TECHNOLOGY EDUCATION 11 12 - gov.bc.ca€¦ · Technology Education 11 and 12 curriculum. When additional Technology Education 11 and 12 courses are completed, they will be added

Integrated Resource Package 1997

IRP 076Ministry of Education,Skills and Training

TECHNOLOGYEDUCATION11 AND 12Industrial Design

Copyright © 1997 Ministry of Education, Skills and Training, Province of British Columbia.

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronic storage,reproduction, execution or transmission without the prior written permission of the Province.

Proprietary Notice

This document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing.

Limited Exception to Non-reproduction

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes withinBritish Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers andadministrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; andother parties providing direct or indirect education programs to entitled students as identified by the School Act or theIndependent School Act.

TECHNOLOGY EDUCATION 11 AND 12: Industrial Design • I

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Technology Education Kindergarten to Grade 12 Objectives . . . . . . . . . . . . . . . . . . . . 2Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Suggested Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Suggested Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Integration of Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Considerations for Instruction in Technology Education . . . . . . . . . . . . . . . . . . . . . . . 11

THE INDUSTRIAL DESIGN 11 AND 12 CURRICULUM

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

TECHNOLOGY EDUCATION 11 AND 12 APPENDICES

Appendix A: Prescribed Learning Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3Appendix B: Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3Appendix C: Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3Appendix D: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-3Appendix E: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-3

TABLE OF CONTENTS

II • TECHNOLOGY EDUCATION 11 AND 12: Industrial Design

TECHNOLOGY EDUCATION 11 AND 12: Industrial Design • III


This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement theTechnology 11 and 12 curriculum. Theinformation contained in this IRP is alsoavailable through the Internet. Contact theCurriculum and Resources Branch homepage: http://www.est.gov.bc.ca/curriculum/welcome.htm

THE INTRODUCTION

The Introduction provides generalinformation about Technology Education 11and 12, including special features andrequirements. It also provides a rationale forthe teaching of Technology Education 11 and12 in BC schools.

THE INDUSTRIAL DESIGN 11 AND 12CURRICULUM

The main body of this document consists ofthe Industrial Design 11 and 12 courses of theTechnology Education 11 and 12 curriculum.When additional Technology Education 11and 12 courses are completed, they will beadded to this IRP.

The Industrial Design 11 and 12 curriculum isstructured in terms of curriculum organizers.There are four columns of information foreach organizer in the Industrial Design 11 and12 curriculum. These columns describe:

• provincially prescribed learning outcomestatements for each subject area

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies fordetermining how well students areachieving the outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial education system.Prescribed learning outcomes set out theknowledge, enduring ideas, issues, concepts,skills, and attitudes for each subject. They arestatements of what students are expected toknow and be able to do in each grade.Learning outcomes are clearly stated andexpressed in observable terms. All learningoutcomes complete this stem: “It is expectedthat students will. . . .” Outcome statementshave been written to enable teachers to usetheir experience and professional judgmentwhen planning and evaluating. The outcomesare benchmarks that will permit the use ofcriterion-referenced performance standards. Itis expected that actual student performancewill vary. Evaluation, reporting, and studentplacement with respect to these outcomesdepend on the professional judgment ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are free toadapt the suggested instructional strategies orsubstitute others that will enable their studentsto achieve the prescribed outcomes. Thesestrategies have been developed by specialistand generalist teachers to assist theircolleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety ofways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed byspecialist and generalist teachers to assist theircolleagues; they are suggestions only.

IV • TECHNOLOGY EDUCATION 11 AND 12: Industrial Design


Provincially Recommended LearningResources

Provincially recommended learningresources are materials that have beenreviewed and evaluated by BC educators incollaboration with the Ministry of Education,Skills and Training according to a stringentset of criteria. They are typically materialssuitable for student use, but they may alsoinclude information primarily intended forteachers. Teachers and school districts areencouraged to select those resources thatthey find most relevant and useful for theirstudents, and to supplement these withlocally approved materials and resources tomeet specific local needs. The recommendedresources listed in the main body of this IRPare those that have a comprehensivecoverage of significant portions of thecurriculum, or those that provide a uniquesupport to a specific segment of thecurriculum. Appendix B contains a completelisting of provincially recommended learningresources to support this curriculum.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum andfurther support for the teacher.

• Appendix A lists the prescribed learningoutcomes for the curriculum arranged bycurriculum organizer and grade.

• Appendix B contains a comprehensive,annotated list of the provinciallyrecommended learning resources for thiscurriculum. This appendix will be updatedas new resources are evaluated.

• Appendix C outlines the cross-curricularreviews used to ensure that concerns suchas equity, access, and the inclusion ofspecific topics are addressed by allcomponents of this IRP.

• Appendix D contains assistance forteachers related to provincial evaluationand reporting policy. Prescribed learningoutcomes have been used as the source forsamples of criterion-referenced evaluation.

• Appendix E acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

TECHNOLOGY EDUCATION 11 AND 12: Industrial Design • V

Students learn to solve design problems and communicatedesign ideas by examining past and present product designs.As they learn about the elements of design and applyknowledge and skills from other disciplines, they enhancetheir understanding of the elements of design.

• Discuss with students design processes used to develop anexisting sport or recreational product. (e.g., Present theclass with three brands of skateboard, including past andcurrent models.) Have them record information on thedevelopment of the design, including variations in designelements, structure, and materials (e.g., wood versuscomposite). Ask students to discuss how these variationsrelate to function and aesthetics.

• Provide students with an illustration that describes thedesign process. Have them keep journals in their portfoliosto record their own design experiences from specificprojects and to reflect on the design process.

• Form teams, and ask each team to select a product (e.g.,telephone, fax machine) and then research thedevelopment of the product design. Challenge each teamto use a variety of resources (e.g., on-line searches,electronic forums, community sources) to gatherinformation about the historical development of theproduct design, the impact of specifications on the productdesign, technological developments, ergonomics,engineering principles, and aesthetics. Encourage them toselect various communication tools to present theirfindings to the class.

• Have students investigate careers and occupations relatedto design and communication (e.g., through guestspeakers, work experience, job shadowing, careerpreparation options) and determine the educationalprerequisites. Ask each to select a career and develop aclassified ad for a company seeking to employ a qualified,experienced person to fill the job.

SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

GRADE 11 • Design and Communication (Principles and Concepts of Technology)


Suggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the prescribedlearning outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggests a variety ofinstructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples that they mightmodify to suit thedevelopmental levels oftheir students.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer or

suborganizer.

Grade Curriculum Organizerand Suborganizer

Grade


Curriculum Organizerand Suborganizer

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the prescribedlearning outcomes. Acomplete list including ashort description of theresource, its media type,and distributor isincluded in Appendix Bof this IRP.

It is expected that students will:

• describe aesthetic and functional purposes for designelements (line, shape, form, colour, texture) inproduct and system designs

• describe how product and system designs areinfluenced by specifications such as:- industry standards- function- availability of resources- user requirements

• evaluate the effect of a variety of processes, tools, andtechniques used to plan, research, and communicatedesign information and production details

• describe the effect of technological change onpostsecondary and career opportunities in the field ofdesign and production

As students analyse the design elements of past and presentproducts, they can demonstrate their understanding of theaesthetic and functional value of these elements.

• Present students with examples of processes and practicesused in the design of a particular product (e.g., skis,bicycles) that has changed over time. To help studentsevaluate the changes, pose questions such as:- How has the structural design improved? Has the safety

of the product improved as a result?- What are the advantages of using the current materials

in the product as compared to those previously used?Are there any negative environmental issues related tothese materials?

- How have the aesthetics changed, and what impact havethese changes had on the visual appeal of the product?

• Work with students to develop criteria that will be used toassess their research presentations on the development of aproduct design. Criteria might include:- use of a variety of relevant sources of information- accuracy of information- use of correct terminology- effective presentation of information- identification of impact of specifications on the design

process• Have students conduct hands-on research to compare and

contrast a variety of manual and electronic drawingtechniques and communication methods while working in“companies” that design, develop, and market products.As the teams demonstrate their findings to the class, notetheir abilities to:- identify the strengths and limitations of the various

drawing techniques- clearly communicate their ideas using various

communication methods (e.g., multimedia, flow charts)- clearly delineate the levels of responsibility for specific

tasks related to the design, development, andcommunications of ideas

- work collaboratively in their “companies”

Print Materials

• Communication Systems• Design and Plastics• Design Graphics• Electrical/Electronic Systems• Energy• The New Product Development Program• Project Design• Tracktronics

Video

• Cars• Ecological Design• Energy Choices• Fluid Power Technology at Work• Industrial Design• Inside Combustible Engines• Land Transportation• The New Digital Imaging• Sea Transportation• Technology for the Disabled

Games/Manipulatives

• The Building Box: Model #2• Digital Electronics Kit

CD-ROM

• Welcome to...Macintosh Multimedia• Welcome to...PC Sound, Music, and MIDI

TECHNOLOGY EDUCATION 11 AND 12: Industrial Design • 1


This Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for Technology Education11 and 12. This IRP currently includes thecurriculum for Industrial Design 11 and 12.The following additional areas are amongthose under consideration for developmentas Technology Education 11 and 12 courses:

• Production and ManufacturingTechnology

• Construction Technology• Systems Technology• Design and Communication Technology• Biotechnology• Transportation Technology

The development of this IRP has been guidedby the principles of learning:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and a groupprocess.

RATIONALE

Technology is embodied in devices thatextend human capabilities. It provides thetools to extend our vision, to send andreceive sounds and images from around theworld, and to improve health, lifestyle,economies, and ecosystems. As technologyassumes an increasingly dominant force insociety, technological literacy is becoming asessential as numeracy skills and the ability toread and write. In providing thefundamentals of technological literacy,technology education helps young peopleprepare to live and work in a world ofcontinuously evolving technologies.

Preparing the Citizen

A technologically literate person uses tools,materials, systems, and processes in aninformed, ethical, and responsible way. To beresponsible members of society, studentsmust be aware of the impact that ever-changing technology has on their lives. Theyneed to reflect critically on technology’s rolein society and consider its positive andnegative effects. Technology educationfosters the development of skills andattitudes that increase students’ abilities toresponsibly address the social and ethicalissues of technological advancements.

Preparing for the Workplace

To meet career challenges, students must beable to communicate effectively, makeindependent decisions, solve problems, workindependently and co-operatively withindividuals from diverse backgrounds, andbecome technically competent. InTechnology Education 11 and 12 coursesstudents have the opportunity to develop avariety of skills and abilities essential foremployment in today’s economy.

Activities in Technology Education provideopportunities for students to develop,reinforce, and apply:

• numeracy skills as they calculate, estimate,and measure

• information skills as they identify, locate,gather, store, retrieve, process, and presentinformation

• communication skills as they applytechnology to communicate their designideas, solutions, reflections, and products

• problem-solving skills as they identify,describe, and analyse problems, and testtheir ideas and solutions

2 • TECHNOLOGY EDUCATION 11 AND 12: Industrial Design


• social and co-operative skills as theyinteract with others to solve problems andcomplete projects

• leadership and project-management skillsas they set goals, plan, address challenges,and resolve conflicts

• physical skills as they carry outtechnological tasks using tools, equipment,and materials correctly, efficiently, andsafely

These senior courses build on and extend theTechnology Education curriculum developedfor students in earlier grades. This IRPprovides students in Grades 11 and 12 withthe skills and knowledge needed to pursuestudies toward careers as technicians,technologists, engineers, architects,industrial designers, and various trades, orto enter directly into the work force.

TECHNOLOGY EDUCATION KINDERGARTEN TO

GRADE 12 OBJECTIVES

The aim of the Technology Educationcurriculum is to help students developtechnological literacy and lifelong learningpatterns that they need to live and workeffectively in a changing technologicalsociety. To achieve this, the curriculumprovides a framework for students to learnhow to design and construct solutions toreal-world problems and opportunities toput into practice what they have learned.

The Technology Education curriculum isguided by the following curriculumintentions. Technology Education providesstudents with opportunities to:

• develop the ability to solve technologicalproblems

• develop the ability to make things andexplore technology

• develop the ability to deal ethically withtechnology

• develop lifelong learning patterns neededto function effectively in a changingtechnological environment

• acquire skills and attitudes needed towork with technology both independentlyand as a co-operative member of a group

• develop appropriate attitudes andpractices with respect to work safety andpersonal health

• gain competence in working with tools,materials, and processes to produce high-quality work

• develop language and visualcommunication skills to investigate,explain, and illustrate aspects oftechnology

• apply and integrate skills, knowledge, andresources across disciplines and intechnological activities

• explore and pursue technological careersand associated lifestyles

• become discerning users of materials,products, and technical services

The Technology Education Kindergarten toGrade 12 chart provides an overview of theTechnology Education curriculum.



▼ Grades 11 and 12Students work in a sophisticated technologicallearning environment designed to promote theirskills, knowledge, and abilities to solve complex andvaried problems. Students take advantage ofopportunities to prepare for postsecondary trainingopportunities.

▼ Grades K to 3Students begin to appreciate that technology iseverywhere. They become aware of the role oftechnology in their lives by exploring familiar devices.Through problem-solving activities, they developgroup interaction and communication skills, and self-confidence in handling simple processes and products.Student activities are based on classroom themes andtheir own experiences and personal interests.

Technology Education K to 12

In grades K to 3, students:• construct devices that are useful and relevant to them• explore materials, tools, and processes, independently and

in groups• realize that there are several solutions to a single problem

• learn the importance of using tools and materials safely

▼ Grades 4 to 7Students consider the personal, community, andglobal consequences of the use of technology nowand in the future, and develop a concern for itsresponsible application. They investigate thehistorical development of technology and begin toappreciate its impact on society and individuals. Byinvestigating a product from its inception to itscompletion, students learn to research, create, andcommunicate solutions to design problems.

In grades 4 to 7, students:• gain experience using a variety of communication tools

(e.g., modem, CD-ROM, video, overhead projector)• identify problems involving design and investigate possible

solutions• use an expanding variety of tools, materials, and production

processes• use objective tests and feedback to refine and modify designs• become increasingly responsible for managing their time

and resources, and for planning and organizing their activitieswithin a specific task

• begin to recognize that a system is made up of parts and

devices that interact to achieve a purpose

▼ Grades 8 to 10Students work in specialized environments todevelop technological solutions to problems thatthey identify or that are identified for them. Theycontinue to learn about the technical requirementsof various careers. They consider the personal, local,and global consequences, and the cultural, ethical,and aesthetic implications of technology. Theyinvestigate the future applications of technology toimprove the human condition.

In grades 8 to 10, students:• set goals, develop plans, and assess their own abilities to

design products (individually and in groups)• use graphic designs and oral and written language to

convey technical ideas• learn about the safe use of specialized tools and machinery• consider how they will use technology in daily life and in

the workplace• study the characteristics and uses of materials and

information while solving problems involving designs thatoccur in daily life and in the workplace

• learn to create and manage systems that energize andcontrol products

In grades 11 and 12, students:• develop skills appropriate to the workplace• produce products and systems that meet community

standards• work in co-operative groups to develop solutions to

real-life problems• develop detailed understanding of materials, processes,

systems, and information gathering• select appropriate technologies to solve problems• evaluate possible solutions using models, simulations,

and prototypes



CURRICULUM ORGANIZERS

There are two types of curriculum organizersin Technology Education 11 and 12 courses.Content-related organizers form the basicframework for the course, and process-basedsuborganizers further define outcomes withineach organizer.

For descriptions of the organizers andsuborganizers, see the Course Description atthe beginning of the Curriculum section of thisIRP.

