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Course Overview

Technological Design, Grade 10, Open

Identifying Information

Course Developer(s)

Dean Doucette, Mary Ward CSS (Lead Writer)

Antonio Baptista, Father Henry Carr CSS

Frank Dovigo, Father Henry Carr CSS

David Hogan, Cardinal Newman CSS

Course Title: Technological Design

Grade: Ten

Course Type: Open

Ministry Course Code: TDJ2O

Credit Value: 1

Description/Rationale

A Technological Design course provides students with a variety of learning experiences that develop the necessary knowledge, skills and values to enable students to become better consumers and designers. This activity-based course emphasizes problem solving through the design process. The activities allow students to fully develop an array of products or systems by using the design process. Through this process students acquire the necessary knowledge and skills required to complete the activity. Students also learn how to apply Gospel values to the development and implementation of the various products and services and the impact that technology has on individuals, the environment and societies around the globe. Design-related career options are explored throughout the activities.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models Gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the global community. Collaboration and leadership are emphasized as students work as a team to create a work/learning environment that is safe, welcoming and respectful of individual differences.

Unit Titles (Time + Sequence)

Unit 1	Consumer Product Design	25 hours
Unit 2	Career Exploration Study	5 hours
Unit 3	Product Engineering Design	25 hours
Unit 4	Architectural Design	25 hours
Unit 5	Structural Engineering Design	30 hours

Unit Descriptions

Unit 1: Consumer Product Design

Description

In this unit students develop problem-solving skills and knowledge of the design process as it relates to the area of industrial design. Activities examine consumer needs, material properties, fabrication processes, safe use of tools and equipment, product testing and evaluation methods. Students also examine the sociological impact and the moral/religious issues around the products and services they produce. Students also begin to develop knowledge and skills that are essential in successfully completing these activities and those in subsequent units. These skills are in the areas of drawing/sketching and safety.

Unit 2: Career Exploration Study

Description

In this unit students begin to explore career possibilities in the area of technological design. Using the design company formed in Unit 1, Activity 1, students determine the needs of their company based on the prototypes and models built. They search for employees through various media. In their search they ascertain aspects such as level of education; salary; experience and possible alternatives in the fields. Students assume a role and reply to other postings. Unit 2 can be introduced as an independent study with class time centering around the development of computer access and research skills as well as assisting with networking possibilities with guidance and apprenticeship programs.

Unit 3: Product Engineering Design

Description

This unit builds on the design and fabrication concepts and skills learned in Unit 1. Students investigate engineering concepts as they relate to industrial design. The focus is on learning the basic engineering concepts behind control technology, electrical circuits, and mechanisms. Catholic graduate expectations are met by making a meaningful contribution to society through the designing of devices that assist a person who experiences difficulties with everyday tasks in the kitchen. Students also design and fabricate a robotic device that assists in the detection and/or destruction of landmines in war-torn countries. The safety issues involved in the fabrication and implementation of this project are explored along with related careers.

Unit 4: Architectural Design

Description

In this unit students are introduced to the industry of architectural design and its related careers. Students design products, systems and services related to this field through sketching, drafting (manual and/or computer), and modelling. The idea of creating comfortable products and environments that appeal to a variety of tastes and lifestyles is emphasized. Students apply their knowledge, skills, and values to the research and design of a playground and cost-effective home according to needs and specifications of clients. Students develop specific criteria according to their product design and client needs. Safe construction of these products is emphasized, as well as the development of products that are safe to use.

Unit 5: Structural Engineering Design

Description

In this unit students utilize the knowledge, skills, and values they have acquired to develop projects in the area of structural engineering. These activities test the students’ problem-solving skills and ability to work together as a team. Issues around the practical implementation of these products and systems are explored. Direct correlation to current, and historical, humanitarian issues from a Christian perspective is researched and developed. Projects related to frames, trusses, and shell structures are included.

Course Notes

The delivery of a Technological Design course should have an emphasis on teaching the student to be a better consumer and designer. To this end the course must be focussed around the design process as a method of problem solving, and activities should be presented in the form of a problem. One way to solve such problems is to use the SPICE Model (Situation Problem Investigation Construction Evaluation). It is intended that in the first activity each student will be introduced to the SPICE Model. Students are then shown various methods of communicating their design ideas through the introduction of technical drawing. Once students have developed these skills through various individual problem-solving activities, they form a design company with a logo. Students then complete all subsequent problem-solving activities as a group or as individual representatives of their company. Teachers determine which activities are done on an individual or group basis. From this approach students also apply Gospel teachings in examining the safe and ethical use of their designs and the environmental and sociological impacts these designs may have.

