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Course Profile Manufacturing Engineering Technology
(TMJ4C), Grade 12, College Preparation, Combined
Course Overview
Prerequisite: Manufacturing
Engineering Technology, Grade 11, College Preparation
This
course focuses on advanced manufacturing and engineering and provides students
with an opportunity to develop specialized knowledge and skills used in
sophisticated production processes. Students will solve problems; make the
decisions necessary to develop a product for manufacture; and examine
production methods, quality control systems, and environmental and societal
impacts.
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
and processes that benefit others in ways that model gospel values. The focus
of the course 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
community. Students become aware of ethical issues and how they may be resolved
using Christian values.
Students
engage in activities in research and development, production, marketing,
industrial relationships, and company financial affairs. Learning expectations
are clustered to follow a typical design and manufacturing process; students
establish a company, design a product, develop it, plan for its production,
build it, analyse it, and establish a marketing strategy to sell it. Units are
driven sequentially by the manufacturing process. Students demonstrate a
logical development of skills and knowledge, leading them to create quality
products. Students are provided with opportunities to improve the process and
product by evaluating the overall methodologies with the goals of cost
reduction and product improvement.
Emphasis
is placed on the organization, roles, and activities of a typical
project-management team as it relates to real manufacturing situations.
Students develop skills in planning and managing different manufacturing
processes and control systems. These skills help students by expanding their
knowledge base in preparation for leadership roles. Students must also be
familiar with health and safety issues. The teacher takes precautionary
measures to ensure that students are not placed at risk. Health and safety
issues are discussed, reviewed, and assessed constantly throughout the program.
It is important that students do not become complacent in their working
environment. Students must be reminded of the importance of health and safety
issues as they relate to physical and personal well-being. Students must also
understand the need to assume responsibility for their own safety and the
safety of others.
In
the post-analysis unit, students develop skills in analysing processes and
product as part of a management team. They report on the efficiency of the
system and suggest improvements.
Teamwork
is an essential part of a successful process. Co-operative teamwork should be a
positive experience that enhances self-worth. The teacher facilitates an
environment conducive to positive team and interpersonal skills in dealing with
conflict management. During group work, students develop a clear understanding
of what it means to be an effective team member.
Students
can use the information outlined in Appendix A – Glossary of Terms to support
their learning as they work through the activities.
An
awareness of gospel values is developed through reflection activities that
explore technological implications to human well-being. Students are given
opportunities to develop a clear understanding of the benefits and risks of
technological growth and development. Students are also provided with
opportunities to discuss and evaluate ethical issues relating to each phase of
the process. Students acquire the knowledge, skills, and attitudes to use
technology effectively, confidently, and ethically to enhance the human
condition and protect the environment.
|
Unit 1 |
Organizing
a Manufacturing Enterprise |
10
hours |
|
* Unit
2 |
Product
Research, Design, and Development |
35
hours |
|
Unit 3 |
Process
Research, Planning, and Development |
10
hours |
|
* Unit
4 |
Production |
45
hours |
|
Unit 5 |
Post-Production
Analysis |
10
hours |
* These
units are fully developed in this Course Profile.
