Course Profile Manufacturing Technology (TMJ4E), Grade 12, Workplace Preparation, Combined
Unit 1: Product Design Development
Time: 30 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
Unit Description
In this unit,
students engage in activities that develop problem-solving skills and knowledge
of design techniques and engineering standards. Expectations are clustered to
provide clear steps. Activities focus on standards used to communicate ideas
through engineering drawings and modelling. Students develop knowledge of drawing
standards, blueprint reading, and computer-aided design/drafting as they
produce design portfolios and models of their product ideas. Students work in
groups and present their drawing portfolios clearly and honestly and with
sensitivity to others thus reflecting Christian attitudes. Students also
develop an appreciation for their own God-given talents, as well as those of
others, and how these talents can be used in the community.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
TFV.01, TF1.01,
TF1.02, SPV.01, SPV.04, SP1.01, SP4.04, SP5.01, SPV.01 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Gather information Establish a design
brief and product development plan Develop criteria,
constraints, and specifications Develop sketches
of design ideas |
|
1.2 |
TFV.01, TFV.02,
TFV.03, TF1.02, TF1.03, TF2.01, TF2.03, SPV.01, SPV.04, SPV.05, SP1.01,
SP1.02, SP4.01, SP4.02, SP5.01, ICV.01, ICV.04, ICV.05, IC1.01, IC3.01, IC3.0 |
Knowledge/ |
Develop
presentation drawings (e.g., solid model or drawings) Develop assembly
drawings Develop working
drawings Select product
material Establish a bill of material Consider career
opportunities in this area |
|
1.3 |
TFV.01, TFV.02,
TF1.02, TF1.03, SPV.01, SPV.03, SP1.01, SP2.05, SP3.02, SP4.02 |
Thinking/ Inquiry
Application |
Research modelling
and prototyping Consider
computer-aided solid modelling vs. prototyping Construct
prototype or computer-aided solid model Prototype/model
analysis and testing |
|
1.4 |
TFV.01, TF1.02,
SPV.01, SPV.05, SP1.01, SP4.04 |
Application
Communication |
Organize the
portfolio Identify
presentation techniques Present the
portfolio |
Time: 5 hours
Students learn how
to use a variety of media resources to gather information on developing or
improving an existing product. Activities focus on the 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 product. Emphasis is placed on requirements
to design and manufacture an environmentally-friendly product. Guided by the
Catholic Faith Tradition, they consider and discuss how the project benefits
the environment and contributes to the common good of others.
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;
CGE3b - create,
adapt, and evaluate new ideas in light of the common good;
CGE4a - demonstrate
a 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.01 - work as an
effective member of a team;
SPV.04 - use
effective communication techniques to work with others and to communicate
product ideas, materials, and specifications.
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 problems;
q identify what has to be accomplished (the problem);
q gather and record information, and establish a plan of procedures;
q brainstorm a list of as many solutions as possible;
q identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;
q communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;
SP1.01 - demonstrate
the following skills: accepting responsibility, delegating tasks when
appropriate, using effective communication and conflict-resolution skills and
effective time-management and goal-setting techniques;
SP4.04 - develop and
present effective written and oral reports on products and production methods;
SP5.01 - demonstrate
an ability, in the context of manufacturing design and production, to perform
geometric calculations and functions; to calculate perimeters, areas, and
volumes; to convert drawing dimensions from metric to imperial units of
measurement; and to interpret and use charts and tables effectively.
Students
should have:
·
group-work skills
(cooperative learning techniques and an understanding of personal
responsibilities assigned by group);
·
Internet research
skills;
·
keyboarding
skills (some knowledge of word-processing software).
·
Prepare a list of
key terms for students to define.
·
Check the
websites prior to beginning the activity and review school policies and ethical
use of the Internet.
·
Provide samples
of products that have improved over the years due to technological developments
in the area of materials and electronics (e.g., shoes, skates, sporting equipment
in general, audio equipment, computers, and home entertainment).
·
As a
supplementary activity, arrange for a guest speaker to talk to the class.
The
teacher:
·
delivers the
information through a variety of strategies, such as a whole group,
brainstorming, and jigsaw;
·
reviews the
design and manufacturing process and explains how the research and design phase
fits into the process;
·
introduces
students to the various ways of gathering information;
·
introduces
students to the importance of alternative solutions;
·
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:
·
discusses key
terms homework assignment (e.g., product research, basic research, market
research, alternatives, past experience, brainstorming, trial and error,
insight, and discovery by accident);
·
emphasizes the
importance of designing and manufacturing a product that is environmentally
friendly and beneficial.
·
Discusses
copyright laws and review any data, text, or images that students may wish to
copy and/or print. Be sure to provide opportunities to discuss ethics and
morality regarding plagiarism and piracy.
·
Leads round-table
discussions of Catholic values relating to product development and production
(e.g., stewardship, human potential, and socio-economic responsibilities).
·
Strongly
emphasizes that the products students develop or improve should benefit mankind
as a whole.
The
student:
·
conducts research
using a variety of resources, (e.g., school library/resource centre, websites,
and newspapers);
·
researches
various alternatives to their product materials;
·
discusses past
experience in regards to material use and product design;
·
conducts
brainstorming sessions to gather information on their product;
·
compares trial
and error results;
·
joins a small
group to develop or improve an existing product;
·
researches the
materials that are used in the development of the product;
·
submits, as a
team, a two-page summary of the research undertaken for their product.
Strategies
include personal communication, observation, performance assessment, and
reflection.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Group Discussion |
Observation |
Diagnostic |
Knowledge/Understanding |
|
Design Brief |
Checklist or
Rubric |
Formative |
Thinking/Inquiry Application |
Knowledge/Understanding
The teacher assesses
students’ initiative, Christian leadership, participation in a group, and the
ability to discuss associated Catholic values.
Upon completion of
all surveys and material testing, students are assessed on their knowledge and
understanding through a written test containing true/false, multiple-choice,
and fill-in-the-blank questions.
Thinking/Inquiry
The teacher assesses
students’ written rationale of the method of information gathering they
considered the most useful in the development of their product. A rubric may be
used.
Application
Each team submits a
two-page word-processed summary of the research students used in their project
proposal, detailing websites and other media used, project designs to be
considered for the development of their product, material requirements, and
fabrication operations. A rubric may be used to assess the report.
·
Review
exceptional students’ IEPs for required accommodations.
·
Allow the
finished summary sheet to be presented in a variety of formats. Accept oral
contributions or point form rather than report form as appropriate to
individual needs.
·
As enrichment,
challenge students to sketch design ideas using more complicated techniques
(e.g., three-dimensional perspective sketches and renderings).
·
Students may
enhance their design presentation with CAD modelling options.
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
Ontario
Curriculum Centre (Grades 10 and 11 Manufacturing Technology Profiles)
– www.curriculum.org
Renewable Resource
Data Centre – http://rredc.nrel.gov/
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)
Time: 15 hours
Students develop an
engineering drawing portfolio complete with sketches, presentation drawings,
and working drawings in preparation for production. This activity introduces
students to a variety of drawing techniques and standards used for engineering
graphics. Students are shown the necessity of clear communication between
design engineering and production. The focus of this activity is to enhance
students’ knowledge and understanding of drawing standards as well as their
applications skills in producing the drawings. Students learn to develop pictorial
sketches, oblique drawings, isometric drawings, and orthographic drawings.
Emphasis is placed on reading and interpreting engineering drawings; students
visualize three-dimensional objects, focusing on the construction of products
from design details. These skills are reinforced and applied in subsequent
projects. Through group activities such as brainstorming product ideas,
students are encouraged to reflect Gospel values and responsible attitudes as
collaborative contributors to the group.
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, and 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
a 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, Impact and
Consequences
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 - interpret
engineering drawings, specifications, and related materials when determining
and planning a manufacturing process;
TFV.03 - identify
the tools, materials, processes, and technical concepts involved in the
manufacturing of a product or the development of a production process;
SPV.01 - work as
effective members of a team;
SPV.04 - use
effective communication techniques to work with others and to communicate
product ideas, materials, and specifications;
SPV.05 - use
mathematical and language skills effectively and apply technological systems
and scientific principles to design and fabricate tooling and to build
solutions to a variety of manufacturing challenges;
ICV.01 - evaluate
any negative environmental impact of specific products and processes and
recommend alternative methods and materials to reduce the impact;
ICV.04 - identify
the career opportunities available through apprenticeships or other training
programs and assess their own aptitude for such opportunities;
ICV.05 - demonstrate
the employability skills required for success in the workplace.
Specific
Expectations
TF1.02 - apply the
following steps of the design process to solve a variety of manufacturing
technology problems:
q identify what has to be accomplished (the problem);
q gather and record information and establish a plan of procedures;
q brainstorm a list of as many solutions as possible;
q identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;
q produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;
q evaluate the prototype and determine the resources, including computer applications, required to produce it;
q communicate the solution using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and repeat the design process, if necessary, to refine or improve the solution;
TF1.03 - interpret
and work with engineering drawings, appropriate reference materials, conversion
charts and tables, and material and product-related specifications when
determining and planning a manufacturing process;
TF2.01 - analyse the
properties of materials in terms of functionality, cost effectiveness, customer
expectations, and availability;
TF2.03 - describe
the factors that affect material selection, including the properties of the
material, the projected applications for the material, and the forces that are
exerted on the material;
SP1.01 - demonstrate
the following skills: accepting responsibility, delegating tasks when
appropriate, using effective communication and conflict-resolution skills and
effective time-management and goal-setting techniques;
SP1.02 - develop
bills of material and plans of operation to communicate satisfactorily the
production materials used and the methods and order of operations;
SP4.01 - communicate
product specifications effectively through engineering drawings;
SP4.02 - create and
interpret detailed working drawings using computer-assisted design programs
(CAD) and computer-assisted machining programs (CAM);
SP5.01 - demonstrate
an ability, in the context of manufacturing design and production, to perform
geometric calculations and functions; to calculate perimeters, areas, and
volumes; to convert drawing dimensions from metric to imperial units of
measurement and to interpret and use charts and tables effectively;
IC1.01 - evaluate
any negative impact of the manufacturing process on the environment and suggest
environmentally friendly alternatives that could be substituted for existing
materials or manufactured methods;
IC3.01 - identify
the wide range of career opportunities available in the manufacturing sector;
IC3.03 - describe
the employability skills identified by the Conference Board of Canada.
The
student should have:
·
basic skills in
word processing, used for journals/log entries;
·
basic sketching
and drawing techniques, as well as an understanding of computer-aided design
learned in Grade 10 or 11 Manufacturing Technology;
·
knowledge of
using the mouse for CAD drawing development;
·
mathematical
skills relevant to drawing accuracy, measurement units, and geometric shapes,
as well as Cartesian plane, used in learning CAD.
·
respect for the
rights, responsibilities, and contributions of self and others;
·
This activity
should be split into three stages: idea development (sketches), detailed
working drawings (dimensioned orthographic and assembly sketches), and
formalization of the design portfolio with CAD drawings.
·
Create and/or
gather visual teaching aids to introduce orthographic views (e.g., a box with
hinged sides and lid).
·
A variety of
simple objects such as wooden blocks cut in geometric shapes can also help.
·
Prepare handout
activities for each stage of sketch development. Graphic communication requires
a lot of practice exercises to develop drawing skills, some of which may be
completed for homework.
·
Discuss
possibilities of integrating activities with Math and Art courses if the
courses and units coincide.
·
Create posters of
examples illustrating the techniques and put them up around the room so
students always have something to refer to.
·
Prepare several
practice exercises through each stage of the sketching progression.
·
For the detailed
working drawings, select practice exercises that allow a progression of
activities for the same drawing parts (e.g., draw the part, dimension it, then
add size tolerances).
·
Ensure that
enough copies of isometric drawing paper and graph paper are available to those
students who still have difficulty with sketching freehand.
·
As a supplemental
activity, arrange for a guest speaker or a field trip to a local manufacturer
or engineering firm.
The
teacher:
·
monitors progress
and provides feedback frequently, emphasizing collaborative and cooperative
group efforts in light of Gospel values;
·
reviews a lesson
on group dynamics, emphasizing collaborative and cooperative group efforts in
light of Gospel values;
·
reviews the
design process and discusses how engineering graphics play a role in this
process;
·
introduces
sketching techniques in progression, starting with simple two-dimensional lines
and shapes and progressing to three-dimensional representation;
·
emphasizes that
sketches can be developed using any type of drawing techniques, from
two-dimensional orthographic representation to three-dimensional perspective
representation;
·
supplies students
with criteria, constraints, and instructions for the final activity accompanied
by an evaluation format;
·
gives students an
overview of drawing requirements for the design portfolio package of the
product and describes the steps in developing those drawings;
·
introduces principles
in drawing shapes (squares, rectangles, and circles) and assigns practice
exercises;
·
introduces
students to orthographic representation and assigns practice exercises;
·
discusses proper
dimensioning standards for the orthographic drawings and has students dimension
the previous exercises;
·
discusses size
tolerancing and has students add tolerances to the previous exercises;
·
provides practice
exercises in blueprint reading;
·
discusses
fasteners, weldments, and other fastening devices;
·
discusses assembly
drawings and has students develop assembly and sub-assembly drawings for their
product;
·
discusses bills
of material;
·
introduces
students to CAD and discusses how it relates to CAM and CNC;
·
reviews log
writing format and criteria.