The knowledge, skills, and values that are taught should be, as much as possible, centred on the students and what they need to know to successfully complete the activity. The teacher should act as a facilitator who provides the appropriate resources, materials, and learning experiences and teaches the required skills and concepts as the students need them to complete a particular activity. Appropriate fabrication techniques and the safe use of the required tools and equipment must remain an important focus throughout each activity. The teacher should model appropriate and safe working habits through demonstrations and continual practice.

If facilities are available, open-ended problems that allow for choices in the materials and equipment used to fabricate the designs enable students to better use time and resources/facilities. However, having students rotate through activities or work in groups may also facilitate classroom management effectively. Either way, appropriate resources should be made available to the students to ensure successful completion of all activities. These could include design and communication tools/materials, available modelling and fabrication tools, materials and equipment, research tools and professional expertise. Outside resources should also be used such as local businesses, industries, post-secondary institutions or private persons. This not only provides the students with more resources, but also exposes them to the types of career opportunities that exist.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without criticism or analysis

Buddy System – links students for peer/cross-age support

Case Study – investigation of real and simulated issues

Class Discussion – students actively participate by taking turns while discussing current issues

Collaborative/Co-operative Learning – small group learning providing high levels of student engagement and interdependence

Computer-Assisted Learning – use software and Internet applications to research, develop, and communicate ideas

Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners

Design Process – a problem-solving approach using a prescribed process involving a number of steps

Homework – an extension of classroom work

Independent Study – exploration and research of a topic interesting to students

Inquiry – problem-solving approach using a prescribed process involving a number of steps

Job Shadowing – develop awareness of various career opportunities

Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on regular basis

Mind Map – involves representing physical, demographic, numerical data through visual formats and shows relationships among ideas

Note Making – a method for recording information for a variety of purposes

Portfolios – display of student work

Problem Solving – model for helping students to identify and work through a problem

Prototype Fabrication – construction of a working model to demonstrate a specific function, features, design concept, or pattern

Report/Presentation – oral, visual, and written presentation of researched topic to class or in community

Research – model of investigation

Socratic Lesson – oral presentation of information by the teacher

Survey/Interview – consulting peers and community members for purposes of information gathering

Theological Reflection – students examine issues in relation to spiritual understanding as it reflects on them individually, in their families and in their communities

Assessment/Evaluation Techniques

Assessment Techniques

Paper and Pencil Tests

· Ongoing quiz

Performance Assessment

· Research project

· Assigned exercises

· Presentation

· Finished product/prototype

· Advertising campaigns

Personal Communication

· Conferencing

· Student-teacher

· Teacher-group

· Advertising Campaigns

· Self/peer assessment

· Daily log/journal

· Ongoing verbal feedback

Teacher Observation

· Formal/informal

· Product Performance

Reflection

· Self/peer assessment

· Group Analysis

· Log/journal

· Product Evaluation

Assessment Tools

· Marking schemes

· Rubrics

· Anecdotal comments with suggestions for improvement

Evaluation

Evaluation in this course includes formative and summative assessment, with an emphasis on the former. Students demonstrate a learning process rather than a specified amount of skill, knowledge, and values. Exemplars help students to develop the skills necessary to evaluate their projects and products. These exemplars provide both the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Comparisons of the teacher's evaluation of a skill and the student's self-assessment through teacher/student discussion can often clarify the standards that are expected. The addition of a peer assessment component, especially in a group work situation, also helps to identify reasonable expectations.

· Self-assessment helps students to develop a sense of responsibility for their own learning. It encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going. In essence, self-evaluation aids the students in developing their God-given potential. Further, self-assessment itself is a valuable skill, and students can benefit from the practice.

· With the use of self-assessment and peer assessment as well as the teacher's, students are provided with feedback of their work. Through modelling and coaching, teachers can help students provide constructive and supportive feedback to themselves and to one another.

Accommodation

Catholic teachers using this course profile should provide all students with as many opportunities as possible to develop their God-given potential. Teachers are expected to be acquainted with students’ Individual Education Plans (IEP) and their unique learning characteristics to make the necessary accommodations.

There is a wide range of teaching/learning strategies employed to ensure that all students with special needs can be successful in the course. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. These may include:

· Modifying approaches to evaluation.

· The option for oral testing and student demonstrations of acquired skills.