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.02,
TF2.01, TF2.02, TF2.03, TF2.04, TF2.08, TF2.09, SPV.03, SP1.01, SP4.01,
SP4.04, SP5.04ICV.01, ICV.03, ICV.04, IC1.01, IC1.02, IC1.03, IC3.01, IC3.02,
IC3.03 CGE 2a,
2b, 2d, 2e, 3f, 4g, 5a, 5e, 5h |
Knowledge/ Thinking/
Inquiry Communication |
Company
Organization Financing
the Company Marketing
a Product Manufacturing
Impacts Careers
in Manufacturing Education
and Training |
|
2 |
TFV.01,
TFV.02, TFV.03, TF1.01, TF1.02, TF1.03, TF2.01, TF2.02, TF2.07, SPV.01,
SPV.02, SPV.03, SPV.04, SP1.01, SP1.02, SP2.05, SP3.01, SP3.02, SP4.03,
SP5.02, SP5.03, ICV.01, IC1.01, IC1.02 CGE 1d,
2b, 2c, 2e, 3b, 4a, 4b, 4f, 4g, 5e, 5h, 7i |
Thinking/
Inquiry Knowledge/ Application Communication |
Research
and Development Product
Design Material
Selection Engineering
Graphics Prototypes/Models |
|
3 |
TFV.01,
TFV.04, TFV.05, TF2.06, TF2.07, TF2.09, SPV.01, SPV.02, SPV.04, SP1.01,
SP1.02, SP2.01, SP3.01, SP3.03, SP4.01, SP4.02, SP5.01, SP5.03, SP5.04 CGE 2c,
4b, 4f, 4g, 5c, 7i |
Thinking/
Inquiry Knowledge/ Communication |
Production
Planning Tooling
Design Quality
Control/Assurance Production
Cost Analysis |
|
4 |
TFV.05,
TF1.02, TF2.04, TF2.06, SPV.01, SPV.02, SPV.04, SP2.03, SP2.05, ICV.02,
ICV.03, IC2.01, IC2.02, IC2.03, IC2.04, IC2.05 CGE 2b,
2c, 3b, 3c, 4b, 4f, 5e, 7i |
Knowledge/ Thinking/
Inquiry Application Communication |
Fabrication Jigs
and Fixtures Machining
and Welding Assembly Control
Systems |
|
5 |
TFV.01, TF1.01, TF2.05, TF2.09, SPV.03,
SP1.02, SP5.03, SP5.04 CGE 2c, 2d, 2e, 4b, 4f, 4g, 5c, 5e |
Thinking/ Inquiry Knowledge/ Communication |
Product/Process Analysis Statistical Process Control Electronic Presentation |
Time: 10 hours
Unit
Description
Students
research, organize, and develop a manufacturing company. Through the
development of this enterprise, students investigate and establish company
structures, policies, financial affairs, marketing strategies, and
human-resource management. Students also demonstrate knowledge/understanding of
education, training, and career opportunities. Through written reflections and
guided by their God-given talents and the Catholic faith tradition, students
also report on individual, social, economic, and environmental impacts of the
manufacturing sector. Opportunities to discuss business ethics allow students
to focus on their own values as they relate to Christian teaching.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
5 hours |
TFV.02,
TF2.01, TF2.02, TF2.03, TF2.04, TF2.08, TF2.09, SPV.03, SP1.01, SP4.01,
SP4.04, SP5.04 CGE 2a,
2b, 2d, 5a, 5e |
Knowledge/ Thinking/
Inquiry |
Develop
a company structure and policies Determine
company financing Develop
marketing and distributing strategies |
|
1.2 |
3 hours |
ICV.01,
ICV.03, IC1.01, IC1.02, IC1.03 CGE 2a,
2b, 2e, 3f |
Thinking/
Inquiry Knowledge/
Understanding |
Reflect
on manufacturing impacts Health
and safety in the workplace |
|
1.3 |
2 hours |
SPV.03,
ICV.04, IC3.01, IC3.02, IC3.03 CGE 2a,
2b, 4g, 5h |
Knowledge/
Understanding Application Communication |
Report
on manufacturing education, training, and career opportunities |
Time: 35 hours
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
Overview Chart
|
Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Tasks |
|
2.1 |
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 |
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/ 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 |
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 |
8 hours |
TFV.01,
TFV.02, TFV.03, TF1.02, TF2.02, SPV.01, SPV.03, SP1.02, SP5.03 |
Thinking/
Inquiry Application Communication |
Research
and establish marketing strategies Presentation
software training Portfolio
presentations |
Time: 10 hours
Unit
Description
Students
investigate and establish manufacturing systems and controls in preparation for
production. Students plan and organize the production run. In executing typical
management functions, students set goals and courses of action as they develop
a process to meet product-quality standards and production-cost efficiency.
