Course
Profile Integrated Technologies,
Grade 9 open, Catholic
Unit 1
Course
Profiles are professional development materials designed to help teachers
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created by writing partnerships of school boards and subject associations. The
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Acknowledgements
Lead
Board
Dufferin-Peel Catholic District
School Board
Denise Panunte, Manager
Course
Profile Writing Team
Joanne Durst, Dufferin-Peel Catholic
District School Board
Brenda Kenney, Wellington Catholic
District School Board
John McDermott, Dufferin-Peel Catholic District
School Board
Paul Owens, Dufferin-Peel Catholic District School
Board
Roy Parteno, Dufferin-Peel Catholic District School
Board
Central
Ontario Catholic Curriculum Cooperative
Institute for Catholic Education
Unit # 1
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity
5 | Activity 6 | Activity 7 | Activity 8
Title: Construction and Manufacturing
Time: 20
hours
Unit
Developers: Paul Owens, Joanne Durst, DPCDSB
Development
Date: March
16, 1999
Unit Description
In
this unit, students will develop design process and problem solving skills.
They will increase their knowledge of the problem solving process, technical
terminology, procedures and standards of product testing. Students will
demonstrate their learning through discussion, designing drawings and creating
of their own construction product (a roller coaster).
Strands and Expectations:
Theory and Foundation, Skills and Processes, Impact and Consequences
Ontario Catholic School Graduate
Expectations:
makes decisions in light of gospel values
with an informed moral conscience
takes initiative and demonstrates
Christian leadership
applies effective communication, decision
making, problem solving, time and resource
management skills
works effectively as an interdependent
team member
contributes to the common good
seeks and grants forgiveness
Overall Expectations: TFV.01X, TFV.02X,
SPV.01X, SPV.02X, SPV.03X, ICV.01X
Specific Expectations: TFS.01X, TFS.02X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.07X,
SPS.08X, ICS.01X, ICS.03X
Activity Titles (Time + Sequence)
|
Activity 1 |
Introduction
to Roller Coaster Design |
60
min |
|
Activity 2 |
Introduction
to the Design Process (SPICE) |
120
min |
|
Activity 3 |
Communicating
Ideas: Sketching and Drafting |
240
min |
|
Activity 4 |
Communicating
Ideas: Advertising |
120
min |
|
Activity 5 |
Safety
Rules and Procedures |
120
min |
|
Activity 6 |
Fabrication
and Troubleshooting |
360
min |
|
Activity 7 |
Initial
Testing and Reporting |
120
min |
|
Activity 8 |
Formal
Presentation and Evaluation |
60
min |
Unit Planning Notes
The
focus of this unit is to engage students in a group activity which promotes open
discussion and creativity, utlilizes peer mentors (senior physics students) and
uses sketching, drafting and other technical avenues and facilities to complete
the design and building of a roller coaster.
Prior Knowledge Required
basic mathematics (fractions)
problem solving techniques
working co-operatively in a group environment
Teaching/Learning Strategies
1. Students are to be grouped to include
special-needs students and to ensure that groups have a balance of visual and
analytical thinkers (question and answer students for strengths and weaknesses)
2. Students work individually and in groups to
complete the activities. The teacher needs to stress the importance of working
both ways.
individually for understanding of terms and
processes
in groups in order to draw on expertise of
all members of a design team
Assessment/Evaluation
This unit will introduce students to the design and problem solving model, which will provide opportunities for them to assess their participation, responsible behaviour and skills with working in a group. The teacher and students will collect evidence of learning, using observational checklists, rubrics and personal communication tools.
Resources
Print
Foundation Course
Collins,
CDT
M.
Finney, P. Fowler
@
Lincolnshire County Council 1986
ISBN
0.00.322053.2
By Design
Technology
Exploration and Integration
Trifobin
Books
Editor:
Julie CzernadaISBN 1.895579.78.3
Computer Software
Internet
searches (see Activity 1)
Miscellaneous
Grade 12 and OAC physics students as
mentors
architects and engineers
Canadas Wonderland, Maple, Ont. (905)
832-7000
public library
Safety Care Videos
Safety Care Inc.
40 Wynford Drive
Don Mills, Ont
(416) 391-3511
Assessment Rubrics
1.
OAJE-OAME/OMCA Problem Solving Rubric - Linking Assessment and Instruction in
Mathematics, pg. 33-35
2.