SUGGESTED INSTRUCTIONAL STRATEGIES

Instructional strategies have been included foreach curriculum organizer and grade level.These strategies are suggestions only, designedto provide guidance for generalist andspecialist teachers planning instruction to meetthe prescribed learning outcomes. Thestrategies may be either teacher directed orstudent directed, or both. For each organizer, alist of specific strategies is introduced by acontext statement that focusses the reader onthe important aspects of this section of thecurriculum and links the prescribed learningoutcomes with instruction.

There is not necessarily a one-to-onerelationship between learning outcomes andinstructional strategies, nor is this organizationintended to prescribe a linear means of coursedelivery. It is expected that teachers will adapt,modify, combine, and organize instructionalstrategies to meet the needs of students and torespond to local requirements.

Strategies

The suggested instructional strategies may beundertaken by individual students, partners,or small groups. Technology Education 11 and

12 emphasizes skills needed in a changingsociety. As a result, emphasis is given to thefollowing strategies.

• Strategies that develop applied skills. In order to see technology education as

relevant and useful, students must learnhow it can be applied to a variety of real-world situations. Technology educationhelps students to understand and interprettheir world, and to identify and solveproblems that occur in their daily lives andin the workplace.

• Strategies that foster the development ofindividual and group skills.

In the workplace, people need to know howto work effectively, individually and withothers, to solve problems and completetasks. Students need opportunities to workindependently to enhance theirorganizational and self-evaluation skills.Students also need to experience thedynamics of group work to enhance theirunderstanding of group problem-solvingprocesses. Group work focusses on suchskills as collaboration, communication,leadership, and co-operation.

• Strategies that foster research and critical-thinking skills.

In order to make informed and responsiblechoices about the appropriate use oftechnology, students need to receive andprocess information critically.

• Strategies that use technology. The ability to use technology to solve

problems is a necessary skill in theworkplace and an important “new basic” inpostsecondary education. Students usetechnology to access information, tocalculate, and to enhance the presentation ofideas.



• Strategies that require solving design andproduction problems.

Students identify needs, pose real orinvented problems of their own, andrespond to problems presented by theteacher.

Problem-Solving Models

To develop decision-making and problem-solving skills, students need to be challengedto identify problems and develop solutions.The problems students identify or areassigned in technology education involve

improving existing products and systems, aswell as designing and developing new ones.

Models that describe problem-solvingprocesses should be developed with studentsso they understand the recurring nature ofsolving real-world problems (as part of aproblem is solved, new problems arise andsome steps in the processes recur). Thefollowing diagrams present a variety ofapproaches to describe problem solving intechnology education. They are intended toprovide teachers with ideas; they are notprescribed models.

A Simple Linear ModelSome models suggest that problem solving is a set of clearly defined and prescribed steps. This is rarely the case.

IdentifyProblems

ConductResearch

GenerateIdeas

ReviseIdeas

Produce aResponse/Solution

Evaluate



Designing, Troubleshooting, and Social Impact ModelsSome specialized problems are approached in unique ways.

DesigningDesigning is a problem-solving method used to

develop solutions leading to the creation ofarticles, systems, or environments.

ConductResearch

ImplementSolution

DetermineParameters

GenerateSolutions

Choose BestSolution

Test andEvaluate

Redesign andRefine

IdentifyProblem

• Identify purpose of system(inputs and outputs)

• Identify purpose ofsubsystems (inputsand outputs)

• Test subsystems

• Identify cause andimplement solution

• Test solution

TroubleshootingTroubleshooting is a method ofsolving problems used to isolate

and diagnose a malfunction.

• Identify consequences and effects

• Develop a value systemthrough critical thinking

• Judge benefits anddisadvantages oftechnological applications

• Make ethical decisions

Social ImpactThis is a method of solving problems

used to appraise the social,environmental, and ethical implications

of technological decisions.



Action ModelSome models suggest a continuous flow of activity,from problem identification to the development of

a refined product.

8. Revise

7. Test Ideas

5. Plan

4. Explore Ideas

2. Research

1. Identify a Need

3. Clarify Problem Design Brief

6. Produce a Response/Solution

Interactive ModelInteractive models illustrate the complexity of aprocess, in which at any time you might move to

any point in the process in order to figuresomething out.

See aProblem

Evaluate theProduct or System Construct the

Product or System

Develop Prototype

Refine theProduct or SystemDevelop Ideas

Research andInvestigate Alternatives



Start

Step 1Identify a needor opportunity

Step 2Framing a design

brief

Hasneed been clearly

addressed?

Step 3Investigationand research

Step 4Generation

of ideas

Appropriateideas

generated?

Step 5Choosing a

solution

Doessolution

satisfy designbrief?

Step 6Developmental

work

Designdetails clearly

communicated?

Step 7Planning

Arethe plans welldeveloped?

Step 8Making or

modelling solution

Step 9Testing andevaluating

Designsolution meetsspecifications

Finish

Step 10Modification

No

No

NoNo

No

No

Design Loop Model



SUGGESTED ASSESSMENT STRATEGIES

The assessment strategies in this IRPdescribe a variety of ideas and methods forgathering evidence of student performance,and provide examples of criteria forassessing the extent to which the prescribedlearning outcomes have been met. Teachersdetermine the best assessment methods forgathering this information.

For each organizer, a list of specific strategiesis introduced by a context statement thatexplains how students at this age candemonstrate their learning, what teacherscan look for, and how this information can beused to plan further instruction.

The assessment strategies or criteriaexamples for a particular organizer arealways specific to that organizer. Somestrategies relate to particular activities, whileothers are general and could apply to anyactivity.

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas for further instruction andintervention. Teachers determine thepurpose, aspects, or attributes of learning onwhich to focus the assessment. They alsodecide when to collect the evidence andwhich assessment methods, tools, ortechniques are most appropriate.

Assessment focusses on the critical orsignificant aspects of the learning thatstudents will be asked to demonstrate.Students benefit when they clearlyunderstand the learning goals and learningexpectations.

Evaluation involves interpreting assessmentinformation in order to make furtherdecisions (e.g., set student goals, makecurricular decisions, plan instruction).Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to learningoutcomes.

Students benefit when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment topencil-and-paper tests. Appendix D includesa more detailed discussion of assessment andevaluation.

About the Provincial Learning AssessmentProgram

The Provincial Learning AssessmentProgram gathers information on students’performance throughout the province.Results from these assessments are used inthe development and revision of curricula,



and provide information about teaching andlearning in British Columbia. Whereappropriate, knowledge gained from theseassessments has influenced the assessmentstrategies suggested in this IRP.

Provincial Reference Sets

The provincial reference sets can also helpteachers assess the skills that studentsacquire across curricular areas. These are:

• Evaluating Reading Across Curriculum(RB 0034)

• Evaluating Writing Across Curriculum(RB 0020 & RB 0021)

• Evaluating Problem Solving AcrossCurriculum (RB 0053)

• Evaluating Group Communication SkillsAcross Curriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

A series of assessment handbooks developedto provide guidance for teachers as theyexplore and expand their assessmentrepertoires is also available:

• Performance Assessment (XX0246)• Portfolio Assessment (XX0247)• Student-Centred Conferencing (XX0248)• Student Self-Assessment (XX0249)

INTEGRATION OF CROSS-CURRICULAR

INTERESTS

Throughout the curriculum developmentand revision process, the development teamhas done its best to ensure that relevance,equity, and accessibility issues are addressedin this IRP. These issues have been integratedinto the learning outcomes, suggestedinstructional strategies, and assessmentstrategies in this IRP with respect to thefollowing:

• Applied Focus in Curriculum• Career Development

• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

(See Appendix C, Cross-Curricular Interests,for more information.)

LEARNING RESOURCES

The Ministry of Education, Skills andTraining promotes the establishment of aresource-rich learning environment throughthe evaluation of educationally appropriatematerials intended for use by teachers andstudents. The media formats include, but arenot limited to, materials in print, video, andsoftware, as well as combinations of theseformats. Resources that support provincialcurricula are identified through anevaluation process that is carried out bypractising teachers. It is expected thatclassroom teachers will select resources fromthose that meet the provincial criteria andthat suit their particular pedagogical needsand audiences. Teachers who wish to usenon-provincially recommended resources tomeet specific local needs must have theseresources evaluated through a local districtapproval process.

The use of learning resources involves theteacher as a facilitator of learning. However,students may be expected to have somechoice in materials for specific purposes,such as independent reading or research.Teachers are encouraged to use a variety ofresources to support learning outcomes atany particular level. A multimedia approachis also encouraged.



Some selected resources have been identifiedto support cross-curricular focus areas. Theministry also considers special-needsaudiences in the evaluation and annotationof learning resources. As well, special-formatversions of some selected resources (brailleand taped-book formats) are available.

Learning resources for use in BC schools fallinto one of two categories: provinciallyrecommended materials or locally evaluatedmaterials.

All learning resources used in schools musthave recommended designation or beapproved through district evaluation andapproval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process and approved throughMinister’s Order are categorized asrecommended materials. These resources arelisted in Appendix B of each IRP.

Locally Evaluated Materials

Learning resources may be approved for useaccording to district policies, which providefor local evaluation and selection procedures.

Internet Resources

Some teachers have found that the Internet(World Wide Web) is a useful source oflearning resources. None of the materialfrom this source has been evaluated by theministry, in part because of the dynamicnature of the medium.

CONSIDERATIONS FOR INSTRUCTION IN

TECHNOLOGY EDUCATION

When selecting and developing learningactivities, consideration must be given tosafety, gender equity, and diverse studentneeds.

Safety

Correct safety practices must be establishedas soon as students begin their studies intechnology education and must bemaintained throughout the curriculum. It isthe responsibility of the teacher to ensurethat students are aware of the hazards infacilities and that established safetyprocedures are followed. Teachers must usegood judgment when instructing students insafety practices, remembering that the mainobjective is student learning.

It is essential that teachers address thefollowing questions before, during, and afteran activity:

• Has the instruction been sequencedprogressively to ensure safety?

• Have students been given specificinstruction about how to use and handleequipment and tools correctly?

• Are the tools and equipment in goodrepair, suitably arranged, andappropriately sized for students?

• Are students being properly supervised?• Do the facilities provide adequate lighting

and ventilation for the activity?• Have students been made aware of

hazards in the facility area?• Have students been made aware of

appropriate school-based and industrialsafety standards?

Teachers should select safe activities,techniques, and projects and ensure that thesafety practices are implemented. Thefollowing is not an all-inclusive list, but a



guide to help teachers establish a safelearning environment. Students should:

• wear appropriate attire• follow established rules and routines• select tasks that are within their abilities• demonstrate self-control and show respect

for the safety of others• recognize hazards in work areas

Gender Equity

The education system is committed tohelping all students succeed. This isparticularly important in the area oftechnology education, where femaleparticipation is low. Teaching, assessmentmaterials, learning activities, and classroomenvironments should place value on theexperiences and contributions of all peopleand cultivate interest and access for femalestudents.

Teachers should consider the diversity oflearning styles and watch for gender bias inlearning resources, and bias in interactionwith students. The following instructionalstrategies for technology education areprovided to help teachers deliver gender-sensitive programs.

• Think of ways to feature women whomake extensive use of technology in theircareers—perhaps as guest speakers orsubjects of study in the classroom.

• Develop instruction to acknowledgedifferences in experiences and interestsbetween young women and young men.

• Demonstrate the relevance of technologyeducation to careers and to daily life inways that appeal to a variety of students inthe class or school. Successful links includebiology, environmental issues, architectureand design, computers, and current affairs.

• Explore ways of teaching the uses ofdesign and technology that will appeal toa broader range of students.

• Provide practical learning opportunitiesdesigned specifically to help youngwomen develop confidence and interest intechnology education and non-traditionalroles.

• Emphasize that technology is used bypeople with various interests andresponsibilities.

• Provide opportunities for visual andhands-on activities. Experiments,demonstrations, field trips, and exercisesthat provide opportunities to explore therelevance of technology education areimportant for both young women andyoung men.

Diverse Student Needs

Students with special needs are those withintellectual, physical, sensory, learning,behavioural, and other emotional disabilities,or students who are gifted or talented.Opportunities for success are enhanced forall students when instruction and assessmentmethods are adapted to meet a wide range ofstudents’ educational needs, learning styles,and modes of expression.

Technology education, particularly activity-based technology education, hastraditionally been a significant area for pre-employment skill-developmentopportunities and an ideal area for studentswith special needs. Technology education,with its focus on the benefits of concrete,real-world experiences, provides studentswith opportunities to work effectively ingroup situations, focussing on observationand experimentation, and alternativemethods of evaluation. For students withexceptional gifts or talents, this curriculumarea is also ideal for creative learningexperiences and critical-thinking activities.Opportunities for extension and accelerationare rich in technology education, and, forsome students with special needs, this



curriculum can provide opportunities toapply personal experiences to enrich theirlearning.

When students with special needs areexpected to achieve or surpass the learningoutcomes set out in the Technology Education11 and 12 curriculum, regular gradingpractices and reporting procedures arefollowed. However, when students are notexpected to achieve the learning outcomes,modifications must be noted in theirIndividual Education Plans (IEPs). Whenstudents require adaptations in order to meetthe regular learning outcomes, these tooshould be noted in an IEP. The followingstrategies may help students with specialneeds succeed in technology education.

• Adapt the Environment- cluster-group students with particular

gifts or needs- make use of preferential seating to

enhance learning- create a space with minimum distractions- change the location of the learning

activity to optimize concentration- make use of co-operative grouping or

pairing of learners

• Adapt Presentation or Instruction- make extensions of activities for students

with special gifts and talents- offer choices for self-directed learning- provide advance organizers of key

technology education concepts- demonstrate or model new concepts- adjust the pace of activities as required- change the wording of questions or

instruction to match the student’s level ofunderstanding

- provide functional, practicalopportunities for students to practiseskills

- use bilingual peers or volunteers to helpESL students (e.g., clarify safety rules)

• Adapt Materials and Equipment- use techniques to make the organization

of activities more explicit (e.g., colour-code the steps used to solve a problem)

- use manipulatives- provide large-print charts or activity

sheets- use opaque overlays to reduce the

quantity of visible print- highlight key points in written material- provide software that defaults to a larger

font size- use adapted computer technology

hardware and appropriate software- provide alternative resources on the

same concepts at an easiercomprehension level

- use translated material for information(e.g., safety rules)

- provide or arrange opportunities forindependent research (e.g., CD-ROM)

• Adapt Methods of Assistance- train and use peer tutors to assist

students with special needs- arrange for teacher assistants to work

with individuals or small groups- collaborate with support teachers to

develop appropriate strategies forindividual students with special needs

• Adapt Methods of Assessment- allow students to demonstrate their

understanding of technology educationconcepts in a variety of ways (e.g.,through murals, displays, models, oralpresentations)

- match assessment tools to students’needs (e.g., oral or open-book tests, tasksperformed without time limits, teacherand student conferencing)

- set short-term achievable goals withfrequent feedback

- provide opportunities for students to doself-assessment and individualized goalsetting



CAM Computer-aided manufacturing; the operation of a machinecontrolled by a host computer.

CAD or CADD Computer-aided design (and drafting): a precision-drawingsoftware program that speeds up the design process by makingit easier to create and modify draft designs.

design brief A concise problem statement devalued by a student or teacherthat identifies what the student will do and what the successfulsolution will achieve.

design portfolio A record of the development of a project from inception tocompletion.

design principles Qualities of balance, layout, measurement, colour, scale, andprojection.

design process A planning and decision-making process that produces asolution.

input Data, materials, resources, or instructions entered into (mostoften) a computer system.

kinetic energy The energy of a mass in motion (e.g., pendulum swinging, springunwinding).

kinematics The study of motion, without regard to the force of mass ofthings moving.

output The actual results of a system, desired or undesired, expected orunexpected.

pneumatics Using air or gas pressure to operate mechanical devices.

potential energy The ability to do work using stored energy (e.g., compressedspring, charged capacitor, gasoline).

production The process of converting and combining resources toconstruct, manufacture, or grow something.

robots Programmable, multifunctional devices that perform physicaltasks.

WHMIS Workplace Hazardous Materials Information Systems; productsafety information issued by the BC Workers’ CompensationBoard.

Terms used in Technology Education

CURRICULUMIndustrial Design 11 and 12

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES


RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES


INDUSTRIAL DESIGN • Course Description

Industrial Design 11 and 12 provides studentswith opportunities to:

• use technology to design and createproducts, systems, and environments thatmeet community needs

• apply concepts and principles of design,systems integration, and productdevelopment in hands-on activities

• create, invent, think critically, solveproblems, and engage in teamwork

• select and use materials, tools, andequipment skilfully and safely

These learning experiences help studentsacquire some of the skills and knowledgeneeded to pursue postsecondary training forcareers as technologists, technicians,architects, engineers, and industrial designers.

CURRICULUM ORGANIZERS

Four content-based curriculum organizersform the basic framework for the curriculum,and three process-based suborganizers furtherdefine each curriculum organizer.

The curriculum organizers are:

• Design and Communication• Product Development• Systems Integration• Energy, Power, and Transportation

Design and Communication

Prescribed learning outcomes in Design andCommunication focus on knowledge andskills students need to effectively develop andcommunicate design ideas. Students are givenopportunities to use various communicationprocesses, including:

• sketching• technical drawing• computer-assisted drafting and design

(CADD)

• video and photography• modelling• animation and simulation• developing multimedia presentations

Product Development

Prescribed learning outcomes in ProductDevelopment focus on knowledge and skillsstudents need to design and make productsand systems that meet specific design criteriaand community standards. Students aregiven opportunities to use a variety ofindustry-based materials, tools, machines,and equipment, including CADD, computer-assisted manufacturing (CAM), andcomputer numeric control (CNC).

Systems Integration

Prescribed learning outcomes in SystemsIntegration focus on knowledge and skillsrelated to the integration and management oftechnological systems. The emphasis is ondigital technology, the backbone of virtuallyall modern technical systems, from homeappliances to automated production systems.Students are given opportunities to design,construct, and use systems to controlelectrical, electronic, pneumatic, hydraulic,and mechanical systems and subsystems.

Energy, Power, and Transportation

Prescribed learning outcomes in Energy,Power, and Transportation provide studentswith opportunities to investigate theapplications for and effects of using energy,power, and transportation. Students areasked to manipulate components ofmechanical and electromechanical systems inorder to convert, transmit, conserve, and useenergy and power.



SUBORGANIZERS

The suborganizers for each organizer are:

• Principles and Concepts of Technology• Problem Solving• Modification and Manipulation

Principles and Concepts of Technologyemphasizes:

• key principles and concepts related to theorganizer

• applications and types of tools andmaterials used

Problem Solving emphasizes:

• working with others to identify and solveproblems using skills such as analysis,troubleshooting, researching, diagnosing,and generating solutions

• developing solutions using specific criteriaand prior knowledge

• communicating and assessing designsolutions

ResearchProblems

ProductDevelopment

MachinesHand/Power Tools

Material LayoutShaping & Forming

ProcessesFinishingSafety

QualityFunctionPerformanceModification

MaterialsProcessingSketchesDrawings

OrganizeManufacturing

Process

Identify Needs

Designi ng

Eva

luat

ing

PlanningM

aking

Modification and Manipulation emphasizes:

• using processes, skills, and materials todesign and create relevant products orsystems to meet community standards

• using industry-based tools and materialssafely and effectively

Together, the curriculum organizers andsuborganizers provide a structure for thelearning outcomes, leaving to the teacher’sprofessional judgment how to combine thelearning outcomes for instruction andassessment. To allow for the dynamic natureof learning, it is not intended that any oneorganizer be used in isolation or as a basis fora lesson or unit of instruction.

The Industrial Design 11 and 12 Overviewchart provides further detail on therelationship between organizers andsuborganizers.




Students learn principles andconcepts related to designand communication, includingstandards and conventionsand the elements of design.They explore career optionsin design and technology.

Students learn about theeffects of using differentmaterials, processes, tools,and technologies in productmanufacturing. They examinethe impact of technologicaladvances, manufacturing, andproducts on self and society,the end-user, and theenvironment.

Students learn aboutconcepts such as input,process, output, and feedbackin controlling systems. Theylearn how electronic systemsintegrate with electrical,pneumatic, hydraulic, andmechanical systems andsubsystems.

Students learn how perform-ance is measured in a systemthat converts energy. Theyexamine the environmental,social, and ethical implicationsof energy, power, andtransportation systems onsociety, and they consider thedevelopment andimplementation of alternativeenergy sources.

Industrial Design 11 and 12 OverviewSuborganizersOrganizers

Design andCommunication

ProductDevelopment

Systems Integration

Energy, Power, andTransportation

Principles and Conceptsof Technology

Students apply communi-cation processes to solvedesign problems and builddesign portfolios. Theydevelop individual and groupskills in solving designproblems.

Students apply critical-analysis skills to developproducts that satisfyfunctional requirements andaesthetics. They interpretdesign specifications for acompleted product—testing,evaluating, and redesigningwhen necessary.

Students solve systemsintegration problems anddesign systems that achievefunctional results.

Students troubleshoot,diagnose problems, anddocument informationrelated to energy, power, andtransportation systems.

Problem Solving

Students use variousprocesses, skills, andtechnologies to developand communicatedesign ideas.

Students use a varietyof materials, processes,and tools tomanufacture high-quality products thatincorporate technical,functional, and aestheticfeatures. They applysafety practices set outby WHMIS and theWCB.

Students construct andmodify systems using arange of materials,processes, and equip-ment. They investigate,analyse, and control theperformance of asystem based on theoperation of each of itscomponents.

Students design andbuild systems that useenergy and power. Theymanipulate pneumaticand hydraulic systems.

Modificationand Manipulation




PLANNING AN INDUSTRIAL DESIGN 11 AND 12PROGRAM

Teachers are encouraged to integrate a varietyof topics and instructional approaches todevelop Industrial Design 11 and 12 coursesthat address the prescribed learning outcomes;take advantage of the available resources andfacilities; meet community needs; and takeinto account the different interests, learningstyles, and abilities of learners.

The Framework for Developing InstructionalUnits chart provides examples of problems,projects, and themes that might be useful inplanning units for Industrial Design 11 and 12.

Problem Solving

Problem solving involves identifying problemsrelated to daily life, investigating options,determining solutions, and establishing coursesof action.

Project

A project involves the design and constructionof a product or system to meet a need.

Theme

A theme is a common idea or feature thatunifies a study.

Framework for Developing Instructional Units

Unit Approach

• Develop a device that assists a disabledperson in gaining access to a building.

• Illustrate how aerodynamics affect fuelefficiency and performance.

• Design an efficient system that can convertenergy to motion.

• Design a parking lot that optimizes space andtraffic flow.

• Select design elements to create an aesthetic,ergonomic workstation.

• Possible projects:- a barrier-free habitat for someone who is disabled- an efficient vehicle- a security system- an age-appropriate children’s toy- a lightweight tent or backpack

• Video Production (sound mixing, editing,commercial production)

• Space Exploration (robotic arm, propulsion)• Environment (climate control, waste

management)• Marine (floating home, catamaran, safety

devices)• Aircraft (wing design, control systems)

Sample Activities




FACILITIES

Industrial Design 11 and 12 is a significantshift from Industrial Education. Schoolsmight need to modify their existing facilitiesto enable students to achieve the prescribedlearning outcomes in the new curriculum.Existing space might be divided into separateareas for: planning and problem solving,design, material preparation andmodification, and product and materialsstorage. If there is no available design orcomputer space in the existing productionarea, it might be possible to share otherspaces in the school.

EQUIPMENT AND TOOLS

Industrial Design 11 and 12 requires thatstudents have access to and experiences witha variety of tools and equipment. This mightinclude:

• computer systems that support design andproduction (CADD, CAM, CNC)

• computer peripherals• software• multimedia equipment• stationary equipment and hand tools• testing and diagnostic equipment

GRADUATION REQUIREMENTS

Industrial Design 11 and Industrial Design 12are two of the provincially approved coursesthat satisfy the two-credit applied skillsrequirement for graduation.






• describe aesthetic and functional purposes fordesign elements (line, shape, form, colour,texture) in product and system designs

• describe how product and system designs areinfluenced by specifications such as:- industry standards- function- availability of resources- user requirements

• evaluate the effect of a variety of processes,tools, and techniques used to plan, research,and communicate design information andproduction details

• describe the effect of technological change onpostsecondary and career opportunities in thefield of design and production

Students learn to solve design problems andcommunicate design ideas by examining past andpresent product designs. As they learn about theelements of design and apply knowledge and skillsfrom other disciplines, they enhance theirunderstanding of the elements of design.

• Discuss with students design processes used todevelop an existing sport or recreational product.(e.g., Present the class with three brands of skate-board, including past and current models.) Havethem record information on the development of thedesign, including variations in design elements,structure, and materials (e.g., wood versuscomposite). Ask students to discuss how thesevariations relate to function and aesthetics.

• Provide students with an illustration that describesthe design process. Have them keep journals in theirportfolios to record their own design experiencesfrom specific projects and to reflect on the designprocess.

• Form teams, and ask each team to select a product(e.g., telephone, fax machine) and then research thedevelopment of the product design. Challenge eachteam to use a variety of resources (e.g., on-linesearches, electronic forums, community sources) togather information about the historical developmentof the product design, the impact of specifications onthe product design, technological developments,ergonomics, engineering principles, and aesthetics.Encourage them to select various communicationtools to present their findings to the class.

• Have students investigate careers and occupationsrelated to design and communication (e.g., throughguest speakers, work experience, job shadowing,career preparation options) and determine theeducational prerequisites. Ask each to select a careerand develop a classified ad for a company seeking toemploy a qualified, experienced person to fill the job.




As students analyse the design elements of past andpresent products, they can demonstrate theirunderstanding of the aesthetic and functional value ofthese elements.

• Present students with examples of processes andpractices used in the design of a particular product(e.g., skis, bicycles) that has changed over time. Tohelp students evaluate the changes, pose questionssuch as:- How has the structural design improved? Has the

safety of the product improved as a result?- What are the advantages of using the current

materials in the product as compared to thosepreviously used? Are there any negative environ-mental issues related to these materials?

- How have the aesthetics changed, and whatimpact have these changes had on the visualappeal of the product?

• Work with students to develop criteria that will beused to assess their research presentations on thedevelopment of a product design. Criteria mightinclude:- use of a variety of relevant sources of information- accuracy of information- use of correct terminology- effective presentation of information- identification of impact of specifications on the

design process• Have students conduct hands-on research to compare

and contrast a variety of manual and electronicdrawing techniques and communication methodswhile working in “companies” that design, develop,and market products. As the teams demonstrate theirfindings to the class, note their abilities to:- identify the strengths and limitations of the

various drawing techniques- clearly communicate their ideas using various

communication methods (e.g., multimedia, flowcharts)

- clearly delineate the levels of responsibility forspecific tasks related to the design, development,and communication of ideas

- work collaboratively in their “companies”

Print Materials

• Communication Systems• Design and Plastics• Design Graphics• Electrical/Electronic Systems• Energy• The New Product Development Program• Project Design• Tracktronics

Video


Games/Manipulatives


CD-ROM




GRADE 11 • Design and Communication (Problem Solving)


• solve design problems using a variety ofstrategies

• assess the appropriateness of design solutions• demonstrate ability to collaborate to analyse

and solve design and communicationproblems

Students develop design and communication skills asthey work collaboratively to solve design problems. Asthey look at examples from today’s global marketplaceand create their own design solutions, they develop anawareness of and ability to select problem-solvingstrategies.

• Challenge groups of students to review and incorpo-rate strategies from various problem-solving modelsin order to develop and present advertisements foran electricity-powered commuter vehicle. Have themidentify criteria to use as a framework for their ads(e.g., target audience, cost benefits to consumer,environmental considerations, ease of access). Toencourage all students to actively participate, reviewwith them the roles and expectations of workingcollaboratively in groups. As they work to designtheir ads, ask them to research various processesadvertisers use to communicate ideas. When groupspresent their ads, have them describe the problem-solving strategies they used.

• Work with students to generate criteria to assess theform, function, and aesthetic value of a computer joystick or remote-control device for homeentertainment centres. Have them bring examplesfrom home. Ask groups of students to use the criteriato evaluate the items. Challenge them to suggestimprovements to the designs and to justify theirsuggestions based on the criteria.

DesigningDesigning is a problem-solving method used to

develop solutions leading to the creation ofarticles, systems, or environments.

ConductResearch

ImplementSolution

DetermineParameters

GenerateSolutions

Choose BestSolution

Test andEvaluate

Redesign andRefine

IdentifyProblem




As students work collaboratively on design andcommunication problems, they can demonstrateeffective problem-solving strategies.

• Observe students as they apply problem-solvingmodels to develop advertisements. To assess studentunderstanding, consider the following:- How actively are students engaged in solving the

problem?- Are students able to access previous knowledge

to solve the problems?- What strategies do students employ to generate

specifications for the advertisements?- How do students incorporate suggestions from

their peers while working on the design problems?• Collect the design briefs for students’ advertisements

and look for evidence that they are able to:- identify the intended audience- identify the impact that the product manufacturer

wants the advertisement to have (e.g., subtle,shocking)

- choose a method or methods of communicationthat suit the design and delivery of theadvertisements

- identify appropriate sources of information toassist in the design of the advertisements

• As students investigate and report on theeffectiveness of various communication processes,note their abilities to:- use a variety of sources to locate information (e.g.,

on-line, electronic, interviewing)- provide criteria that support their choice of

methods used to design their advertisements (e.g.,numbers of persons reached, visual effect, impactof message, cultural bias)

- use correct terminology• Assess student-developed criteria for remote-control

devices or joy sticks for evidence that students areable to:- identify criteria relevant to each type of product- consider possible users for each product when

developing criteria

Print Materials

• Communication Systems• Design and Plastics• Electrical/Electronic Systems• The New Product Development Program• Project Design• Tracktronics

Video


Games/Manipulatives


CD-ROM

• Welcome to...Macintosh Multimedia



GRADE 11 • Design and Communication (Modification and Manipulation)


• develop and present design solutions using:- manual and computer drafting- prototypes and models- multimedia- computer animation or simulation

• interpret and create accurate designrepresentations

• select and use materials and components indesigns to reflect specific design criteria andcommunity standards

• apply concepts from other disciplines to thedesign process

As students develop designs to meet specific criteriaand communicate their ideas to others, they developan understanding of the design process and effectivecommunication strategies.

• Challenge students to design personal logos. Havethem use manual drafting, graphic designprograms, or CADD to develop and communicatetheir design solutions. As an extension, encouragestudents to develop computer simulations, videos,or audio productions to enhance or extend theirdesigns. Have them include all their work, fromearly concept sketches to final products, in designportfolios. Ask them to include descriptions of theprocesses and strategies they used, and discusshow the designs evolved during development.

• Have teams of students set up “companies” todesign and develop recreational products (e.g.,high-tech kayak paddle). Before they begin, askthem to develop work plans and organizationalcharts, and to assign individual group membersspecific tasks and responsibilities related to thedesign or to product development (e.g., projectmanager, research team member, businessmanager). Invite students to use a variety ofdrawing techniques (e.g., sketching, manualdrafting, CADD), communication processes, andmedia to create and communicate their designsfrom concept to finished product.

• Have groups construct scale models or prototypesof their design solutions. Ask them to selectproduction methods and materials in order toaddress:- cost-effectiveness- aesthetics and functionality- environmental considerations- audience appealAs they work to develop their models, discusswith students the proper applications of WCB andWHMIS safety regulations.




As students create design portfolios and prototypes,they can demonstrate their understanding of the designprocess and effective communication techniques.

• As teams of students work to design recreationalproducts, have them develop design portfolios.Collect their design portfolios and look for evidenceof their abilities to:- clearly identify the design problems- generate a variety of ideas- use manual drafting and CADD skills and

graphic design software to develop their chosensolution

- communicate their design solutions in a logicalorder

• Ask students to maintain journals as part of theirdesign portfolios. To assist them in recording theirthoughts, have them consider the following questions:- What did you do first?- Where did you go to find information relating to

your design?- What are the strengths and weaknesses of your

design?- What unforeseen problems did you encounter,

and how did you deal with them?• Work with students to develop a rating scale for a

product or prototype. Criteria might include:- satisfies specific design parameters- durable- stable- safe- easy and cost-effective to manufacture- performs well on an objective test- aesthetically pleasing

• Have students examine their design portfolios andprototypes. To focus their reflection, pose questionssuch as:- How did you redefine the design problem as you

worked?- How did you choose materials to best match the

specific product requirements?- How did you address the issue of waste manage-

ment in the manufacturing process?- What modifications could you make to improve

your product?

Print Materials

• Communication Systems• Design and Plastics• Design Graphics• Electrical/Electronic Systems• Project Design• Tracktronics

Video

• Ecological Design• Energy Choices• Fluid Power Technology at Work• Industrial Design• The New Digital Imaging• Technology for the Disabled

Multimedia

• Orientation to WHMIS

Games/Manipulatives

• The Building Box: Model #2

CD-ROM

• Mitchell...Estimating System• Welcome to...Macintosh Multimedia• Welcome to...PC Sound, Music, and MIDI



GRADE 11 • Product Development (Principles and Concepts of Technology)


• describe processes and components involvedin manufacturing and production

• compare the characteristics and properties ofmaterials used to manufacture or produceproducts or systems

• describe the forces that act on structures thatmust be taken into account when designing,manufacturing, or producing products orsystems, including:- stress- static and dynamic loads

• identify impacts of production andmanufacturing processes on society and theenvironment

• identify entrepreneurial opportunities inproduction and manufacturing

As students work individually and in groups toevaluate the characteristics, properties, and productionof existing products, they develop an awareness ofmaterials and processes used in product development.

• Present students with a variety of natural andcomposite construction materials. Have themdescribe the characteristics (texture, colour, finish),properties (hardness, density, strength), andappropriate uses for each.

• Ask groups of students to each select a product suchas a table or desk to analyse. Have them list theintegral components, formulate possible methods ofconstruction (e.g., panel and rail), develop flowcharts to show the order of assembly, and presenttheir findings to the class. As an extension, askgroups to analyse the structural integrity of theproducts, focussing on how the effects of forces wereconsidered in the products’ development.

• Have students compare similar products made bydifferent manufacturers (e.g., CD racks, office chairs,running shoes). Challenge students to develop“product sheets” to list the advantages, disadvan-tages, and special features of each design (e.g.,structure, function, effect of forces, aesthetics,ergonomics, materials).

• Invite groups of students to each select an assembleditem such as a refrigerator, snowmobile, or hairdryer. Ask them to use a variety of informationtechnology tools to research and prepare reportsabout the products’ development, impact on society,and long-range effect on the environment.

• In teams, have students brainstorm questions to aska person currently involved in the manufacturing orproduction field. Encourage them to developquestions to find out information on:- career preparation and educational requirements- tasks and responsibilities- the work environment, including information

about gender and cultural diversity




As students choose materials for the development ofproducts, they can demonstrate their knowledge ofcharacteristics and properties of materials and of thecriteria to be considered in choosing them.

• Present samples of construction materials to studentsand have them describe their characteristics andproperties. Note their abilities to:- identify the materials by name- suggest appropriate applications of these

materials in manufacturing and production- list where they have seen the materials used, and

give possible reasons for their use• Observe teams of students as they analyse products,

and note the extent to which they are able to:- identify the integral parts- suggest possible methods of construction for

those parts- illustrate the order of assembly of the products- present information in a logical sequence

• After students review similar products and developproduct sheets, ask them to demonstrate theirfindings to the class. Note their abilities to:- identify appropriate criteria for comparison (e.g.,

structure, function, aesthetics, materials, safety)- identify the advantages and disadvantages of one

product versus another, using the criteria- identify the effect of forces (e.g., stress and strain,

static and dynamic loads) in productdevelopment

- use correct terminology• Have students interview people currently working

in a manufacturing or production field and preparepresentations based on their research. During thepresentation, look for evidence that students are ableto identify:- educational training required- duties and responsibilities related to the job- patterns of participation with respect to gender

and cultural diversity- the impact of technology on the occupation

Print Materials

• Communication Systems• Design and Plastics• Electrical/Electronic Systems• Energy• The New Product Development Program• Project Design• Tracktronics

Video

• Air Transportation• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Fundamentals of Aeronautics Technology• How Airplanes Work• Industrial Design• Introduction to Fluid Power• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia

• Lasy Control 10 Day Module

Games/Manipulatives


CD-ROM

• Mitchell...Repair Information System



GRADE 11 • Product Development (Problem Solving)


• analyse the effect of design elements in aproduction process, based on the followingfactors:- principles of engineering- standards of quality and reliability- reduction of waste

• communicate solutions to problemsencountered in product development

• demonstrate an understanding of the stepsinvolved in managing product developmentprojects

Students learn to draw on the principles of productdevelopment and learn product evaluation skills tosolve problems related to the development of productsor systems. They develop these skills and this under-standing as they work individually and in groups toevaluate production processes and solve problems.

• In teams, challenge students to apply their under-standing of problem solving by developing productsfor a current or future market (e.g., an age-specificchildren’s toy, a device that enhances a student’slocker, luggage that meets airline regulations).

• Provide students with commercial drawings, plans,or schematics, and have them develop project-management materials (e.g., construction schedulesfor a greenhouse, parts lists for an electric wheel-chair, cutting plans for an Adirondack chair, patternsfor a lightweight tent).

• At the end of a team project, have students suggestways to improve on the processes and products theyhave completed. Challenge them to assess theproducts using criteria based on design elementsand to evaluate individual team members’ contribu-tions. Ask them to summarize their discussions bydeveloping action plans to modify the products andmanage their development.




As students work individually and in groups todevelop products, they can demonstrate their abilitiesto apply problem-solving and project-managementstrategies.

• As students begin to work on designing children’stoys, ask them to research standards of quality andreliability and to apply those in their designs. Notethe extent to which students are able to:- identify appropriate sources of information- identify standards that apply to their toys- develop designs to meet identified standards

• After students have completed their product designs,have them self-assess their group problem-solvingskills. Prompt students with questions such as:- What problems came up as you developed your

product?- What did you do when you encountered

difficulty?- Were you able to redefine the design problem as

you went along?- If you were to start again, what would you do

differently?- What did you learn that you can apply to other

projects?• Have students in groups suggest design improve-

ments for their completed projects. Observe theextent to which they are able to:- identify weaknesses in their designs- generate ideas that will improve the design of

their products- develop plans to address the design changes- work independently and co-operatively to

produce design changes• As a post-production activity, ask design teams to

investigate waste management. Assess the extent towhich students are able to:- identify areas of waste- suggest several ways of reducing waste- suggest possible methods of recycling or reusing

materials

Print Materials

• Communication Systems• Design and Plastics• Design Graphics• Electrical/Electronic Systems• The New Product Development Program• Project Design• Tracktronics

Video

• Air Transportation• Ecological Design• Energy Choices• Fluid Power Technology at Work• Fundamentals of Aeronautics Technology• How Airplanes Work• Industrial Design• Introduction to Fluid Power• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives




GRADE 11 • Product Development (Modification and Manipulation)


• produce finished products or systems fromplans or designs (drawings, plans, schematics)

• apply the processes of combining, forming,seperating, and finishing

• develop and modify products or systems toaddress:- principles of engineering- standards of quality and reliability- waste reduction- specified design criteria (form, function,

aesthetics, ergonomics, end-user needs)• apply safe work habits in accordance with

established regulations, including WCB andWHMIS regulations

Students need hands-on opportunities to safelyperform the process of combining, forming, separating,and finishing. As they collaborate to create products orsystems, they learn to adapt materials and processes toaddress production constraints and technologicalchange.

• Guide students as they assemble design portfolios toshow the development of a product or system fromconception to completion. Provide lists of items toinclude, such as:- drawings, including initial sketches, design briefs,

and formal design representations showingseveral views, structural details (e.g., cutawayviews to show joint detail), and dimensions

- production details, including descriptions of whythey selected specific materials, particularfabrication techniques used, and regulationsassociated with health and safety standards

- photographs and drawings that show the productin various stages of development, includingseveral views of the completed product

• Give students guidelines, such as the sample below,for selecting product development materials.

• When students complete products, have themreview their design portfolios, list the problems theyencountered during product development (e.g.,structural flaws, incorrect measurements, difficultyof assembly), list the appropriate technical processesused (in accordance with WCB and WHMISregulations), and note whether the finished productsmet design criteria. Ask students to describe how thefinished products reflect the original designs and tojustify alterations they made to these designs.

Criteria ExamplesResponsible to Environment Select lumber and other materials in

ways that use products efficiently.

Cost-Effective Do cost comparisons to identifythe most appropriate material toaccomplish tasks.

Budget Control Keep a record of materials and costs.




As students modify products or systems, they candemonstrate their abilities to identify standards, choosematerials, apply processes, and comply with safetyregulations.

• While students are working on design projects, lookfor the use of safety equipment and procedures. Listany observed safe practices on the chalkboard, andhave students add to the list. Use the results todevelop a checklist for teacher and student use.

• As students work on developing design portfoliosfor a product, observe the extent to which they areable to:- generate a variety of ideas for the product design- communicate their ideas using all necessary

drawings- support their reasons for selecting materials- accurately describe the fabrication techniques

used- address the application of health and safety

standards• Work with students to establish criteria to assess the

drawings in their design portfolios. These mightinclude:- visual presentation (e.g., neatness, clarity)- accuracy- level of detail (e.g., cutaway views)

• Have students demonstrate their safety knowledgein a performance assessment that includes:- a pre-production set-up (e.g., safety guards in

place, proper blade for material being cut)- a personal safety check (e.g., eye or face

protection, ear protection, respirator)- a material processing check (e.g., correct speed

and feed rate, using relief cuts, extra hold-downdevices)

- identification and reporting of damaged orbroken tools or equipment

• Have students self-assess their design portfolios bycompleting sentence stems such as:- Two areas of strength in my design were

____________.- I was able to test the effectiveness of my product

design by ____________.- The part of the design that I would change if I

made this product again is ____________.

Print Materials


Video

• Ecological Design• Energy Choices• Fluid Power Technology at Work• Inside Combustible Engines• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia

• Lasy Control 10 Day Module• Orientation to WHMIS

Games/Manipulatives

• The Building Box: Model #2



As students view models and actual systems, respondto questions, and research ideas, they apply theirunderstanding of the principles of systems integrationin the development of new systems.

• Provide students with an overview of soundreproduction from analogue to digital to illustratehow performance and reliability have improved astechnology has advanced. Have them choose similarchanges in other systems (e.g., mechanical toelectronic switching systems) and research andreport their findings to the class.

• Present students with a diagram, including acutaway of a thermostat. Explain the function ofeach component and how it works. Ask them toidentify applications of thermostats at home, atschool, and in industry. As an extension, havestudents list careers associated with repairing thesetypes of systems and emerging changes in theseoccupations.

• To help students understand how computer-controlled systems can monitor many inputssimultaneously, ask them to determine the fuelrequirements for an electronic fuel-injection engine.Have them make a list of the variables they need toconsider.

GRADE 11 • Systems Integration (Principles and Concepts of Technology)


• summarize developments in computer andmicroelectronics technology related to systemsintegration, including:- electrical- electronic- pneumatic- hydraulic- mechanical

• demonstrate an understanding of theapplication of computer control, includingcharacteristics and configurations

• describe the performance of systems andsubsystems in terms of input, process, andoutput

• describe the functions of analogue and digitalcomponents

Variables How is itMonitored?

Air Temperature

Water Temperature

Throttle Position

Load

Engine RPM

Air Density

Altitude

Manifold Pressure

O2 Content

Effect on FuelRequirements




As students study integrated systems, they candemonstrate their understanding of sensors, actuators,and feedback loops.

• Have small groups of students investigate a variety ofdiscarded control devices from home, school, orindustry. Ask each student to make a short oralpresentation on one of these devices to the rest of hisor her group. Observe the presentations for evidencethat students are able to:- identify inputs, outputs, and process and feedback

components- identify individual components of the control

devices and their functions- explain how the devices monitor and sense- identify practical applications for these devices- use correct terminology

• Have students analyse a robotics system and identifythe various subsystems by answering the followingquestions:- What is the power source?- What types of sensor are used?- How are the actuators utilized?- What feedback systems are incorporated?

• Ask students to submit charts and reports demonstrating their understanding of how a

computer-controlled system can monitor manydifferent inputs simultaneously (e.g., an electronicfuel-injection system). Note to what extent they areable to:- identify how each of the variables is monitored- use correct terminology- identify what effect a change in a variable would

have on the requirements (e.g., fuel delivery in afuel-injection system)

• Have students research developments in a particulararea of computer or microelectronics technology (e.g.,video editing, computer systems in cars, microchiptechnology), and ask them to reflect on what they havelearned by completing the following sentences:- One thing I learned that surprised me was

____________.- Two applications of this technology are

____________.- A way this technology might be advanced in the

future is ____________.

Print Materials

• Auto Electricity and Electronics Technology• Electrical/Electronic Systems• Energy• Tracktronics

Video

• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Introduction to Fluid Power• Technology for the Disabled

Multimedia


Games/Manipulatives

• Digital Electronics Kit

CD-ROM

• Mitchell...Repair Information System• Welcome to...PC Sound, Music, and MIDI



GRADE 11 • Systems Integration (Problem Solving)


• assess the performance of systems andsubsystems using test equipment andprescribed procedures

• justify solutions to systems integrationproblems

• demonstrate personal responsibility in groupefforts to identify and solve systemsintegration problems

Identifying problems in integrated systems is funda-mental to a career in technology. Students gain effectivetroubleshooting skills through hands-on experiencesand by illustrating the paths they use to isolate anddiagnose malfunctions.

• Discuss with students the versatility of a multimeter.Have them use a multimeter to diagnose a non-working circuit (e.g., flashlight, cyborg). Then askthem to produce flow charts of the testing proce-dures they used. To facilitate student understandingof the use of flow charts in solving system problems,pose questions such as:- How was the multimeter useful in this process?- How do you establish priority for each step?

FlashlightNot Working

TestBattery

TestBulb

ReplaceBattery

ReplaceBulb

TestSwitch

ReplaceSwitch Test

Light

AliveDead

AliveDead

AliveDead

• To facilitate student understanding of the use of testequipment and diagnostic procedures, have onegroup of students use equipment to randomly test anon-working circuit while another group uses logicto develop a flow chart for assessing performance.Discuss with students the relative merits of the twoprocedures (e.g., cost-effectiveness, accuracy).

• Provide teams of students with faulty circuits (e.g.,circuit board, alternator). Have each team sketch aflow chart to locate the fault (e.g., open circuit, shortcircuit). Then ask each to create a new fault andchallenge another group to locate the fault using theflow chart.

Systems Flow Chart




As students assess the performance of systems andsubsystems, they can demonstrate their abilities to usetest equipment, apply diagnostic procedures, anddevelop flow charts.

• When students are engaged in troubleshooting, notethe extent to which they are able to:- approach the problem systematically- identify interrelationships among various parts- identify the impact of a failed component on the

system- explore alternative solutions- use tools and testing equipment to facilitate the

troubleshooting process• Collect students’ flow charts of troubleshooting

procedures used to determine a malfunction in anintegrated system. Look for evidence that studentsare able to:- identify the purpose of the subsystems- systematically test the subsystems to isolate the

malfunction- identify the cause of the malfunction- explore and test alternative solutions

• Conference with students individually about theircontributions to their troubleshooting teams. Posequestions such as:- What were your specific contributions to the

group?- As your group encountered problems, what

strategies did you use to help?- What will you do differently next time?

• After students work in a group problem-solvingsituation, ask them to reflect on their problem-solving skills by individually responding to thefollowing sentence stems:- One thing I had difficulty understanding was

____________.- Some things I already knew that helped me work

on this problem were ____________.- One strategy I suggested to the group was

____________.- An idea I got from another group member was

____________.

Print Materials


Video

• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM




GRADE 11 • Systems Integration (Modification and Manipulation)


• use computer systems to control machines ordevices

• select and use a variety of input and outputdevices to achieve specific purposes

• construct control systems or robotics devicesthat connect components, including:- controller- manipulator- end effector

• design and construct electronic systems torecognized community standards thatincorporate electronic components anddevelopment processes

As they observe, disassemble, and assemble simplemachines and other technological devices, studentsdevelop an understanding of the workings of morecomplex machines.

• After students connect and test various circuits (e.g.,motion sensor for a light switch), have themdemonstrate their understanding of how to integratecontrollers, manipulators, and actuators. Ask themto use either a trainer, paper-and-pencil drawings, ora prototype to illustrate integration. As an extension,have students design and construct the devices.

• Demonstrate the use of CNC equipment inmanufacturing a product. Have students develop asimple product using integrated CAD, CAM, andCNC software.

• Present students with tools or simple machines (e.g.,electric hand drill, air drill). Ask them to work inteams of three (technologist, end-user, engineer) tocritique strengths and limitations of each machine ortool (e.g., size, weight, length of cord) and todescribe the safety standards for each (e.g., appli-cable safety and WCB codes).

• Have each student design, construct, and program arobot that will:- follow a path- trace a maze- go in circles- go up and down- make two movements

Emphasize that the devices should includecontrollers, manipulators, and effectors.




As students develop machines or devices, they candemonstrate their abilities to select and use a variety ofinput and output devices to achieve specific purposes.

• Have students demonstrate their understanding ofhow to use software to control a machine or device bymaking presentations to a group of younger students.Watch for evidence of:- selection of appropriate commands- use of correct terminology- clarity of explanation

• Have teams of students role-play consumer groupsand analyse a system or device for safety and function.Observe the extent to which students are able to:- identify industry standards for the system or device- identify the working features of the system or

device- identify any potentially unsafe features- suggest realistic ways the unsafe features could be

corrected• Collect student-constructed robots that include the use

of controllers, manipulators, and effectors. Note theextent to which the robots:- meet the initial criteria- function effectively- perform the predetermined commands

• Have students reflect on the safety of one of theelectronic systems they have constructed by answeringquestions such as:- What codes or standards did you comply with or

should have been complied with in the constructionor operation of the system or device?

- What modifications could you make to ensure thatthe system or device is safer for the user?

Print Materials


Video

• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Introduction to Fluid Power• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM




GRADE 11 • Energy, Power, and Transportation (Principles and Concepts of Technology)


• compare ways of using emerging andalternative energy sources to powermechanical devices

• describe the relationship between potentialand kinetic energy in making a mechanismfunction

• demonstrate an understanding of theprinciples of hydraulics and pneumatics usedto transmit energy

• describe workplace applications in whichtechnicians measure, control, convert, andtransmit energy in various systems

• describe the impact of energy, power, andtransportation systems on society and theenvironment

Students learn how mechanical systems and devicesconvert, transmit, and use energy by observing,researching, and discussing the functions of variouscomponents used in transportation.

• During a unit on fluid power systems, discuss withstudents the advantages and disadvantages ofpneumatic and hydraulic systems in terms ofprecision, weight, and responsiveness. Provideexamples (brake systems, assembly lines, suspensionsystems) to show how these systems are applied andhow they transmit energy. As an extension, havestudents calculate the force of each example system(e.g., relate piston diameter and applied fluidicpressure to force exerted).

• Engage students in a discussion of the benefits anddrawbacks of various transportation systems,including how they affect society and the environment(e.g., electric commuter rail creates less directpollution). Have students each choose a mode oftransportation and research its future potential. Askthem to consider existing, emerging, and alternativeenergy sources in their projections. Pose questionssuch as: Will commuter rail be the same 25 yearsfrom now?

• Have students gather examples, pictures, anddescriptions of devices that clamp, ratchet, recipro-cate, and rotate. For example, students might bringtoys, owner’s manuals, technical publications, andmagazine ads that demonstrate or describe devicesthat perform various movements (e.g., levers, gears)and functions (e.g., torque multiplication, speedincrease). Ask them to describe the purpose andfunction of each device and to discuss how thesedevices rely on potential and kinetic energy toachieve specific outcomes.

• Have students research career opportunities in thetechnical field, where measurement, transmission,and control of energy form an integral part of thejob.




As students describe and show the various componentsused in transportation, they can demonstrate theirabilities to identify energy sources and conversions inmechanical devices.

• Ask students to research alternative sources ofenergy and their uses and to present their findings tothe class (e.g., oral presentation, chart, poster,computer presentation). Look for evidence that theyare able to:- identify practical applications- describe how the forms of energy are converted to

other forms- predict future applications

• Through conferencing, either with individualstudents or with groups, determine the extent towhich they have developed an understanding of theprinciples of transfer and conversion of energywithin mechanical systems. Ask questions such as:- What have you designed that has converted

potential energy to kinetic energy?- How is energy transferred within your system?- What practical applications might your system

have?• Assign students to interview technicians who are

responsible for the measurement and control ofenergy, or research companies where thesetechnicians work. Note the extent to which studentsare able to:- identify the units of measurement- identify the instruments used- identify the devices used to control the energy- use correct terminology

• Have students imagine they are members of a towncouncil debating the best way to provide power fortheir town. Ask them to select different powersources and present persuasive arguments for each,based on cost-effectiveness, environmentalconsiderations, social implications, and so on. Notethe extent to which they are able to:- identify relevant information- identify the characteristics and impacts of each

power source- support their positions with factual information- recognize ambiguities and contradictions

Print Materials


Video

• Cars• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Fundamentals of Aeronautics Technology• How Airplanes Work• Inside Combustible Engines• Introduction to Fluid Power• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives




GRADE 11 • Energy, Power, and Transportation (Problem Solving)


• measure the efficiency and performance ofsystems that use contemporary energy sources

• perform test procedures on computer-equipped energy systems and communicateresults

• diagnose and repair problems in electrical andmechanical devices and systems

• apply teamwork skills to solve problemsinvolving mechanical systems and subsystems

Problem solving is the basis for designing, constructing,diagnosing, and repairing systems involving energyand power. As students follow specified proceduresand reflect on the effectiveness of strategies they select,they learn to identify problems and apply appropriateproblem-solving strategies, including researching,troubleshooting, and brainstorming innovativesolutions.

• Ask students to gather and use information from avariety of sources (e.g., the Internet, CD-ROMs,technical journals) to solve a technological problem(e.g., describe an optimal gearing for a vehicle tomaximize fuel efficiency; examine fossil-fuelalternatives to power vehicles). Have themsynthesize the information they gather, generatealternatives, assess the merits of various solutionsbased on the literature, and create action plans.

• Have students work in teams to develop checkliststo assess and diagnose the efficiency of an enginethat uses computer-equipped energy systems (e.g.,computerized fuel-injection systems). Ask them toinclude criteria for fuel efficiency, acceleration,speed, emissions, and ignition system operations.Using information from a variety of sources (e.g.,repair manuals, CD-ROMs, technical journals),challenge students to calibrate and optimize (tuneup) the engine based on their assessments, using thechecklists as a guide. Have them use charts to recordtheir findings.

Check to see that they use correct terminology whenthey refer to parts and procedures and communicatediagnostic data.

Pre-Modification Data Modification

Fuel Efficiency

Acceleration

Top Speed

Emissions

Ignition SystemPlugs

Post-ModificationData

CarburetorAdjustment

Tune-Up

Tune-Up

Clean Air Filter

Timing

L/100 km

0 – 30 km/hin 8.1 s.

80 km/h

0.0075 ppm

Good Burn

L/100 km

0 – 30 km/hin 9.2 s.

65 km/h

0.25 ppm

Oily




As students evaluate or improve the efficiency ofenergy systems, they can demonstrate their abilities toanalyse problems, generate ideas, and evaluatesolutions.

• Have students form teams of consultants to investi-gate and report on the efficiency of a variety of homeheating systems, using information sources such asthe BC Hydro Power Smart program. Note the extentto which students are able to:- identify and describe various methods of

measuring efficiency- use correct terminology when describing heat

transfer- support their conclusions with factual data

• When students tune up a modern computer-controlled engine, watch for evidence that they areable to:- apply valid test procedures to verify that the

computer system is performing properly- interpret technical manuals- use correct terminology to communicate faults,

ideas, and procedures• Conference with students individually about their

contributions to their design teams. Pose questionssuch as:- What were your specific contributions to the

group?- As your group encountered problems, what

strategies did you use to help?- What will you do differently next time?- What specific things did you do to initiate,

develop, or sustain interactions in the group?- How did you build on the ideas of others?

Print Materials


Video

• Cars• Ecological Design• Energy Choices• Fluid Power Technology at Work• Inside Combustible Engines• Land Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM

• Mitchell...Estimating System• Mitchell...Repair Information System



GRADE 11 • Energy, Power, and Transportation (Modification and Manipulation)


• transfer and convert energy to achieve specificobjectives

• manipulate systems and subsystems that useenergy and power, including:- mechanical- hydraulic- electrical- electronic

• use tools and equipment accurately andefficiently to achieve design and assemblyspecifications that meet manufacturer andindustry standards

• construct a device or system that is energyefficient

Students learn to design, manipulate, and constructcomponents to improve the efficiency and performanceof simple systems related to transportation. They needto be able to modify and manipulate systems anddevices in order to function effectively in today’stechnical environment.

• Have students compare a high-mileage vehicle, ahigh-performance vehicle, and a transport vehicle toexamine relationships between wheel size, gear ratio,and efficient energy transmission and conversion. As ateam project, challenge them to apply principles oftransmission and conversion to design and buildvehicles powered by alternative energy sources (e.g.,wind, solar). Hold a competition to see whichgroup’s vehicle covers the greatest distance.

• As part of a unit on energy conversion, show anddiscuss with students six systems common to allinternal combustion engines (mechanical, lubrication,fuel, ignition, starting, cooling). Have studentsdescribe the function and interaction of each systemas they work in teams to disassemble and accuratelyreassemble a small engine. As an extension, ask themto apply their understanding of the systems to otherforms of transportation (e.g., air, water).

• Facilitate students’ understanding of the principlesof hydraulics by having them experiment withhydraulic, electrical, and pneumatic systems on ademonstration panel. To extend their understanding,ask them to disassemble a brake system, thenidentify its components (e.g., shoes, slave cylinder,caliper, pistons, springs), assess faults (e.g., leakingwheel cylinder or caliper, damaged rotor), and repairor replace the damaged components as theyreassemble the system.

• Supply students with WCB and WHMIS guidelines.As new tools or procedures are introduced, havestudents model and document the appropriateprocedures, based on the guidelines.




As students develop energy-efficient systems ordevices, they can demonstrate their abilities to manipu-late the transfer and conversion of energy in a safemanner to meet design specifications.

• Hold a competition and ask students to produce thebest solution to a fuel efficiency problem (e.g.,modify a four-stroke gasoline lawn mower engine todeliver better fuel efficiency). Provide opportunitiesfor them to solve mechanical, design, and technicalproblems to achieve the greatest gains in fuelefficiency. Have students keep journals during thecompetition. Collect their journals and look forevidence of:- design evolution (indicated in thumbnail

sketches, notes, and drawings)- collaboration on design decisions- exploration of a variety of problems and solutions- use of prior knowledge to accomplish tasks

• As teams work to produce the longest-running lawnmower engine, conference with each team and askquestions such as:- What system of fuel delivery did you choose and

why?- What problems did your chosen system create,

and how did you overcome them?- What are the advantages and disadvantages of

your system?• In order to assess how well students use measure-

ment to evaluate their modifications meant toimprove the efficiency of mechanical devices, notethe extent to which they:- perform accurate measurements at all stages of

the development of their projects- manipulate the measurements to produce usable

statistics that aid them in evaluating theirprogress

- apply the correct mathematical principles to theirdata in order to produce meaningful results

Print Materials


Video

• Cars• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Inside Combustible Engines• Introduction to Fluid Power• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM






• describe relationships among design elements(balance, rhythm, contrast, harmony,proportion, scale)

• describe representation and modellingtechniques used to develop design solutions,proposals, and plans

• synthesize knowledge and concepts fromother disciplines and the community in thedesign process

• assess how design reflects society, culture, andthe environment

As students become knowledgable about relationshipsamong design elements and recognize links betweendesign and other disciplines, they are better able toselect processes and strategies to effectively solvedesign problems.

• Provide students with several styles of telephones.Ask them to examine the design elements and tosuggest how these elements affect aesthetics andfunction in each example. Pose questions such as:- How does harmony affect the aesthetics of each

style of telephone?- How do proportion and scale affect the function

of each telephone?- How does balance affect aesthetics and function?

• Discuss with students a variety of advancedmodelling techniques, including computer-

generated models, working models, and computer-and video-generated simulations. Provide them withseveral design activities and ask them to identify theadvanced representation and modelling techniquesthat might be used to develop design solutions andproposals. As an extension, have students each selecta product and describe specific techniques theywould use to model design ideas for it.

• Ask students to investigate a variety of information-gathering devices (hardware) and processes

(software). Challenge them to identify the type ofdata each is best used for and to describe the benefitsof each in manipulating data (e.g., a spreadsheetprovides an overview of data). Have them discussthe relative efficiency of each in presentations to theclass.

• Have students work in teams to assess the design offamiliar items (e.g., houses, automobiles, clothing).Invite each team to select an item, then describe andassess its design in different contexts (e.g., climaticregions) and its function and form. As an extension,ask students to research the development of theproducts or designs and identify societal, cultural, orenvironmental influences.




As students analyse the design of products, they candemonstrate their understanding of the relationshipsamong design elements and between design elementsand culture and environment.