Students also develop production charts for the storage and disposal of waste
materials generated in manufacturing their products. Students are made aware of
their Christian responsibilities to take care of the environment and use
resources wisely.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
5 hours |
TFV.01,
TFV.04, TFV.05, TF2.06, SPV.01, SPV.04, SP1.01, SP1.02, SP2.01, SP4.01,
SP4.02, SP5.03 CGE 2c,
4b, 7i |
Knowledge/ Thinking/Inquiry |
Research
manufacturing processes/systems Establish
project process Identify required tooling Develop
a production lab layout |
|
3.2 |
3 hours |
TFV.04,
TF2.07, SPV.02, SP3.01, SP3.03, SP5.03 CGE 2c,
4b |
Knowledge/ Thinking/Inquiry |
Research
quality control systems Establish
quality assurance system for production |
|
3.3 |
2 hours |
TFV.04,
TF2.09, SPV.04, SP5.01, SP5.03, SP5.04 CGE 4b,
4f, 4g, 5c |
Thinking/Inquiry Communication |
Establish
estimates for production rates and costs Produce
a spreadsheet analysis of production costs |
Time: 45 hours
Unit
Description
In this
unit, students use a variety of manufacturing processes to build high-quality
products (e.g., alternative-powered vehicles), which have been designed and
planned in previous units. Students continue to apply the design and
manufacturing process as they progress through the production and inspection
phases. There are many opportunities for creativity and expression in problem
solving. Students utilize a wide range of tools and materials in creating their
products. Throughout the fabrication process, students are expected to examine,
evaluate, and apply knowledge of interdependent systems and to make critical
decisions in assuring quality in both processes and products. Group members are
encouraged to recognize each other’s talents, as well as differences, and to
respect the contributions of others. The proper use and disposal of raw
materials are emphasized in this unit, enhancing students’ respect for and
understanding of our natural resources. Students exhibit creativity and
adaptability as they strive to evaluate situations and solve problems in light
of the common good.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
4.1 |
23 hours |
TFV.05,
SPV.01, SPV.02, ICV.02, ICV.03, TF1.02, SP2.03, IC2.01, IC2.02, IC2.03,
IC2.04, IC2.05 CGE 2b,
2c, 3b, 3c, 4b, 4f, 5e, 7i |
Knowledge/ Thinking/Inquiry Application Communication |
Fabrication Jigs
and Fixtures Machining
and Welding Assembly Control
Systems |
|
4.2 |
22 hours |
TFV.05,
SPV.04, ICV.02, TF2.04, TF2.06, SP2.05, IC2.01 CGE 2b,
2c, 3b, 3c, 4b, 4f, 5e, 7i |
Knowledge/ Thinking/Inquiry Application Communication |
Fabrication Jigs
and Fixtures Machining
and Welding Assembly Control
Systems |
Time: 10 hours
Unit
Description
Students
gain knowledge and experience by analysing and summarizing their designs in
terms of cost impact, environmental impact, and production efficiency. They
present their findings using a variety of written and oral techniques. Students
reflect upon their analysis and how the manufacturing process affects the
common good in relation to Catholic social teachings.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
5.1 |
5 hours |
TFV.01,
TF1.01, TF2.05, TF2.09, SPV.03, SP1.02, SP5.03, SP5.04 CGE 4b,
4f, 4g, 5c |
Knowledge/ |
Develop
the data Time
standards Actual
production time Direct
vs. indirect costs Impact
to marketing/sales Develop
a detailed product/process cost based on labour, materials, and overhead |
|
5.2 |
5 hours |
TFV.01,
TF1.01, SPV.03, SP5.03 CGE 2d,
2c, 2e, 5e |
Knowledge/ |
Technical
writing overview Content
of the report Target
audience Develop
technical documents Produce
a written report and presentation |
Socratic Lesson – oral presentation of information
by the teacher; presentation of theoretical material to students at appropriate
stages of their activity.
Class Discussion – active participation by students
in discussions of current issues.
Collaborative/Cooperatives – participation in small-group
learning, providing high levels of student engagement, interdependence, and
conflict-management skills.
Conferencing – student-to-student
discussion-teacher-to-student discussion.
Brainstorming – group generation of initial ideas
expressed without criticism or analysis.