· Conferencing/Discussion.

· Student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation.

· Oral presentations to small groups rather than the whole class

· Co-operative small group learning as opposed to teacher-presented material

· Flexible timelines.

· Adaptation of student resources and equipment.

· Peer tutoring.

· Enrichment and extension activities.

· Classroom accessibility

Resources

A complete listing of resources to assist the teacher is provided with each unit and activity.

Course Development Resources

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

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

The Ontario Curriculum, Grades 9 – 12, Technological Education, 1999.

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

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

OSS Policy Applications

The Grade 10 Technological Design Course is designated as a Technological Education program in which students develop an understanding of the design industry. This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 11 and 12, and for productive participation in society.

Students are introduced to practical aspects of design and fabrication of products to benefit society. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodations where the needs of students with special needs are met.

Potential for Career exploration is made available to students throughout all units with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate their course through a variety of methods:

· Teachers may utilize a student PMI (Positive-Minus-Improvement) form administered at the completion of the course to gather information on how to modify the program.

· Teachers may network with colleagues from other schools, subject associations and peers at the local school to determine what modifications or new ideas could be incorporated into course units. Since every teacher approaches the units in a unique way, there are ample opportunities for extensions, modifications, and applications to be made to the course.

· The community, both local school and business community, may have input on reviewing/developing aspects of the Technological Design course.

The following areas should be assessed:

· Are expectations being met?

· Are the learning styles of all students being met through teaching strategies?

· Does assessment/evaluation measure student expectations in a reliable and accurate manner?

· Are parents informed of student performance on a regular basis?

· Are a variety of assessment/evaluation tools used?

· Are a variety of teaching/learning strategies used?

· Are the special needs of individual students being met?

Coded Expectations, Technological Design, TDJ2O

Theory and Foundation

Overall Expectations

TFV.01D

– identify user needs related to specified design projects;

TFV.02D

– describe the processes used to develop products;

TFV.03D

– identify the design criteria applicable to existing products and services related to project activities;

TFV.04D

– identify the physical properties of selected materials and their application in product design;

TFV.05D

– describe methods to test and evaluate design solutions.

Specific Expectations

TF1.01D

– identify user needs related to given design problems;

TF1.02D

– describe the process of design and manufacturing and apply their knowledge to the design of projects;

TF1.03D

– compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;

TF1.04D

– demonstrate knowledge of the physical characteristics of materials and define how they are used in products;

TF1.05D

– communicate ideas using a variety of methods;

TF1.06D

– describe testing and evaluating criteria for project materials or components.

Skills and Processes

Overall Expectations

SPV.01D

– analyse design criteria from given design briefs;

SPV.02D

– design and fabricate models, prototypes, or mock-ups;

SPV.03D

– test solutions against design criteria and identify potential implementation problems;

SPV.04D

– illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;

SPV.05D

– generate research reports and presentation materials for review.

Specific Expectations

SP1.01D

– develop reports on criteria for given design challenges and suggest solutions;

SP1.02D

– fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.03D

– establish test criteria and use them to test projects;

SP1.04D

– assess, select, and use illustration and modelling techniques;

SP1.05D

– describe the process used to solve project design problems.

Impact and Consequences

Overall Expectations

ICV.01D

– apply safety standards when using materials, tools, and equipment;

ICV.02D

– illustrate how technology has affected the development of products or services;

ICV.03D

– demonstrate understanding of the strategies used by advertisers to market products or services;

ICV.04D

– explain how the choice and use of materials may affect the environment;

ICV.05D

– identify design-related careers.

Specific Expectations

IC1.01D

– identify the safety features of tools, materials, and processes;

IC1.02D

– use appropriate strategies to prevent potential health and safety problems;

IC1.03D

– describe the evolution of a system, product, or service;

IC1.04D

– identify the methods used in advertising project-related products or services;

IC1.05D

– describe the environmental concerns related to the use of particular raw materials;

IC1.06D

– describe functions of personnel working in design-related careers;

IC1.07D

– identify career opportunities and the skills and education needed to achieve career goals.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

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

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

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

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

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

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

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

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

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

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

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

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

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Consumer Product Design

Unit 2: Career Exploration Study

Unit 3: Product Engineering Design

Unit 4: Architectural Design

Unit 5: Structural Engineering Design

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Assessment Techniques

Assessment Tools

Evaluation

Accommodation

Resources

Course Development Resources

OSS Policy Applications

Course Evaluation

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations