous activity reports and that it should follow the same format and be considered part of the overall design portfolio;

· reviews log/journal criteria.

The student:

· listens actively and critically to understand and learn in light of Gospel values;

· participates in a class discussion, reviewing key terms, types of models, and the manufacturing and design process;

· establishes a plan of procedures (see Appendix 2.1.1 – Sample Critical Path Planning Chart);

· researches and establishes materials to be used in the development of the mock-up and prototype;

· has company design teams share responsibilities for producing models of their product (models take the form of prototypes, mock-ups, and/or computer-generated solid models);

· evaluates the models in accordance to specifications and criteria;

· produces a technical report that includes: material selection, equipment selection, plan of procedure, prototype analysis, and concluding remarks regarding possible design changes.

· includes notes detailing any refinements, modifications, or necessary improvements;

· maintains an individual log of the process;

· records learning experiences in a reflective journal entry. The student reflects on personal values and Christian teaching as they apply to working within a group.

Assessment & Evaluation of Student Achievement

Thinking/Inquiry

· Students are assessed on material and equipment selection as detailed in their technical reports. A rubric can be used to determine achievement level.

· Students are also assessed on their model analysis, hypothesis, and concluding remarks. A rubric can be used to determine achievement level.

Application

· Students are assessed on their skills in using the equipment to produce the model. A checklist may be used for formative evaluation throughout the activity.

· A rubric is used for assessment of the model with respect to specifications and criteria.

Note: For summative purposes, individual students’ contributions must be assessed separately.

Communication

· Using a checklist, the technical report is assessed for presentation of content. Checklist items may include neatness, legibility, bound documents, page formats, etc.

· Through conferencing, the log entry may be assessed on an ongoing basis for completion and content.

· Reflections: Students self-assess their experiences through a reflective journal entry. The entries are evaluated using a rubric.

Accommodations

· Provide hardcopy/displays to familiarize students with techniques for research, manufacturing, and the design process.

· Repeat instructions and frequently monitor progress, providing feedback through suggestions, comments, or questions about work.

· Allow extra time for completion.

· Use materials that allow simplification of model building.

· Monitor completion of work and encourage ongoing use of journals and organizers.

· Provide samples and visual aids.

Resources

Books

Hutchinson, John and John Karsnitz. Design and Problem Solving in Technology. Glencoe, McGraw-Hill, 1997. ISBN 0-8273-5244-1

Todd, R., K. Todd, and D. McCrory. Introduction to Design and Technology. Thomson Learning Tools of International Thomson Publishing, 1996. ISBN 0-538-64465-6 (Student Text), ISBN 0-538-64466-4 (Teacher’s Resource Guide), ISBN 0-538-64465-6 (Portfolio and Activities Resource)

Websites

Association of Professional Engineers (career information) – http://www.apegga.com

Ontario Association of Certified Technicians and Technologists (career info) – http://www.oacett.org/

Ontario Curriculum Centre (Grade 10 and Grade 11 Course Profiles) – www.curriculum.org

Activity 2.4: Marketing and Design Portfolio Presentation

Time: 8 hours

Description

In this activity, students gain knowledge and experience in marketing and presentation techniques. Students develop a marketing plan for their product and produce an effective advertising presentation. As part of a marketing team, students develop thinking, problem-solving, and graphic communications skills through brainstorming, market research, and the use of technology to present the product to potential clients. During this process, students become familiar with marketing strategies and terminology as it applies to a manufacturing organization. Students are encouraged to reflect Gospel values and responsible attitudes as collaborative contributors to the team.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly with sensitivity to others;

CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5e - respect the rights, responsibilities, and contributions of self and others;

CGE5h - apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

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

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 - describe the five major areas of a manufacturing process: research and development, production, marketing, industrial relations, and financial affairs;

TFV.03 - analyse and describe products and services in terms of their intended specifications, using the design process;

SPV.01 - set up and function in an effective manufacturing enterprise;

SPV.03 - communicate effectively in the manufacturing sector using a variety of means.

Specific Expectations

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

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

- 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, modelling, and documenting results) and choose the best one;

- 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 activities associated with marketing: identifying the potential market, promotion, sales, and distribution;

SP1.02 - function in one or more areas of activity and execute the four typical functions of management – planning (setting goals and a course of action), organizing (structuring the job into manageable tasks), directing (assigning tasks and supervising their completion), and controlling (comparing results against the outlined plan) - to develop a product, on a small scale or using a simulation;

SP5.03 - use language appropriately in flow charts, operations and inspections charts, job descriptions, lists of tooling requirements, quality-control program materials, worker training, formal presentations, and bills of material.

Prior Knowledge & Skills

The student should have:

· knowledge of presentation techniques from Grade 11 Manufacturing Technology (TMJ3C);

· basic skills in word processing, used for journals/log entries, and basic keyboarding skills.

Planning Notes

· Review all activities and prepare all necessary handouts, materials, equipment, and teaching aids.