Achievement chart, Grade 9-10 Technological Education
Technology Ideas
Integrating
Design Education Activities for Students
Bill
Reynolds, Bob Carney, Norm Dale
@
1993 Maxwell MacMillan Canada Inc.
ISBN
0.02.954154.9
Fundamentals of Technical Drawing
Norman
Stirling
1984
Gage Education Publishing
ISBN 0.7715.0327.X
Title: Introduction to Roller Coaster Design
Time: 60
minutes
Description
Students
will participate in an open-ended problem solving project that will result in
the designing and building of a scale model roller coaster. Through the
interactions of group members and in discussion with other groups, students
will be guided to the completion of the model. Students are to be encouraged to
have lively discussions of experiences on actual roller coasters and to use
their imaginations, to foster participation of all group members. The students
will discuss the proper, safe use and care of tools and materials.
Strands and Expectations
Ontario
Catholic School Graduate Expectations:
The graduate is expected to:
create, adapt and evaluate new ideas in
light of the common good.
take initiative and demonstrate Christian
leadership.
Strands:
Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations: TFV.01X, TFV.03X, SPV.01X
Specific
Expectations: TFX.01X, SPS.02X, SPV.03X
Planning Notes
The first day should be an open discussion promoting
participation by all.
Internet searches should be included.
Special-needs students must be addressed at
this time (group or facility modifications).
The construction/manufacturing room should be
introduced. Special attention should be paid to safety and emergency procedures
and first aid and eye wash stations.
Have students start a reflective log on
personal growth and Christian development and leadership. The log will be
submitted at the completion of the unit for evaluation, so ensure that students
are familiar with the evaluation criteria.
Establish criteria for assessing
participation, working safely and behaving properly.
Prior Knowledge Required
mathematical skills
understanding of the basic concepts of motion
and how it acts upon a body
Teaching/Learning Strategies
Students will
understand the basic concept of roller
coaster design.
learn about potential and kinetic energy.
learn about acceleration and velocity (terms
and unit of measure).
begin a daily reflective log book that
outlines their role as a Christian individual and valued group member.
share the gifts God has given each of us for
the building of the faith community.
Teachers will
(whole
group)
introduce the project and expectations to the
class (Appendix 1).
discuss the impact of technology on the
community and how technology relates to Catholic values (e.g., to value people
over things; value sharing; technology is a service to others; have respect for
the environment).
show a video on roller coasters.
generate an open discussion on the rides the
students have personally experienced. Topics should include the scariest, most
fun, favourite part of the ride, where, when, etc.
remind students that they are gifts from God.
Students
read handouts on Energy and Learning Science language and write down
definitions. The teacher needs to demonstrate how these terms are used in
relationship to the design of roller coasters (Appendix 1, Energy).
Assessment/Evaluation
Teacher checks that definitions are written
down and that students understand terms (not assessed).
A formative self-assessment using a daily
reflection log to be checked but not evaluated.
Students should address issues that would
possibly effect the lives of people that would have a new facility such as this
(roller coaster, amusement park) in their local community.
Accommodations
Group students to pair special-needs students
with stronger students for peer mentoring.
Ensure that visual aids and other devices are
available for special-needs students.
Enriched students should be encouraged to
work at an enhanced level.
Resources
movies on roller coasters
Internet locations:
www.nlpublishing.com/
www.demon.co.uk/arvis/wwg/xwc.html
www.middleweb.com/coaster.html (interactive design page)
Title: Understanding the Design Process
Time: 120 minutes
Description
Students
will demonstrate an understanding of the basics of design through drawings and
verbal communication. They will communicate their ideas using the appropriate
language, and then apply skills and strategies of the design process.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The graduate is expected to:
make decisions in light of gospel values
with an informed moral conscience.
take initiative and demonstrate Christian
leadership characterized by service to others.
work effectively as a team member.
Strands:
Theory and Foundations, Skills and Processes
Overall Expectations: TFV.01X,
TFV.03X, SPV.03X
Specific
Expectations: TFS.02X, SPS.02X, SPS.01X
Planning Notes
Work
through the SPICE model or similar problem solving model and demonstrate its
proper use.
Group member responsibilities should be
discussed and assigned. Students should be encouraged to take initiative and
show their leadership skills.
Agree on product development, research and
communication formats.
Prior Knowledge Required
mathematical skills; understanding of the
basic concepts of motion speed and how it acts upon a body
Teaching/Learning Strategies
Students will
understand the basic concept of roller
coaster design .
learn about potential and kinetic energy.
learn about acceleration and velocity (terms
and units of measure).
Teachers will
(whole
group)
introduce the project and expectations to the
class.
show a video on roller coasters.
generate an open discussion on the rides the
students have personally experienced, topics should include the scariest, most
fun, favourite part of the ride, where, when, etc.