Design-solving Process – application of a problem-solving
approach using a prescribed series of steps.
Independent Study – exploration and research of a
topic of interest to students.
Report/Presentation – oral and written presentations of
the researched topics.
Case Study – investigation of real-life
issues.
Examples – provision of models or samples of student
work from previous terms.
Journal and Reflection Writing – expression of ideas, experiences,
and reflections by students.
Community Involvement – field trips to local
manufacturing facilities, recycling centres, etc.; presentations by guest
speakers; information from engineering associations.
Rubrics
and checklists for performance of resource tasks, capability tasks, and
learning skills are posted in the classroom and are employed by the teacher
throughout the unit. Assessment criteria for individual assignments are clearly
posted in advance. Students are aware of their standings relative to the
Provincial Standard on an ongoing basis.
Exemplars
may be used as reference to evaluate 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.
Seventy
per cent of the course grade is based on assessments and evaluations conducted
throughout the course using a representative sampling of student activity and
achievements during their project-based learning. Thirty per cent of the grade
is based on a final evaluation in the form of an examination, performance,
essay, or other culminating event.
Learning
skills that include works independently, teamwork, organization, work habits,
and initiative, are reported separately and are not considered in the
percentage grade. Learning skills are reported using the categories Needs
Improvement, Satisfactory, Good, or Excellent.
Paper-and-Pencil
Tests
·
unit
tests/quizzes
Performance
·
project
research
·
assigned
exercises
·
presentations
·
formal
written reports
·
drawing
and sketching (design briefs)
·
products
Personal
Communication
·
daily
and/or weekly journals and logs
·
student/teacher
and teacher/group conferencing
·
checklists,
marking schemes, rubrics
·
project
specification sheets
·
anecdotal
comments with suggestions for improvement
The
teacher must be familiar with exceptional students’ Individual Education Plans
(IEPs). The teacher consults with the appropriate staff about prescribed
modifications and accommodations.
The
teacher may employ a range of course delivery methods to meet the needs of all
students. For example, the teacher may:
·
encourage
the use of drafts, proofreading, conferencing, mapping, outlines, diagrams, and
the development of glossaries;
·
encourage
the use of organizers for preparing outlines, recording new vocabulary, due
dates, homework, etc.;
·
allow
the finished product/project/assignments to be presented in a variety of
formats (e.g., oral, point form, one-on-one conferencing, essay);
·
simplify
expectations for individual assignments and allow extra time for completion;
·
provide
a list of topics, suggestions, and opportunities for enrichment/enhancement of
program;
·
provide
a variety of experiences for the purpose of assessment and evaluation, such as:
·
allowing
extra time and scribing for written tests, quizzes, and exams;
·
using multiple-choice,
true/false, and fill-in-the-blank test questions with word lists in place of
essay questions;
·
using
oral testing;
·
assessing
at various stages
·
providing
opportunities for involvement in self-/peer assessment.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
Computer
site administrator
Computer
technicians
Special
Education/resource staff
Ministry-issued
application software (OESS)
Spreadsheet
software
CAD
(computer-aided design/drafting) software
Word-processing
software
Presentation
software
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Association
of Professional Engineers – http://www.apegga.com
General information on professional engineers (e.g. student information,
awards, careers)
Automotive
Parts Manufacturing Association – http://www.apma.ca
General information on the automotive manufacturing industry
Canada
WorkinfoNet – http://www.workinfonet.ca
Source of career, education, and labour market information for Canadians
Canadian
Association of Career Educators and Employers – http://www.cacee.com
Site for student and graduate job seekers
Canadian
Manufacturers Association (general information) – http://www.cma-canada.org
Canlearn
Interactive (interactive website to explore occupations) –
http://www.canlearn.ca
Catholic
Social Teaching – http://www.coc.org/coc/cst.html
Computer-Aided
Engineering Network – www.personal.engin.umich.edu/~ulsoy/Belts.html
Electrathon
America (competition information) – http://electrathonamerica.org/
Electric
Bikes (survey of electric bikes and power systems) –
http://www.electric-bikes.com/others.htm
Electric
Car Association – http://www.eaaev.org/
Human
Resource Development Canada (career and job information) – http://www.hrdc-drhc.gc.ca
Institute
for Industrial Engineers – http://www.iienet.org/
General information on industrial engineering (e.g., student information,
awards, careers)
Manufacturing
is Cool (general teacher/student resource) – http://www.manufacturingiscool.com
Material
Search – http://www.recycle.net
Occupational
Health and Safety – http://www.ccohs.ca/
Ontario
Association of Certified Technicians and Technologists – http://www.oacett.org/
General information on technology professionals (e.g., student information,
awards, careers)
Ontario
Curriculum Centre – www.curriculum.org
Grade 10 and Grade 11 Manufacturing Technology Course Profiles
SAE
International (competition design project information) –
http://www.sae.org/students/supermw.htm
Society
of Manufacturing Engineers - http://www.sme.org
General information on manufacturing engineering (e.g., tech. papers, job
postings, career mentor)
British
Columbia Ministry of Labour. Millwright
Manual, 2nd ed. British
Columbia: Ministry of Labour, 1996.