• Ask students to review examples of video gamesthat use advanced modelling techniques, andquestion them about other applications for thesetechniques. Note the extent to which students areable to:- demonstrate their understanding of the modelling

techniques used- generate ideas that reflect divergent thinking

regarding alternative applications of the model-ling techniques

• After a field trip to several stores that sell a variety ofproducts for children, ask students to brainstorm alist of common design elements they noticed. Notethe extent to which they are able to identify designelements that:- are likely to appeal to children- would make the product more functional for

children- ensure safety

• Have each student make a brief oral presentation toa small group on the relationships among the designelements of a product of her or his choice. Note theextent to which students are able to identify the:- design elements- impact of the design elements on function- impact of the design elements on aesthetics

• Have students work individually or in pairs tointerview people in the design communications fieldand prepare presentations based on their research.Look for evidence that they are able to identify:- representation and modelling techniques used by

the interviewees- duties and responsibilities related to the careers- relevant personal attributes and necessary skills

Print Materials


Video

• Air Transportation• Ecological Design• Energy Choices• How Airplanes Work• Industrial Design• The New Digital Imaging• Sea Transportation• Technology for the Disabled

Games/Manipulatives


CD-ROM

• Mitchell...Estimating System• Welcome to...Macintosh Multimedia





• assess and modify designs using specificcriteria, including:- aesthetic factors- ergonomic factors- cost-effectiveness- available resources- environmental impact

• apply project-management processes whileworking on design teams

Students learn the importance of project managementas they work with others to solve design problems anddevelop ways to communicate their ideas.

• Have students form teams to assess and predict theeffect of a hypothetical design on society, culture,and the environment (e.g., self-contained habitat forareas with harsh climates). Ask students to drawplans based on related knowledge and experiencesfrom previous design situations. The teams thendevelop reports using data from a variety of sourcesto support their predictions.

• Ask students to work in small groups to designproducts or systems (e.g., sunglasses, clothes hanger,remote-control holder). Have them develop outlinesor flow charts to assist in managing their projects,including task analyses and management matrices.Then ask each group to assign each member aspecific role and responsibility. Have students assesstheir designs using predetermined criteria, thendiscuss their roles and how they worked together tocomplete the designs.

• Work with students to assess several project-management software packages to evaluate theeffectiveness of each in managing time, money, andpeople. Have students produce charts to compareeach package in terms of:- effectiveness and efficiency in dealing with

various project-management tasks- cost- ease of use- usefulness of reports




As students develop design solutions, they candemonstrate their abilities to apply prior knowledgeand experience, problem-solving strategies, andproject-management skills.

• Ask students to work in small groups to modify adesign (e.g., converting a lawn mower to a snowblower). Assess their problem-solving skills bynoting the extent to which they are able to:- persevere with the design problem- identify gaps in their background knowledge- use a variety of resources to find appropriate

background information- effectively apply the information to solve the

design problem- apply previously learned problem-solving

strategies- communicate their solutions effectively

• After teams of students have completed a designproject, have them self-assess their application ofproject-management skills by completing sentencestems such as:- I contributed ideas when ____________.- Our group worked well when ____________.- Tasks that needed to be completed were identified

and described by ____________.- The job responsibilities were delegated based on

____________.- Based on suggestions from other groups, we

altered our design by ____________.- When we had problems, we dealt with them by

____________.• Ask students to develop a set of criteria to evaluate

project-management software. Assess the criteria forevidence that students are able to:- identify aspects of the software that should be

evaluated- identify relevant criteria- consider the needs of a variety of possible users

Print Materials

• Communication Systems• Design and Plastics• Electrical/Electronic Systems• The New Product Development Program• Project Design• Tracktronics

Video

• Air Transportation• Ecological Design• Energy Choices• How Airplanes Work• Industrial Design• Inside Combustible Engines• The New Digital Imaging• Technology for the Disabled

Games/Manipulatives


CD-ROM

• Mitchell...Estimating System• Welcome to...Macintosh Multimedia• Welcome to...PC Sound, Music, and MIDI





• design products and systems and selectappropriate materials and components toreflect specified design criteria, including:- method of production- cost- aesthetics- function- environmental considerations

• use appropriate tools and equipment todevelop and present design ideas, including:- manual drafting- CADD- computer animation or simulation- video and audio production- models

• produce working drawings that incorporaterecognized standards

As students design complex products and systems,they learn to select appropriate tools and methods ofproduction, evaluate the effectiveness of their designs,and use advanced presentation techniques tocommunicate their ideas.

• Have students work in co-operative teams to createdesign portfolios that document in detail thedevelopment of their ideas and solutions to designproblems. Ask them to include materials (e.g.,sketches, formal drafting drawings, computermodelling, multimedia presentations) to documenttheir projects from early conceptualization to finaldesign representation.

• Have students produce assembly drawings andschematics to assist in manufacturing a securitysystem. Challenge them to use information from avariety of sources (e.g., the Internet, CD-ROMs) toensure that the design reflects industry standards fordesign representations and security systemrequirements. As they work, encourage them toselect appropriate tools and equipment to developtheir design representations.

• As part of a unit on systems, have students applyspecific design criteria to develop designs for a chair(e.g., a seating device for computer use). Ask them toselect materials and components to ensure that thechair designs:- are aesthetically pleasing- address ergonomic factors- meet safety standards- are cost-effective- incorporate a range of materials, including

recycled and reusable materialsAs an extension, ask students to develop scalemodels or prototypes to assess whether the designsmeet their criteria. As they work, have studentsensure that they follow recognized safety standards.




As students design products and systems to meetspecified criteria, they can demonstrate their abilities toselect appropriate materials, production tools, anddesign and communication tools.

• With students, review the design portfolios theydevelop for products that they make throughout thecourse. Look for evidence of increasing:- clarity and detail in the design briefs- creativity in the types of ideas generated- detail and accuracy in the drawings- integration of electronic forms of communication

in the presentations• As students work on producing drawings of their

product designs, note the extent to which they areable to:- identify necessary research information- select and use appropriate tools and processes- develop working drawings to recognized

industry standards- use computer animation to further enhance the

communication of their design ideas• Give students design criteria, and ask them to select

the materials and components required tomanufacture a product that meets the criteria. Lookfor evidence that students consider the following intheir decisions:- cost- scale of the product- production methods- safety standards- environmental considerations

• Ask students to present their design solutions to theclass using appropriate communication tools, andhave their classmates complete peer evaluations. Tofocus the assessment, provide questions such as:- Does the presentation provide all necessary

details relating to the design solution?- Are complex ideas made easy to understand?- Is the presentation of professional quality (e.g.,

logical progression, quality visuals, effectivelydelivered message)?

Print Materials


Video

• Ecological Design• Energy Choices• Industrial Design• The New Digital Imaging• Technology for the Disabled

Multimedia

• Orientation to WHMIS

Games/Manipulatives


CD-ROM






• evaluate the effects of natural and syntheticmaterials on the properties, characteristics,and commercial uses of products

• compare computer-assisted productionprocesses (CADD, CAM, CNC, robotics) andassembly-line processes in terms of:- efficiency and cost-effectiveness- impact on product specifications- impact on society

• describe a product or system in terms of itscharacteristics, including:- equilibrium (internal and external forces)- compression- tension- torsion- shear

• assess how social, economic, and environ-mental conditions influence the choice oftools, manufacturing, and productionprocesses used in developing products orsystems

• analyse how choices made during the development of products or systems reflect

predetermined criteria, including:- aesthetics- environmental considerations- ergonomics- cost-effectiveness- function

Students develop an understanding of productstructure, material characteristics, and manufacturingequipment and processes by examining products andmaterials and exploring how they are manufactured.

• Set out a selection of sample construction materials.Have students differentiate between natural andsynthetic materials and suggest possible methods ofadhesion or blending (e.g., manufactured brick,synthetic marble, engineered beams). Ask eachstudent to group the materials into appropriatecategories, suggest uses for each, and justify his orher suggestions based on observed characteristics(e.g., exterior and interior use, durability, structuralintegrity).

• Have students select two competing products thatwere manufactured using different productionprocesses (e.g., a door manufactured in an auto-mated robotics assembly line and a door made byhand). Ask them to compare the products in terms ofaesthetics and functionality, and the productionprocesses in terms of:- efficiency and cost-effectiveness- skill and labour requirements- environmental considerations

• Engage the class in a discussion about theramifications of using materials and natural

resources that affect the environment. Have studentsuse a variety of sources to research the social andenvironmental impact of using environmentallysensitive materials to develop products or systems(e.g., exotic woods from rain forests of the world).Ask students to examine alternative, less vulnerablematerials that might fulfil the same productionneeds, reflecting on aesthetics, market demand, andergonomics.




As students investigate and use a variety of natural andsynthetic materials, they can demonstrate their abilitiesto evaluate materials, tools, and manufacturing andproduction processes based on various criteria.

• As students work with a variety of natural andsynthetic materials, conference with them informallyand note the extent to which they are able to:- accurately identify the materials by name- identify methods used to produce the materials

(e.g., blending, adhesion of base materials)- identify properties (e.g., strength, weight,

weathering characteristics, reaction to water)- identify characteristics (e.g., machinability,

physical appearance, quality of finish)- suggest applications in manufacturing and

production• Have students prepare detailed presentations on a

material (e.g., MDF board), including the historicaldevelopment of it, the process used to manufactureit, its properties and characteristics, and any environ-mental concerns. Note the extent to which eachstudent is able to:- present factual content supported by research- use correct terminology- identify and discuss environmental issues

• Have students research the social and culturalimpact of automation displacing workers in anindustry, and prepare video or multimediapresentations for the class. Work with students toprepare a list of criteria that could be used toevaluate the presentations. Criteria could include:- presents factual content supported by research- sequences ideas in an orderly way- identifies social consequences and presents

possible alternatives to minimize negative impact- uses communication techniques effectively

Print Materials

• Design and Plastics• Electrical/Electronic Systems• The New Product Development Program• Project Design• Tracktronics

Video

• Cars• Ecological Design• Energy Choices• Fluid Power Technology at Work• Inside Combustible Engines• Introduction to Fluid Power• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM

• Mitchell...Estimating System





• appraise products or systems and justifymodifications to design or productionprocesses

• use appropriate technical vocabulary andinformation technology tools to communicatesolutions

• apply business and entrepreneurshipprinciples when developing products orsystems

Product development provides students withopportunities to analyse and evaluate materials,processes, and technology in all stages of production.Using real-life production issues, students learn tomake effective decisions when developing productsor systems.

• Have students work in teams to identify designflaws in the school’s facilities (e.g., hallwaycongestion, noise transmission, poor ventilation orlighting). Provide students with copies of thebuilding plans, then ask them to list possibleimprovements and justify their suggestions usingengineering, production, and design principles.

• Ask students to identify and design products thatare needed in the community. To ensure that theproducts they develop will meet end-users’ needs,encourage students to conduct background researchon the target markets. Once they complete theirresearch, ask them to begin development and also tocreate final reports that each include a business plan,an account of production costs, and a breakdown ofresponsibilities. Ask students to present theirproducts to the class and describe how the informa-tion they gathered contributed to their designs.

• Have students redesign and, if possible, construct akitchen or bathroom in a local community facility(e.g., library, recreation centre) as a barrier-free area.Ask them to ensure that the modifications theysuggest incorporate current access guidelines andregulations for:- counter tops- storage facilities- washing facilities- bathroom fixtures or kitchen appliances- lighting and electrical outlets- grab railsChallenge students to create a scale model of theirdesign and display it at the community facility.




As students work on problems in productdevelopment, they can demonstrate their abilities tojustify modifications to design or production processesin terms of principles of engineering, standards ofquality and reliability, reduction of waste, specifieddesign criteria, time, and cost.

• As students examine their school for design flawsand suggest possible improvements, note theirabilities to:- identify design flaws- read plans or blueprints to collect pertinent

information- generate a variety of viable solutions to address

design flaws- use appropriate terminology

• After students design a barrier-free kitchen orbathroom, confer with them to assess their abilitiesto critically analyse their designs. Ask them thefollowing questions:- What are the strengths and limitations of your

design solutions?- What potential safety concerns did you address?- Are there any other issues you would address in a

subsequent design?• To assess student thinking, confer with individuals

or design teams as they develop devices to suit aparticular client with a physical limitation. Askquestions such as:- What design parameters did you define based on

the user’s needs?- How will your device meet the user’s needs?- How else could you have designed the device to

meet these needs?- What design elements have you incorporated to

improve the function or aesthetic appeal of thedevice?

- How could you evaluate the effectiveness of yourdevice?

Print Materials

• Design and Plastics• Electrical/Electronic Systems• The New Product Development Program• Project Design• Tracktronics

Video

• Air Transportation• Cars• Ecological Design• Energy Choices• How Airplanes Work• Introduction to Fluid Power• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM






• interpret design representations (drawings,plans, schematics) to assist in developing aproduct or system

• use computer programs (including CADD,CAM, CNC) to assist in production andmanufacturing processes

• apply appropriate production processes(combining, forming, separating, finishing) tocreate products and systems that conform to:- specified design criteria (form, function,

aesthetics, ergonomics, end-user needs)- recognized standards, conventions, and

tolerances• apply the principles of WCB and WHMIS

regulations in their work environment

As students modify existing products and develop theirown, they learn to safely apply the processes requiredto develop and improve products or systems to meetcommunity guidelines and standards.

• Divide the class into teams. Ask each to design andconstruct a component for a barrier-free kitchen orbathroom. As they develop their products,encourage them to incorporate a range of naturaland composite materials based on their designproposals and feedback from end-users.

• Have students develop products that enhance thequality of life for someone with physical limitations(e.g., transportation or walking aid). Before theybegin production, ask them to develop plansoutlining production processes and safety principlesthey will apply as they work.

• Instruct students about various computer programsthat aid production and manufacturing processes(e.g., CADD, CAM, CNC). Guide them in the use ofthese computer programs to develop products oftheir choice (e.g., jewellery box, licence plate frame).Have them create design portfolios to track theproducts’ development from conception to finalresult. Ask them to ensure that they include thefollowing in their portfolios:- rationale for their choice of materials- descriptions of the production processes involved- discussion of the benefits and limitations of using

CADD, CAM, and CNC- descriptions of the safety strategies they applied

Production Process

User Need Feedback Modify

Sharewith

Clients

Modify

Test

Reportto

Clients

Product

Design Resources

PlanConstruct

Manufacture

Sketch Prototype




As students create products and systems, they candemonstrate their abilities to interpret designrepresentations, use computer programs in productionand manufacturing processes, and maintain a safe workenvironment.

• As students produce computer-generated modelsusing appropriate software, note the extent to whichthey are able to:- select appropriate techniques- produce professional-quality models- effectively represent different materials- use the models to explain their design ideas

• Work with students to establish criteria for assessingtheir grasping or lifting devices. The criteria couldinclude:- selection of materials that reflect the requirements

of the design proposal- reduction of material waste in the production

process- quality of the finished product in relation to

design criteria• Have students develop design portfolios for a

jewellery box that incorporates CADD/CAM/CNCin the production process. Collect their designportfolios and look for evidence that they are able to:- support their reasons for selecting materials- produce designs that maximize the potential uses

of CADD/CAM/CNC in production versustraditional methods

- identify the limitations of using CADD/CAM/CNC in production

- select the appropriate cutting tools to perform thevarious machining tasks

• After students have watched a video or listened to apresentation by the WCB, ask them to reflect onwhat they have learned by completing sentencestems such as the following:- One thing I learned that surprised me was

____________.- One thing I can do to improve my safety is

____________.- Two things that can be done to reduce accidents

are ____________.- One thing I am still wondering about is

____________.

Print Materials

• Design and Plastics• Design Graphics• Electrical/Electronic Systems• The New Product Development Program• Project Design• Tracktronics

Video

• Cars• Ecological Design• Energy Choices• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives






• explain basic digital logic• explain how feedback is used to correct the

functioning of systems and subsystems• describe systems integration that combines

two or more of the following components:- electrical- electronic- pneumatic- hydraulic- mechanical

Students extend their understanding of systemsintegration by examining the logic used in systemsdesign and the forms of logic applied to systems andsubsystems.

• Introduce students to the concept of binary numbersystems and discuss the design of a schematic circuitthat incorporates three switches in series and three inparallel. Challenge them to design and make puzzlesof switches in parallel and in series. Then have themshare their circuit boards to determine the binarycode required to complete the circuits.

Series, Parallel Circuit

• Present students with systems that require a numberof detectors or sensors (e.g., an alarm system). Whenthey examine the components, encourage them toconsider the system requirements and applicationsby asking questions such as:- Would you use a motion detector in a barn? Why

or why not?- Would you use a light sensor in a room with

blinds? Why or why not?- Would you use a vibration sensor in a concrete

building? Why or why not?As an extension, have students list careers thatinvolve repairing and installing systems (e.g., alarminstaller).

• Ask students to identify examples of feedbacksystems (e.g., speedometer in a car). Then have themsketch a feedback loop, using appropriateterminology (e.g., input, output, adjust, monitor).




As students work with the materials, tools, andcomponents used to develop integrated systems, theycan demonstrate their abilities to apply basic digitallogic and feedback loops to correct the functions ofsystems and subsystems.

• As a performance-assessment task, ask students todemonstrate their understanding of basic digitallogic by designing a complex series-parallel circuit.Look for evidence that students are able to:- integrate series circuits and parallel circuits- apply binary codes- use different combinations of switches to

demonstrate integrated circuitry• Collect students’ sketches of feedback loops and

check that they are able to:- include all components- use appropriate terminology

• To demonstrate their understanding ofinterconnected control devices, ask students to directtheir classmates in skits that illustrate how thedevices they have researched work. Observestudents’ abilities to identify:- individual control devices within each system- the function of each device- how each control device affects others within each

system

Print Materials

• Auto Electricity and Electronics Technology• Electrical/Electronic Systems• Tracktronics

Video

• Cars• Ecological Design• Fluid Power Technology• Fluid Power Technology at Work• Fundamentals of Aeronautics Technology• Inside Combustible Engines• Introduction to Fluid Power• Technology for the Disabled

Multimedia


Games/Manipulatives






• analyse and solve problems related to theperformance of systems and subsystems

• communicate diagnostic information whensolving systems and subsystems problems

• demonstrate teamwork skills in groupproblem-solving situations

Students refine their troubleshooting skills bydiagnosing and solving problems that arise in systems.They learn to work with others to solve systemsintegration problems, summarize information abouttechnical problems, and explain the problems tovarious audiences.

• In teams, have students use a diagnostic computer toanalyse and trace an automotive system failure.Then ask them to diagnose the component of thesystem that failed.

• Present students with a system problem (e.g., printerwill not feed paper properly; vehicle will not start)and diagnostic information about the problem (e.g.,flow chart, checklists, comments). Have themsummarize the results of the diagnostic informationand describe how they would explain the repairoptions to various audiences (e.g., engineer,consumer). Invite students to relate personalexperiences that illustrate effective ways ofcommunicating technical information.

• Present students with a problem (e.g., VCR that doesnot function properly). Tell students to use a varietyof sources (e.g., owner’s or repair manual) to assistin analysing the problem, communicating diagnosticinformation, and implementing the best solution.

• Have students prepare presentations to explainproduct repair options and costs to a customer.Brainstorm with students various factors that mightinfluence a customer’s decision (e.g., time,durability, cost).

Systems AnalysisSystems analysis or troubleshooting is aproblem-solving method used to isolate

and diagnose a malfunction.

• Identify purpose of system (inputs and outputs)

• Identify purpose of subsystems (inputs and outputs)

• Test subsystems

• Identify cause and implement solution

• Test solution




As students diagnose and solve problems in complexsystems, they can demonstrate their highest levels ofproblem-solving and group communication skills.

• When students are engaged in troubleshooting,observe the extent to which they are able to:- approach the problem systematically- identify interrelationships between various parts- identify the impact of a failed component on the

system- explore alternative solutions- use tools and testing equipment to facilitate the

troubleshooting process• As students select and use appropriate test equipment

to analyse and solve performance problems insystems and subsystems, ask them questions such as:- Why did you choose this particular piece of

equipment?- What other testing unit could you have selected?- How did you calibrate the equipment prior to

taking readings?- What range or scale did you use most frequently?

• Have students role-play repair technicians explain-ing a systems problem and repair options (e.g.,vehicle ignition fault), first to a customer and then toan engineer. Then ask each student to assess his orher own performance by answering the followingquestions:- What points do you feel you communicated

clearly and concisely?- What points do you feel you had difficulty

communicating?- How could you have restated these points for

more clarity?- With which audience (customer or engineer) did

you feel it was easier to communicate? Why?

Print Materials


Video

• Ecological Design• Fluid Power Technology• Fluid Power Technology at Work• Introduction to Fluid Power• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM

• Welcome to...PC Sound, Music, and MIDI





• use sensing devices for feedback in a systemor subsystem

• design and construct products that integrateelectronic, electrical, pneumatic, hydraulic,and mechanical systems and subsystems, andthat meet industry standards

• develop and apply codes for controllingrobotics systems

Students learn how, in industry, simple devices areintegrated to make complex systems. As studentsdesign, create, and use simple devices, they gain anunderstanding of more complex systems and theirapplications.

• Work with students to identify specific tasks theywould like a robot to execute (e.g., tracing a path,stacking blocks, picking and placing). Then havethem use a computer control program to make arobot perform the tasks.

• To build on students’ understanding of how codesare developed to control a system, ask them to printgraphic representations of products of their choice(e.g., gearshift, paperweight) and produce printoutsof the tool paths. Then have them use machinecodes, or import CADD programs to a CNC

machine, to construct the products.• Discuss with students how electric, electronic,

pneumatic, hydraulic, and mechanical systems areintegrated to design and construct a functionalproduct. Challenge teams of students to eachintegrate two or more of the systems to create aproduct such as:- a door opener- a residential security system- a vehicle security system- recreation or exercise equipmentInform students that they should include schematicdrawings, written descriptions, models, and safetystandards required to manufacture the products.

Design Process

InitialIdea

ResearchConceptSketches Prototype

FinalDrawings

FinalProduct

Technical Communication

Revise?Revise? Revise?

• Have students develop owner’s manuals to explainthe safe operation of products they have created. Asthey work, encourage them to review variousmanuals to identify document features they wouldlike to apply.




As students resolve complex design problems, they candemonstrate their understanding of how simpledevices work together in complex integrated systems.

• As students develop and apply command codes tocontrol a robotics system, observe the extent towhich they are able to:- create clear graphic representations or tool paths

for the finished product or task- develop or select the command codes that result

in a successful finished product or task• Collect student projects (and accompanying

portfolios) that demonstrate the integration of anumber of systems (e.g., door opener, car alarm) andlook for evidence that students are able to:- use schematic drawings- use correct and appropriate construction tools- effectively integrate systems- include safety considerations in their designs

• Help students analyse a device that uses sensors forfeedback in a system by asking them the followingquestions:- What other sensing devices could have been

used?- Would another sensor have been more efficient?- Is there a range of sensitivity that is easily

adjusted?- Is the device safe for the operator?

• Before students develop owner’s manuals for theirproducts, have them examine commercially avail-able manuals to develop a list of criteria forassessing their own documents. When students havecompleted drafts of their manuals, ask other studentsto provide feedback by completing sentence stemssuch as the following:- One thing that was very clear and easy to

understand was ____________.- One thing that was not clear was ____________.- A change I would make to the organization of the

manual is ____________.- Another way you could highlight the safety

precautions is ____________.

Print Materials

• Auto Electricity and Electronics Technology• Design and Plastics• Electrical/Electronic Systems• Tracktronics

Video

• Ecological Design• Fluid Power Technology• Fluid Power Technology at Work• Introduction to Fluid Power• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM






• describe how types of motion (linear, rotary,oscillatory, reciprocating) are integrated inmechanical systems

• explain the transfer and conversion of energyin devices and systems

• describe ways to integrate emerging andalternative energy sources to powermechanical devices

• apply the principles of kinematics to analysehow mechanisms function

• evaluate social, economic, and environmentalconditions that affect the selection oftransportation systems

Students acquire advanced knowledge of mechanicaland electromechanical systems and how these systemsconvert, transmit, conserve, and use energy and power.In researching industrial and commercial applicationsof energy, power, and transportation, they also gain anunderstanding of related career opportunities.

• Review with students the transfer of energy and theconversion of energy by having them calculatemechanical advantage and various ratios (transfer),as well as thermal efficiency (conversion of potentialenergy to kinetic energy).

Transfer of Energy gears, belts, pulleys, hydraulics,pneumatics

potential to kinetic, heat energyto mechanical energyConversion of Energy

• Introduce students to the principles of kinematics byhaving them discuss different forms of motion,classifying them as either linear, reciprocating, rotary,or oscillatory. Ask them to develop a dictionary ofmechanisms and include definitions of the formulaeused to calculate mechanical advantage, diagrams ofthe functions, and descriptions of the applications.

• Engage students in a discussion about the factorsthat influence the design and production oftransportation systems (e.g., the impact of pollutionon the environment, emissions legislation,diminishing supply of fossil fuels). Have themchoose alternative forms of energy to research (e.g.,solar, chemical, methane, alcohol) and then developclass presentations about their viability as futureenergy sources for the transportation industry.

linear

reciprocating

oscillatory

rotary

monorail

bicycle crank

pendulum

compact disc

Forms of Motion Examples




As students evaluate the social, economic, and environ-mental impact of different transportation systems, theycan demonstrate their understanding of how systemsconvert, transmit, conserve, and use energy and power.

• As students analyse problems involving energytransformations, check their understanding byasking them to:- identify the energy transformation that occurred

and compare it to the work done- identify the type of energy possessed by the object

before and after the transformation occurred- identify energy transformations that take place for

specific real-world situations such as amusementrides, car rides, or automobile collisions

• Ask students to work in small groups to design andconstruct energy transformation devices. Assess thedevices using a list of criteria generated by the classwith the help of the teacher. The list might includecriteria such as minimum efficiency rating attained,amount of work done, and number of energytransformations.

• Have students interview field technicians who areresponsible for energy efficiency in their companies,then make brief oral reports to the class. Note theextent to which they are able to:- accurately describe the duties and responsibilities

of the job- describe the gender and cultural diversity among

people holding similar jobs- identify the educational prerequisites required for

entry into the job- identify ways in which emerging technology has

changed or modified the way the job is done

Print Materials


Video

• Air Transportation• Cars• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Fundamentals of Aeronautics Technology• How Airplanes Work• Introduction to Fluid Power• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives






• modify transportation devices and powersystems to improve performance or efficiency

• justify strategies and processes used totroubleshoot and diagnose problems

• develop models to test or interpret the actionof mechanical devices

• demonstrate ability to work co-operatively indiagnostic teams

Students learn to synthesize group feedback in order toidentify the best solutions. They learn to identifyspecific problems, collaborate to create solutions, anddevelop strategies to implement their solutions in orderto improve the performance of mechanical systems andsubsystems.

• Have students work in teams to brainstorm ways toadjust wing designs in order to produce maximumlift and minimum drag for an air-based transporta-tion system. Ask them to make models of the wingthey believe best achieves the objectives, then testtheir predictions in a wind tunnel.

• Invite teams of students to brainstorm and developplans to improve the efficiency of high-performanceor high-mileage vehicles (e.g., reduce friction,optimize energy transfer, increase aerodynamicefficiency). Ask the teams to develop and presenttheir action plans to the class, using correct terminol-ogy. Then encourage them to use class feedback tomodify and implement their plans. As an extension,have the teams evaluate whether their solutionsenhanced efficiency and use the results to furthermodify their vehicles. Students might use thefollowing problem-solving model in the develop-ment process:

IdentifyProblems

ConductResearch

GenerateIdeas

ReviseIdeas

Produce aResponse/Solution

Evaluate




As students work together to improve energy efficiencyin a system or device, they can demonstrate sophisti-cated group problem-solving strategies and processes.

• As students design and construct a high-mileagevehicle, look for evidence of the use of correcttechnical terminology in their written work and oraldescriptions.

• As students design their high-mileage vehicle,encourage them to test modifications to the fueldelivery system, the transmission, and the finalgears. Look for evidence that students:- experiment with different concepts and

technologies- test models or vehicles in order to verify their

theories- record data and apply it to the overall analyses of

their projects- modify their products to reflect what they have

learned from previous tests- apply the best solutions to problems, based on

analyses of data collected• When students are engaged in troubleshooting and

diagnosing problems, observe the extent to whichthey are able to:- approach the problem systematically- identify interrelationships between various parts- identify the impact of a failed or inefficient

component on the system- explore alternative solutions- use tools and testing equipment to facilitate the

troubleshooting process

Print Materials


Video

• Cars• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Inside Combustible Engines• Introduction to Fluid Power• Land Transportation• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM






• design and construct devices and systems thatuse one or more energy sources (traditionaland alternative) to achieve a measurableoutcome

• design and construct electrical, hydraulic, orpneumatic control systems that convert ortransmit energy and power

• construct devices and systems that reflectdesign criteria and industry standards

Students learn to design, manipulate, and constructincreasingly complex systems to improve efficiency andperformance while investigating modern and futuretransportation systems.

• Discuss with students ways to modify a vehicle toimprove fuel efficiency (e.g., using lightweightmaterials and adjusting shape to minimize windresistance). In teams, have students designaerodynamically efficient vehicles (e.g., boat, glider,high-mileage vehicle, school bus), build scaleprototypes, and test them in a wind tunnel.

• Ask student groups to design and build solar, wind,steam, or elastic powered vehicles to meet specificcriteria (e.g., size, speed). Hold a competition andaward prizes for the fastest vehicle, the one that canpull the most weight, and the most innovativedesign.

• Have students compare the transmission andconversion of energy and power in a high-mileagevehicle, a high-performance vehicle, and a transportvehicle (e.g., gear ratios, wheel size, engine rpm). Aspart of a school project to develop a high-

performance or a high-mileage vehicle, challengestudents to select and adapt or design and build thetransmission that will perform most efficiently. Workwith students to ensure that they incorporate safetystandards and use tools and equipment accuratelyand efficiently.

• Ask students to design and construct a remote dooropener for a person in a wheelchair. Ask them toincorporate electrical, hydraulic, or pneumaticactuators in their designs. As part of the activity,have the class visit community facilities to analysedevices already in use. As a follow-up, invitestudents to demonstrate their remote door openerdesigns to the facility members.




As students design, manipulate, and constructincreasingly complex systems to improve efficiency andperformance, they can demonstrate their knowledge ofenergy sources and conversions and safety precautionsand regulations.