The
student:
·
develops brief
outline of the design challenge;
·
participates in
class and group discussions;
·
practises
blueprint reading;
·
becomes familiar
with drafting standards in order to develop engineering drawings of their
projects;
·
prepares detailed
working drawings and assembly drawings that depict the components of a product
or process;
·
develops a bill
of material that indicates the specifications and quantity of a particular part
of a product or process;
·
assembles a
design portfolio package containing presentation drawings and detailed working
drawings;
·
converts the
sketched drawing package to formal CAD drawings, using both imperial and metric
units;
·
assembles all
sketches and drawings in a portfolio package to be stored with their AEP files.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Idea Development Sketches and Drawings |
Checklist |
Formative |
Application Thinking/Inquiry |
|
Design Portfolio |
Checklist Rubric |
Formative
(ongoing) |
Knowledge/Understanding Communication Application |
|
Test |
Marking Scheme |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication |
Assessment strategies and tools monitor students’ achievement levels.
They include personal communications, observation, performance assessment,
homework checks, notebook checks, reflection, conferencing, tests/quizzes,
marking schemes, rubrics, and checklists (see Appendix 1.2.1 and
Appendix 1.2.2 for samples of a checklist and a rubric).
Through
observation, students can be assessed formally or informally.
Conferencing
assessment can take place on a daily basis. Be sure to provide encouragement
and praise for effort as tasks are completed building on a positive self-image.
Students are
assessed on their ability to draw a given object using sketching techniques and
engineering standards learned. Using a checklist, the teacher can check to see
that the drawings have been completed using the sketching techniques and
drawing standards.
To assess
students on their thinking and inquiry skills, the teacher evaluates students’
idea development sketches and written rationales in selecting their best
design. The chosen design is also assessed in accordance to student-developed
criteria and constraints;
The
completed design portfolio can be evaluated using a rubric. The purpose of this
assessment is to determine students’ ability in applying their skills and
engineering standards.
Upon completion of
all drawings, students are assessed on their knowledge and understanding
through a written test containing true/false, multiple-choice, and
fill-in-the-blank type questions.
Throughout
this activity the teacher can assess learning skills by documenting:
·
the student’s
conflict-management skills in light of Gospel teachings;
·
the student’s
ability to work effectively as an interdependent team member;
·
group work;
·
the student’s
initiative, leadership, and participation in a group.
·
homework
·
Allow students a
choice in using a preferred technique (e.g., oblique vs. isometric drawing).
Although students should be able to identify the different techniques, teachers
may allow students to select the technique they are most comfortable with and
use it in subsequent assignments if appropriate.
·
Provide more
complicated drawing exercises to those students who have prior knowledge and
skills or who demonstrate abilities above the expectations. Other students may
need to start with tracing a drawing or transferring drawings using grids.
·
Allow extra time
for completion of activities or writing the test and/or quiz or reduce the
number of questions. Verbal testing and/or scribing may be appropriate.
·
Provide options
for students to enhance their design portfolio by adding more difficult
drawings (isometric, oblique, or perspective). Drawings can be done free hand
or using CAD modelling.
·
If your school
uses AutoCAD, challenge students by
having them prepare for and write the AutoCAD Level 1 Certification Exam. See
website for details (see Resources).
·
For enrichment,
have students develop exploded assemblies and sub-assemblies of their product
to illustrate how components are assembled (similar to do-it-yourself-kit
drawings).
Websites
Association
of Professional Engineers – www.apegga.com
Autodesk
(Certification Exam resource) – www.autodesk.com
Ontario
Association of Certified Technicians and Technologists – www.oacett.org/
Ontario
Curriculum Centre – www.curriculum.org
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)
Quilan C. Orthographic Projection Simplified.
Toronto: McGraw-Hill Ryerson Ltd., 1996.