Browning,
Kathy, George Heighington, Virgil Parvu, and Douglas Patillo. Design and Technology. Canada:
McGraw-Hill Ryerson, 1993. ISBN 0-07-549650-X
Canadian
Technology Human Resources Board. Look
Ahead, Get Ahead, Growing Career Opportunities for Technicians and Technologists.
Ottawa: Canadian Cataloguing in Publication Data, 2000.
ISBN 0-9684007-8-7
Finch,
Richard. Welder’s Handbook. New York,
NY: Berkley Publishing Group, 1997.
ISBN 1-55788-264-9
Fogarty,
D., J. Blackstone, and T. Hoffman. Production
and Inventory Management, 2nd ed.
Cincinnati, OH: 1991. ISBN 0-538-07461-2
Hacker,
Michael and Robert Barden. Technology in
Your World. USA: Delmar Publishing, 1992.
ISBN 0-8273-4425-2
Kibbe,
Richard R., John Neely, and Roland Meyer. Machine
Tool Practices. USA: Prentice Hall, 1999. ISBN 0-13-270232-0
Komacek,
A., Ann Lawson, and Andrew Horton. Manufacturing
Technology. USA: Delmar Publishing, 1990. ISBN 0-8273-3462-1
Krar,
Oswald. Technology of Machine Tools.
USA: McGraw-Hill, 1996. ISBN 0-02-803071-0
Oberg,
Erik, Franklin D. Jones, Holbrook L. Horton, Henry H. Ryffel, Robert E. Green
(editor), and Christopher J. McCauley (associate editor). Machinery's Handbook, 26th
ed. New York: Industrial Press Inc., 2000. ISBN 0-8311-2666-3
Quinlan,
C. Orthographic Projection Simplified.
New York: Glencoe, 1996.
Rorabaugh,
Britt. Mechanical Devices for the
Electronics Experimenter. USA: McGraw-Hill, 1995.
ISBN 0-07-053546-9
Swartz,
Mark. Get Wired, You’re Hired.
Toronto: Canadian Association of Career Education and Employers, 1999. ISBN
0-921589-81-6
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. USA: 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)
Write,
Thomas R. Technology. USA:
Goodheart-Willcox, 1992. ISBN 0-87006-896-2
Princess
Auto. Farm, Shop and Industrial Warehouse.
Cat.# 237, 2001.
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 11
and 12, Technological Education, 2000.
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
Board
and/or school Internet use policies
School
library/resource centre
Local
manufacturers and engineering firms (field trips and job shadowing)
Vehicle
competition sponsors from local community
This
Grade 12 Manufacturing Technology Course is designated as a College Preparation
course. (See The Ontario Curriculum,
Grades 9 to 12, Program Planning and Assessment, 2000 for a description of
the different types of secondary school courses.) Students can use the course
as a compulsory credit (1 credit from Science Grade 11 or Grade 12) or
Technological Education (Grades 9 to 12), or as an optional credit.