· This activity is split into several stages. The market research stage introduces students to the concepts of target market and demographics. Students then progress to the advertising stage and develop an effective marketing presentation, using technology to produce a sales brochure, a radio spot, and a computerized display (e.g., Corel Suite Presentation). The proposal is then presented to the “client.”

· Collect resources on marketing and presentation techniques.

· Create and/or gather visual teaching aids for introducing media, such as print, radio, and video.

· Demonstration of desktop publishing and slide show techniques can be helpful. Use the board, video projection devices, or overheads.

· If the design challenge done in collaboration with a local manufacturer arrange to have their engineering staff help assess presentations.

· Arrange for students to present at the manufacturing location, providing work-like experiences.

· Invite the press and school/board administrators.

Teaching/Learning Strategies

The teacher:

· has students define key engineering terms for homework. Terms may include advertising, logos, print media, and target market;

· reviews lesson on group dynamics, emphasizing collaborative and cooperative group efforts in light of Gospel values;

· reviews the manufacturing process and discusses the role played by marketing;

· reviews the five major areas of a manufacturing process: research and development, production, marketing, industrial relations, and financial affairs;

· provides samples of marketing strategies in the manufacturing sector (e.g., auto manufacturers launching a new line of vehicles);

· introduces the design challenge (the Marketing Portfolio Slide Presentation) and provides an overview of the requirements;

· discusses instructions and criteria for the slide show: as a theme, the presentation should simulate an engineering team selling a new product line to senior management or potential clients and should include slides of presentation drawings, digital photographs of the model, marketing strategies, and marketing material;

· reviews journal/log writing format and criteria;

· reminds students that a well-kept journal of their activities will assist them in goal setting and in developing skills which will help them in the world of work.

The student:

· listens actively and critically to understand and learn in light of Gospel values;

· establishes a plan of procedures (see Appendix 2.1.1 – Sample Critical Path Planning Chart);

· participates in collaborative/cooperative learning through group brainstorming of presentation ideas;

· applies the design process to produce a Marketing Portfolio, which includes a company logo, letterhead, advertisement brochure, and an electronic slide-show presentation of the product;

· assembles material from all unit activities, stores it in AEP folders, and makes back-up copies to be stored independently;

· maintains an individual log of the process;

· records all unit assessments and evaluations (see Appendix 2.4.1);

· records learning experiences in a reflective journal entry. Students reflect on personal values and Christian teaching as they apply to working within a group. Students also reflect on personal aspirations relating to marketing.

Assessment & Evaluation of Student Achievement

Application

· Students are assessed on their use of various media (hand sketches, software) to effectively present their portfolio. A checklist may be used for formative assessment as students progress through the activity.

· The marketing materials (portfolio and presentation content) are assessed in accordance with student- and teacher-developed criteria and constraints. A rubric may be used.

Communication

· Using a checklist, the assembled package may be assessed for completeness. Checklist items may also include neatness, legibility, bound documents, page formats, etc.

· Presentation format and delivery are assessed using a rubric.

· Through conferencing, the log entry may be assessed on an ongoing basis.

· Reflections: Students self-assess their experiences through a reflective journal entry. The journal entries are evaluated using a rubric.

Thinking/Inquiry

The teacher evaluates students’ idea-development sketches and their written rationales for selecting the marketing material and equipment.

Accommodations

· Allow a variety of presentation formats (e.g., recorded, videotaped) and a simplified evaluation scheme.

· Provide students with time to practise and role play in preparation for the presentation.

· Challenge students to burn their presentations on CD or to convert the presentation to video.

Resources

Books

Todd R., K. Todd, and D. McCrory. Introduction to Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6 (hard cover Student Text), ISBN 0-538-64466-4 (soft cover Teacher’s Resource Guide), ISBN 0-538-64465-6 (soft cover Portfolio and Activities Resource)

Websites

Junior Achievement – http://www.ja.org/

Marketing Terms and Definitions – http://www.knowthis.com/general/terms.htm

Ontario Curriculum Centre – www.curriculum.org
Grade 10 and Grade 11 Manufacturing Technology Course Profiles

Presentations Magazine – http://presentations.com
Tips, techniques, and technology for creating and delivering effective, dynamic presentations

Computer Software

Word-processing software (e.g., Corel WordPerfect)

Presentation software (e.g., Corel Suite Presentation)

3-D modelling software

Appendix 2.4.1

Sample of an Overall Unit Tracking Record

Student Name: __________________________________________

Mark Description and Date		Design Brief	Design Portfolio	Working Drawings	Portfolio Package	Oral Presentation	Reflection Paper	Log Entry	Total Score
Knowledge/ Understanding	Level
	%
Thinking/Inquiry	Level
	%
Communication	Level
	%
Application	Level
	%

	E	G	S	N
Works Independently
Teamwork
Organization
Work Habits
Initiative

*Adapted from A Resource for Assessment, Evaluation, and Reporting.
Developed by Kawartha Pine Ridge DSB in collaboration with the Ministry of Education

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