ISBN 0-02-677320-1
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 and Activities Resource)
Software
CAD software
(e.g., AutoCAD LT)
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)
|
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 |
|
|
|
|
Criteria TF1.03, SP1.02, SP4.01, SP4.02, SP5.01 |
Yes |
No |
|
Format |
|
|
|
Title Block and
Border |
|
|
|
Drawing
Identification |
|
|
|
Accuracy |
|
|
|
View Location |
|
|
|
View
Representation |
|
|
|
Dimensions |
|
|
|
Bill of Material |
|
|
|
Overall
Appearance |
|
|
|
Line weight and
contrast |
|
|
|
Neat and legible |
|
|
|
Balanced Views
(centred) |
|
|
Time: 5 hours
Students discuss the
development and manufacturing of the prototype for their product. The prototype
is inspected and tested to insure a quality final product. Students test
various types of designs and materials. The finished product must have a
positive effect on the environment. Students are given the opportunity to
become aware of their Christian responsibility to the environment and to others
by choosing materials that are environmentally friendly and beneficial.
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;
CGE4a - demonstrate
a 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;
TFV.02 - interpret
engineering drawings, specifications, and related materials when determining
and planning a manufacturing process;
SPV.01 - work as an
effective member of a team;
SPV.03 - produce
products or services that adhere to quality control standards.
Specific
Expectations
TF1.02 - apply the
following steps of the design process to solve a variety of manufacturing
technology problems:
q identify what has to be accomplished (the problem);
q gather and record information and establish a plan of procedures;
q brainstorm a list of as many solutions as possible;
q identify the resources required for each suggested solution and compare each solution to the design criteria, refining and modifying it as required;
q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;
q produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;
q evaluate the prototype and determine the resources, including computer applications, required to produce it;
q communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and repeat the design process, if necessary, to refine or improve the solution;
TF1.03 - interpret
and work with engineering drawings, appropriate reference materials, conversion
charts and tables, and materials and product-related specifications when
determining and planning a manufacturing process;
SP1.01 - demonstrate
the following skills: accepting responsibility, delegating tasks when
appropriate, using effective communication and conflict-resolution skills and
effective time-management and goal-setting techniques;
SP2.05 - identify,
select, and use the most appropriate tools, machines, and processes when
fabricating a product or process;
SP3.02 - select and
use measurement instruments and checking devices to ensure accuracy;
SP4.02 - create and
interpret detailed working drawings using computer-assisted design programs.
Students
should have:
·
Internet research
skills;
·
keyboarding
skills (knowledge of word-processing software and Internet use is an asset).
·
Book the computer
lab 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 materials on hand (e.g., wood, clay, polystyrene,
paper, paperboard, and scale modelling tools).
·
Have the
information gathered in Activity 1.2 on hand to discuss the materials needed to
build the prototype and the product.
·
Divide class into
groups (according to class size).
The
teacher:
·
introduces
manufacturing technology key terms, such as conceptual models, physical models,
computer-generated models, and prototypes;
·
discusses the
differences between various types of prototypes;
·
displays the
variety of prototypes on the overhead;
·
displays
different types of materials used to make physical models;
·
monitors progress
and provides feedback frequently, emphasizing collaborative and co-operative
group efforts in light of Gospel values;
·
reinforces the
meaning of the prototype and the important role it plays in the development of
the product and in researching cost savings for the production of the product;
·
reviews modelling
techniques;
·
reviews the
information gathered in Activity 1.2.
The
student:
·
participates in
class discussion on the various types of prototypes used in the manufacturing
industry;
·
determines the
types of materials that are to be used to develop a prototype of their product
and the environmental impact these materials have on our planet;
·
researches the
variety of prototypes that may be used to develop their product;
·
develops, as a
member of a group, a prototype using various techniques (e.g., computer-aided
solid modelling and prototyping);
·
prepares a report
on the prototype.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
One-page Prototype
Report |
Checklist |
Formative |
Thinking/Inquiry Communication |
|
Prototype |
Checklist |
Formative |
Application |
Thinking/Inquiry
Students identify,
in detail, procedures on how to develop prototypes using various means and
materials in a report, which includes rationale for choices made. The report
can be assessed through a checklist of proper production procedures.
Application
Students are
assessed on their ability to develop a prototype.
Books
Hutchinson,
John and Karsnitz. Design and Problem
Solving in Technology. Glencoe, McGraw-Hill, 1994. ISBN 0-8273-5244-1
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
www.alleghenytechnologies.com
www.asm-intl.org
Computer Software
CAD program
with 3-D modelling capabilities
Word-processing
software (e.g., WordPerfect)
Time: 5 hours
In this activity,
students gain knowledge and experience in presentation techniques. Since people
in the workplace interact with colleagues and supervisors on a daily basis,
being able to present or convey an idea is essential. To this end, students
develop and use various presentation techniques, ranging from hand sketching to
desktop publishing. As part of a production team, students develop thinking,
problem-solving, and graphic communications skills through brainstorming,
sketching, and the use of technology when presenting their prototype. During
this process, students become familiar and understand such terms as body
language, visual aids, and portfolio. Students are encouraged to reflect Gospel
values and responsible attitudes as collaborative contributors to the team.
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;
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;
CGE5h - apply skills
for employability, self-employment, and entrepreneurship relative to Christian
vocation.
Strand(s): Theory and Foundation, Skill 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.01 - work as
effective members of a team;
SPV.05 - use
mathematical and language skills effectively and apply technological systems
and scientific principles to design and fabricate tooling and to build
solutions to a variety of manufacturing challenges.
Specific
Expectations
TF1.02 - apply the
following steps of the design process to solve a variety of manufacturing
technology problems:
q identify what has to be accomplished (the problem);
q gather and record information and establish a plan of procedures;
q brainstorm a list of as many solutions as possible;
q identify the resources required for each suggested solution and compare each solution to the design criteria, refining and modifying it as required;
q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;
q produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;
q evaluate the prototype and determine the resources, including computer applications, required to produce it;
q communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;
SP1.01 - demonstrate
the following skills: accepting responsibility, delegating tasks when
appropriate, using effective communication and conflict-resolution skills and
effective time-management and goal-setting techniques;
SP4.04 - develop and
present effective written and oral reports on products and production methods.
The
student should have:
·
skills in co-operative
learning techniques (effective interpersonal skills) and an understanding of
the personal responsibilities and commitment required for group activities;
·
basic skills in
word processing used for journals/log entries;
·
respect for the
rights, responsibilities, and contributions of self and others;
·
knowledge of
basic sketching and drawing standards;
·
basic keyboarding
skills (knowledge of using the keyboard for CAD drawing development).
·
Teachers should
gather information about marketing and presentation techniques.
·
Create and/or
gather visual teaching aids for introducing media, such as print, radio, and
video.
The
teacher:
·
reviews group
dynamics, emphasizing collaborative and cooperative group efforts in light of
Gospel values (see Appendix J from the Grade 10 Manufacturing Technology
profile);
·
reviews the
design process and discusses how presenting designs plays a role in this
process;
·
introduces the
design challenge (Presenting the Portfolio);
·
gives students an
overview of requirements for the portfolio and the presentation;
·
monitors progress
and provides feedback frequently, emphasizing collaborative and cooperative
group efforts in light of Gospel values.
The
student:
·
listens actively
and critically to understand and learn in light of Gospel values;
·
participates in
collaborative/cooperative learning through group brainstorming of presentation
styles;
·
assembles
components of design portfolio in preparation for presentation;
·
presents their
portfolio to the class;
·
maintains
log/journal.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Verbal
Presentation |
Rating Scale
(Appendix 1.4.1) |
Formative |
Communication |
|
Design Portfolio
Package |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Websites
Presentations
Magazine (tips, techniques, and technology for creating and delivering
effective, dynamic presentations) – http://presentations.com
Publications
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)
Software
3-D
modelling software
Engstrom, D.
and L. Hatch. Design Brief Manager
Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design and Technology (see Publications).
Presentation
software (e.g., Corel Suite Presentation)
Word-processing (e.g.,
Corel WordPerfect)
|
SP1.01, SP4.04 |
Criteria |
1 |
2 |
3 |
4 |
|
Organization/Format |
- effective
introduction - coherent
sequencing of ideas - summarizes - effective
conclusion |
|
|
|
|
|
Presentation
Delivery |
- presents with
enthusiasm - maintains eye
contact - speaks clearly - pauses
effectively - uses gestures
effectively |
|
|
|
|
|
Quality of Content |
- communicates a
thorough and broad understanding of the content - answers concrete
and abstract audience questions effectively |
|
|
|
|
|
Overall Impact |
- demonstrates
command of the elements of presentation; generally the presentation is
integrated and the elements reinforce each other to create a meaningful whole |
|
|
|
|
Note: Rate presentation based on each of the
criteria. On the scale of 1 to 4, 1 would be the lowest rating and 4, the
highest.