This
course is designed to equip students with the knowledge and skills they need to
meet the entrance requirements for college programs. Students are introduced to
practical and theoretical aspects of manufacturing technology. The curriculum
provides opportunities for students to undertake hands-on practical activities,
as well as to conduct typical managerial duties through planning and analysis.
Anti-discrimination education, equity, social justice issues, career goals,
cooperative education, conflict resolution/violence prevention, and community
partnerships are addressed in the course. All of these support many of the
Ontario Secondary School policies.
Through
a wide range of teaching strategies and accommodations, this course meets the
needs of all students. The accommodations for exceptional students include
specialized support and assessments to facilitate individualized learning.
Students whose first language is not English are also accommodated.
The
career portion of this course allows students to learn about their interests,
strengths, and aspirations. Students research a variety of career opportunities
and learn to make appropriate educational choices as they relate to their high
school courses, post-secondary requirements, and workplace options. Career
exploration is made available to students with specific reference to Choices Into Action: Guidance and Career
Education Program Policy for Elementary and Secondary Schools, 1999.
The manufacturing process provides opportunities
for many cross-curricular activities. From planning and design to production
and analysis, students are constantly using the sciences, arts, and
mathematics. An emphasis is placed on setting up and functioning in a
manufacturing enterprise, allowing for cross-curricular activities with some
Business Studies courses. Mathematics and arts are used in preparing drawings
and dimensionally and statistically checking product. The sciences are used in
selecting materials with appropriate properties and structure. The planning and
reporting phases provide opportunities for students to become more familiar
with information technology and to benefit from a wide variety of software
packages. The production and quality assurance phases allow for integration
with mathematics through measurements and statistical control. The technical
briefs, written reports, and oral presentations enhance students’ language and
grammar skills as well as their communication skills.
Project-based,
hands-on activities provide students with opportunities to explore health and
safety issues as they apply to the physical and personal well-being of students
in the class, lab, and workplace. Students acquire knowledge and skills
relating to safe practices and proper use and handling of materials. Because of
the practical nature of this course, students have an opportunity to apply what
they learn through various planned learning activities outside the classroom.
Activities may include field trips, co-op placements, job shadowing, and outside
community projects; they enhance students’ awareness of educational and career
opportunities. It is through these experiences that students develop an
understanding of personal values as well an ability to make ethical decisions
reflective of Christian values.
80/20
Rule: The principle
that 80% of a sales volume is generated by 20% of the customers.
Advertising
Appeal: The basis
or approach used in an advertising message to attract the attention or interest
of consumers and/or influence their feelings toward the product, service, or
cause.
Advertising: Any paid form of non-personal
communication about an organization, product, service, or idea by an identified
sponsor.
Baby
Boomers: The
generation of North Americans born between 1946 and 1964.
Benchmark
Measures: Measures
of a target audience’s status concerning response hierarchy variables such as
awareness, knowledge, image, attitudes, preferences, intentions, or behaviour.
These measures are taken at the beginning of an advertising or promotional
campaign to determine the degree to which a target audience must be changed or
moved by a promotional campaign.
Big
Idea: A unique or
creative idea for an advertisement or campaign that attracts consumers'
attention, gets a reaction, and sets the advertiser's product or service apart
from the competition.
Brainstorming: a quick means of generating and
communicating ideas verbally, in written format or through sketches.
Competition-oriented Pricing
Strategy: A
strategy whereby prices are set based on what a firm's competitors are
charging.
Concentrated Marketing: A type of marketing strategy
whereby a firm chooses to focus its marketing efforts on one particular market
segment.
Concept Testing: A method of pre-testing alternative
ideas for an advertisement or campaign. This is accomplished by having
consumers provide their responses and/or reactions to the creative concept.
Conceptual Model: a model that shows a general view
of the components and their relationships, often the first step in evaluating a
design solution.
Consumer Behaviour: The process and activities that
people engage in when searching for, selecting, purchasing, using, evaluating,
and disposing of products and services so as to satisfy their needs and
desires.
Copyright: legal protection which ensures a
company or individual’s exclusive right to sell, print, publish, or copy a
particular work for a specified number of years.
DAGMAR: An acronym that stands for defining
advertising goals for measured advertising results. An approach to setting
advertising goals and objectives
Demographics: Distribution of a population on
selected characteristics such as age, sex, income, education, occupation, and
geographic dispersion.
Design: a way of communicating ideas in solving problems.
Designing provides a plan and includes how to make and improve on the product.
Design Brief: a short statement that outlines a
problem to be solved.
Design Process: a systematic, yet creative process
involved in turning ideas into real objects, products, systems and
environments.
Direct Marketing: A system of marketing by which an
organization communicates directly with customers to generate a response and/or
transaction.
Direct
Selling: The direct
personal presentation, demonstration, and sale of products and services to
consumers usually in their homes or at their jobs.
Elements of Design: The raw materials necessary to
express and communicate ideas.
Industrial Relationships: The area of managerial technology
concerned with the human aspects of the manufacturing enterprise, such as
personnel and labour relations.
Manufacturing Process: All the actions carried out to make
a product.
Market Opportunities: Areas where a company believes
there are favourable demand trends, needs, and/or wants that are not being
satisfied, and where it can compete effectively.
Marketing: The process of planning and
executing the conception, pricing, promotion, and distribution of ideas, goods,
and services to create exchanges that satisfy individual and organizational
objectives.
Marketing Objectives: Goals to be accomplished by an
organization's overall marketing program, such as sales, market share, or
profitability.
Marketing Plan: A written document that describes
the overall marketing strategy and programs developed for an organization, a
particular product line, or a brand.
Mass Media: Non-personal channels of
communication that allow a message to be sent to many individuals at one time.
Mathematical Model: A model that shows a relationship
in terms of a formula.
Personal Selling: Person-to-person communication in
which the seller attempts to assist and/or persuade prospective buyers to
purchase the company's product or service or to act on an idea.
Physical Model: A three-dimensional representation
of reality.
PMA: Primary Market Area.
Presentation Drawings: Drawings used to communicate ideas
and design to prospective clients. They provide a general impression of a
finished product.
Principles of Design: Ways in arranging and organizing
design elements to provide aesthetically pleasing compositions.
Product Manager: The person responsible for the
planning, implementation, and control of the marketing program for an
individual brand.
Production: Creation of goods and services.
Prototype: A working model of a new product,
intended to test its operation.
Quantitative Research: A form of marketing research that
is intended to obtain statistical information about data from sample consumers
or members of the public, usually relies on surveys to collect data.
Research and Development: The process of designing,
developing, and specifying the characteristics of a product, structure, or
survey.
Segmentation: A method of segmenting a market by
dividing customers into groups based on their usage, loyalties, or buying
responses to a product or service.
Strategic Marketing Plan: The planning framework for specific
marketing activities.
Survey Method: A method of gathering data by
interviewing a limited number of people (a sample) in person or by telephone.
Thumbnail Sketching: A small, simple sketch of a product
idea. It is not dimensioned or detailed.
Coded
Expectations, Manufacturing Engineering Technology, Grade 12, College
Preparation, TMJ4C
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;
TFV.04 · describe how to optimize
production systems by improving material flow, process layout, product layout,
and quality control;
TFV.05 · explain the use of electronic,
pneumatic, hydraulic, and mechanical control systems in the manufacturing
process.
The
Design Process
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:
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.
Materials
and Production Processes
TF2.01 – explain the activities associated
with research and development: discovery, development, and making
specifications for improving products;
TF2.02 – describe the activities
associated with marketing: identifying the potential market, promotion, sales,
and distribution;
TF2.03 – explain the activities associated
with industrial relations: recruiting, selecting, and training the work force;
TF2.04 – describe how a company conducts
its financial affairs (i.e., how it raises and controls its money);
TF2.05 – use reverse engineering to explain
existing products or processes in terms of function and cost;
TF2.06 – explain the use of a variety of
electronic, pneumatic, hydraulic, mechanical, or computer control systems to
control and automate projects and processes;
TF2.07 – explain how manufacturing systems
and products are designed according to quality assurance standards;
TF2.08 – describe the three types of
production systems: custom (e.g., “one-offs”), line production (e.g., assembly
line), and continuous (e.g., automated);
TF2.09 – explain the factors associated
with human costs (e.g., labour-intensive manufacturing, capital-intensive
manufacturing, and the best use of unskilled, semiskilled, and skilled labour).
SPV.01 · set up and function in an
effective manufacturing enterprise;
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.
Organizational
Skills
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 (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.
Technology
and Production Skills
SP2.01 – use computers to develop,
operate, and control systems (e.g., for inventory or quality control);
SP2.02 – conduct pilot runs, analyse
results, and modify operations, systems, and tooling as necessary;
SP2.03 – use bar coding and spreadsheets
to monitor inventory;
SP2.04 – assemble power control and
automation systems to meet the design criteria;
SP2.05 – choose suitable materials and
processes for forming and fabricating products.
Quality
Control Skills
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;
SP3.03 – raise quality performance using
the following steps: establish the infrastructure needed to secure quality
improvement; identify specific areas for improvement; establish a project team
with a clear responsibility for bringing the project to a successful
conclusion; and provide the resources, motivation, and training that the team
requires.
Communication
Skills
SP4.01 – develop an effective line organization chart
of a student manufacturing enterprise in a school manufacturing facility;
SP4.02 – develop an appropriate flow chart
for the major areas of activity in the student manufacturing enterprise;
SP4.03 – generate effective product
specifications through engineering drawings, sketches, and reports;
SP4.04 – present an effective proposal
related to the establishment of an enterprise.
Interdisciplinary
Applications
SP5.01 – apply mathematical skills in
spreadsheet analysis to calculate production rates to close tolerances; to
control inventory, costs, quality, and sampling; and to establish speeds;
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;
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;
SP5.04 – apply the technological systems
approach to their enterprise, taking each of the following into consideration:
inputs – all the resources needed to accomplish the goals of the system (e.g.,
people, knowledge, materials, energy, finance, capital); process – the scheme
of purposeful actions and practices that make up the technical aspects of the
system; outputs – the goal or ends to which all inputs and processes are
applied; and feedback – the mechanisms that provide preferred direction for the
system.
ICV.01 · demonstrate the knowledge
required to make informed decisions concerning the social, environmental, and
economic consequences and impact of the manufacturing sector;
ICV.02 · evaluate and implement safe work
practices in performing manufacturing-related tasks;
ICV.03 · identify the role of health and
safety legislation in manufacturing technology programs in schools and in the
manufacturing sector;
ICV.04 · describe the postsecondary
programs associated with the manufacturing sector and evaluate the
appropriateness of the programs to their career plans.
Impacts
IC1.01 – identify potential consequences
of specific manufacturing activities for the individual and for society, and
formulate potential alternatives to minimize harmful consequences;
IC1.02 – describe the negative impact of
manufacturing activities on the environment and identify a variety of
materials, processes, and waste management methods to reduce that impact;
IC1.03 – explain the economic impact of
the manufacturing sector for the local community, the province, and the nation.
Safety
and Legislation
IC2.01 – use safe work practices and model the most
appropriate method for a particular operation;
IC2.02 – develop and conduct safety audits and
inspections of the school manufacturing facility and implement a plan to
address any deficiencies;
IC2.03 – develop an effective emergency action plan
for the school manufacturing facility;
IC2.04 – analyse the Occupational Health
and Safety Act (OHSA) and implement the parts of it that relate specifically to
the school manufacturing facility;
IC2.05 – identify the issues addressed in
the Workplace Hazardous Materials Information System (WHMIS).
Education,
Training, and Career Opportunities
IC3.01 – demonstrate a knowledge of career
activities within the manufacturing sector (e.g., management, marketing,
finance, production, quality control, engineering);
IC3.02 – demonstrate a knowledge of
postsecondary programs associated with the manufacturing sector and evaluate
the appropriateness of the programs to their career plans;
IC3.03 – demonstrate an understanding of
their own strengths and limitations in preparation for careers in the manufacturing
sector.
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.