• While students are constructing a high-mileagevehicle, look for evidence that they are able to:- determine ways in which more than one energy

source can be used to control various aspects ofthe vehicle

- explore the use of pneumatic and hydrauliccontrol systems as well as mechanical controlsystems in order to achieve the most efficientcontrol possible

- practise hand and machine operations in order toachieve a high degree of fit and finish

- consider the safety aspects of the control systemsused in their vehicle and demonstrate abilities tomodify or create new safety systems

• Ask students to prepare brief reports on the use ofwind as an energy source and to compare it to otherpower production methods. Both pros and consmust be considered. In assessing their reports, lookfor evidence that they are able to:- identify a number of pros and cons- provide complete and accurate information- include numerical data

• Have students decide on criteria they can use forpeer assessment of their remote door opener designs.Criteria might include:- incorporates electrical, hydraulic, or pneumatic

actuators- meets the end-user’s needs- is innovative in design- works safely and effectively- constructed to commercial-quality level

Print Materials

• Auto Electricity and Electronics Technology• Design and Plastics• Electrical/Electronic Systems• Tracktronics

Video

• Air Transportation• Cars• Ecological Design• Energy Choices• Fluid Power Technology• Fluid Power Technology at Work• Fundamentals of Aeronautics Technology• How Airplanes Work• Inside Combustible Engines• Introduction to Fluid Power• Sea Transportation• Technology for the Disabled

Multimedia


Games/Manipulatives


CD-ROM




APPENDICESTechnology Education 11 and 12


APPENDIX A

A-2

APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Industrial Design 11 and 12

A-3


Grade 11

¨̈¨̈ ̈DESIGN AND

COMMUNICATION

(Principles and Conceptsof Technology)


• describe aesthetic and functional purposes for design elements (line,shape, form, colour, texture) in product and system designs

• describe how product and system designs are influenced byspecifications such as:- industry standards- function- availability of resources- user requirements

• evaluate the effect of a variety of processes, tools, and techniques usedto plan, research, and communicate design information and productiondetails

• describe the effect of technological change on postsecondary and careeropportunities in the field of design and production


COMMUNICATION

(Problem Solving)


• solve design problems using a variety of strategies• assess the appropriateness of design solutions• demonstrate ability to collaborate to analyse and solve design and

communication problems


COMMUNICATION

(Modification andManipulation)


• develop and present design solutions using:- manual and computer drafting- prototypes and models- multimedia- computer animation or simulation

• interpret and create accurate design representations• select and use materials and components in designs to reflect specific

design criteria and community standards• apply concepts from other disciplines to the design process

A-4


Grade 11

¨̈¨̈ ̈PRODUCT

DEVELOPMENT

(Principles andConcepts of Technology)


• describe processes and components involved in manufacturing andproduction

• compare the characteristics and properties of materials used tomanufacture or produce products or systems

• describe the forces that act on structures that must be taken into accountwhen designing, manufacturing, or producing products or systems,including:- stress- static and dynamic loads

• identify impacts of production and manufacturing processes on societyand the environment

• identify entrepreneurial opportunities in production and manufacturing

¨̈¨̈ ̈PRODUCT

DEVELOPMENT

(Problem Solving)


• analyse the effect of design elements in a production process, based onthe following factors:- principles of engineering- standards of quality and reliability- reduction of waste

• communicate solutions to problems encountered in productdevelopment

• demonstrate an understanding of the steps involved in managingproduct development projects

¨̈¨̈ ̈PRODUCT

DEVELOPMENT



• produce finished products or systems from plans or designs (drawings,plans, schematics)

• apply the processes of combining, forming, separating, and finishing• develop and modify products or systems to address:

- principles of engineering- standards of quality and reliability- waste reduction- specified design criteria (form, function, aesthetics, ergonomics, end-

user needs)• apply safe work habits in accordance with established regulations,

including WCB and WHMIS regulations

A-5


Grade 11

¨̈¨̈ ̈SYSTEMS INTEGRATION



• summarize developments in computer and microelectronics technologyrelated to systems integration, including:- electrical- electronic- pneumatic- hydraulic- mechanical

• demonstrate an understanding of the application of computer control,including characteristics and configurations

• describe the performance of systems and subsystems in terms of input,process, and output

• describe the functions of analogue and digital components

¨̈¨̈ ̈SYSTEMS

INTEGRATION

(Problem Solving)


• assess the performance of systems and subsystems using test equipmentand prescribed procedures

• justify solutions to systems integration problems• demonstrate personal responsibility in group efforts to identify and solve

systems integration problems

¨̈¨̈ ̈SYSTEMS

INTEGRATION



• use computer systems to control machines or devices• select and use a variety of input and output devices to achieve specific

purposes• construct control systems or robotics devices that connect components,

including:- controller- manipulator- end effector

• design and construct electronic systems to recognized communitystandards that incorporate electronic components and developmentprocesses

A-6


Grade 11

¨̈¨̈ ̈ENERGY, POWER, AND

TRANSPORTATION



• compare ways of using emerging and alternative energy sources topower mechanical devices

• describe the relationship between potential and kinetic energy in makinga mechanism function

• demonstrate an understanding of the principles of hydraulics andpneumatics used to transmit energy

• describe workplace applications in which technicians measure, control,convert, and transmit energy in various systems

• describe the impact of energy, power, and transportation systems onsociety and the environment


TRANSPORTATION

(Problem Solving)


• measure the efficiency and performance of systems that usecontemporary energy sources

• perform test procedures on computer-equipped energy systems andcommunicate results

• diagnose and repair problems in electrical and mechanical devices andsystems

• apply teamwork skills to solve problems involving mechanical systemsand subsystems


TRANSPORTATION



• transfer and convert energy to achieve specific objectives• manipulate systems and subsystems that use energy and power,

including:- mechanical- hydraulic- electrical- electronic

• use tools and equipment accurately and efficiently to achieve design andassembly specifications that meet manufacturer and industry standards

• construct a device or system that is energy efficient

A-7


Grade 12


COMMUNICATION



• describe relationships among design elements (balance, rhythm,contrast, harmony, proportion, scale)

• describe representation and modelling techniques used to developdesign solutions, proposals, and plans

• synthesize knowledge and concepts from other disciplines and thecommunity in the design process

• assess how design reflects society, culture, and the environment


COMMUNICATION

(Problem Solving)


• assess and modify designs using specific criteria, including:- aesthetic factors- ergonomic factors- cost-effectiveness- available resources- environmental impact

• apply project-management processes while working on design teams


COMMUNICATION



• design products and systems and select appropriate materials andcomponents to reflect specified design criteria, including:- method of production- cost- aesthetics- function- environmental considerations

• use appropriate tools and equipment to develop and present designideas, including:- manual drafting- CADD- computer animation or simulation- video and audio production- models

• produce working drawings that incorporate recognized standards

A-8


¨̈¨̈ ̈PRODUCT

DEVELOPMENT


Grade 12


• evaluate the effects of natural and synthetic materials on the properties,characteristics, and commercial uses of products

• compare computer-assisted production processes (CADD, CAM, CNC,robotics) and assembly-line processes in terms of:- efficiency and cost-effectiveness- impact on product specifications- impact on society

• describe a product or system in terms of its characteristics, including:- equilibrium (internal and external forces)- compression- tension- torsion- shear

• assess how social, economic, and environmental conditions influence thechoice of tools, manufacturing, and production processes used indeveloping products or systems

• analyse how choices made during the development of products orsystems reflect predetermined criteria, including:- aesthetics- environmental considerations- ergonomics- cost-effectiveness- function

¨̈¨̈ ̈PRODUCT

DEVELOPMENT

(Problem Solving)


• appraise products or systems and justify modifications to design orproduction processes

• use appropriate technical vocabulary and information technology toolsto communicate solutions

• apply business and entrepreneurship principles when developingproducts or systems

A-9


Grade 12

¨̈¨̈ ̈PRODUCT

DEVELOPMENT



• interpret design representations (drawings, plans, schematics) to assist indeveloping a product or system

• use computer programs (including CADD, CAM, CNC) to assist inproduction and manufacturing processes

• apply appropriate production processes (combining, forming, separating,finishing) to create products and systems that conform to:- specified design criteria (form, function, aesthetics, ergonomics, end-

user needs)- recognized standards, conventions, and tolerances

• apply the principles of WCB and WHMIS regulations in their workenvironment

¨̈¨̈ ̈SYSTEMS

INTEGRATION



• explain basic digital logic• explain how feedback is used to correct the functioning of systems and

subsystems• describe systems integration that combines two or more of the following

components:- electrical- electronic- pneumatic- hydraulic- mechanical

¨̈¨̈ ̈SYSTEMS

INTEGRATION

(Problem Solving)


• analyse and solve problems related to the performance of systems andsubsystems

• communicate diagnostic information when solving systems andsubsystems problems

• demonstrate teamwork skills in group problem-solving situations

¨̈¨̈ ̈SYSTEMS

INTEGRATION



• use sensing devices for feedback in a system or subsystem• design and construct products that integrate electronic, electrical,

pneumatic, hydraulic, and mechanical systems and subsystems, and thatmeet industry standards

• develop and apply codes for controlling robotics systems

A-10


Grade 12


TRANSPORTATION



• describe how types of motion (linear, rotary, oscillatory, reciprocating)are integrated in mechanical systems

• explain the transfer and conversion of energy in devices and systems• describe ways to integrate emerging and alternative energy sources to

power mechanical devices• apply the principles of kinematics to analyse how mechanisms function• evaluate social, economic, and environmental conditions that affect the

selection of transportation systems


TRANSPORTATION

(Problem Solving)


• modify transportation devices and power systems to improveperformance or efficiency

• justify strategies and processes used to troubleshoot and diagnoseproblems

• develop models to test or interpret the action of mechanical devices• demonstrate ability to work co-operatively in diagnostic teams


TRANSPORTATION



• design and construct devices and systems that use one or more energysources (traditional and alternative) to achieve a measurable outcome

• design and construct electrical, hydraulic, or pneumatic control systemsthat convert or transmit energy and power

• construct devices and systems that reflect design criteria and industrystandards

Learning Resources

APPENDIX B

APPENDIX B: LEARNING RESOURCES

B-2


B-3

Design Graphics

Author(s): Fair, David; Kenny, Marilyn

General Description: Book provides a practical guideto visual-communication and design drawing skills. Itcovers line usage, pictorial and perspective drawing,and techniques such as shading, shadows, andrendering to bring student design presentation to life.Design-based assignments provide practice in thetechniques.

Caution:

Audience: General

Category: Teacher Resource

Year Recommended: 1996

Supplier: Bacon & Hughes

13 Deerlane AvenueNepean, ONK2E 6W7

Tel: 1-800-563-2468 Fax: (613) 226-8121

Price: $14.95

ISBN/Order No: 0-340-40529-5

9. Supplier

¨

What information does an annotation provide?

WHAT IS APPENDIX B?

Appendix B is a comprehensive list of the recommended learning resources for Industrial Design11 and 12. The titles are listed alphabetically and each resource is annotated. In addition,Appendix B contains information on selecting learning resources for the classroom.

¨

Curriculum Organizer(s):

Grade Level:

Design and CommunicationProduct Development

¨

8. Audience

7. Category

K/1 2/3 4 5 6 7 8 9 10 11 12

¨

2. Media Format

1. General Description

3. Author(s) 4. Cautions

¨

5. Curriculum Organizers

6. Grade Level Grid

¨

¨

¨

✓ ✓

¨


B-4

1. General Description: This section providesan overview of the resource.

2. Media Format: This part is represented by anicon next to the title. Possible icons include:

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video

3. Author(s): Author or editor information isprovided where it might be of use to theteacher.

4. Cautions: This category is used to alertteachers about potentially sensitive issues.

5. Curriculum Organizers: This categoryhelps teachers make links between theresource and the curriculum.

6. Grade Level Grid: This category indicatesthe suitable age range for the resource.

7. Category: This section indicates whether itis a student and teacher resource, teacherresource, or professional reference.

8. Audience: This category indicates thesuitability of the resource for differenttypes of students. Possible studentaudiences include the following:• general• English as a second language (ESL)• Students who are:

- gifted- blind or have visual impairments- deaf or hard of hearing

• Students with:- severe behavioural disorders- dependent handicaps- physical disabilities- autism- learning disabilities (LD)- mild intellectual disabilities (ID-mild)- moderate to severe/profound disabilities (ID-moderate to severe/profound)

9. Supplier : The name and address of thesupplier are included in this category.Prices shown here are approximate andsubject to change. Prices should be verifiedwith the supplier.


B-5

What about the videos?

The ministry attempts to obtain rights formost recommended videos. Negotiations forthe most recently recommended videos maynot be complete. For these titles, the originaldistributor is listed in this document, insteadof British Columbia Learning ConnectionInc. Rights for new listings take effect theyear implementation begins. Please checkwith British Columbia Learning ConnectionInc. before ordering new videos.

CRITERIA FOR SELECTION

There are a number of factors to considerwhen selecting learning resources.

Content

The foremost consideration for selectionis the curriculum to be taught. Prospectiveresources must adequately support theparticular learning outcomes that the teacherwants to address. Teachers will determinewhether a resource will effectively supportany given learning outcomes within acurriculum organizer. This can only be doneby examining descriptive informationregarding that resource; acquiring additionalinformation about the material from thesupplier, published reviews, or colleagues;and by examining the resource first-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, aswell as anticipate the students they mayhave in the future. Resources have beenrecommended to support a variety ofspecial audiences, including gifted, learningdisabled, mildly intellectually disabled, andESL students. The suitability of a resourcefor any of these audiences has been noted inthe resource annotation. The instructionaldesign of a resource includes theorganization and presentation techniques;the methods used to introduce, develop, andsummarize concepts; and the vocabularylevel. The suitability of all of these shouldbe considered for the intended audience.

Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of recommendedresources contains materials that range fromprescriptive or self-contained resources,to open-ended resources that require

SELECTING LEARNING RESOURCES

FOR THE CLASSROOM

Selecting a learning resource means choosinglocally appropriate materials from the listof recommended resources or other lists ofevaluated resources. The process of selectioninvolves many of the same considerationsas the process of evaluation, though not tothe same level of detail. Content, instructionaldesign, technical design, and socialconsiderations may be included in thedecision-making process, along with anumber of other criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It is mosteffective as an exercise in group decisionmaking, co-ordinated at the school, district,and ministry levels. To function efficientlyand realize the maximum benefit from finiteresources, the process should operate inconjunction with an overall district and schoollearning resource implementation plan.

Teachers may choose to use provinciallyrecommended resources to support provincialor locally developed curricula; chooseresources that are not on the ministry’s list;or choose to develop their own resources.Resources that are not on the provinciallyrecommended list must be evaluated througha local, board-approved process.


B-6

considerable teacher preparation. Thereare recommended materials for teacherswith varying levels of experience with aparticular subject, as well as those thatstrongly support particular teaching styles.

Technology Considerations

Teachers are encouraged to embrace avariety of educational technologies intheir classrooms. To do so, they will needto ensure the availability of the necessaryequipment and familiarize themselveswith its operation. If the equipment is notcurrently available, then the need mustbe incorporated into the school or districttechnology plan.

Social Considerations

All resources on the ministry’s recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider theappropriateness of any resource from theperspective of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video maybe the most appropriate medium whenteaching a particular, observable skill, sinceit provides a visual model that can be playedover and over or viewed in slow motion fordetailed analysis. Video can also bringotherwise unavailable experiences into theclassroom and reveal “unseen worlds” tostudents. Software may be particularlyuseful when students are expected to

develop critical-thinking skills throughthe manipulation of a simulation, or wheresafety or repetition is a factor. Print resourcesor CD-ROMs can best be used to provideextensive background information on a giventopic. Once again, teachers must consider theneeds of their individual students, some ofwhom may learn better from the use of onemedium than another.

Funding

As part of the selection process, teachersshould determine how much money isavailable to spend on learning resources.This requires an awareness of school anddistrict policies, and procedures for learningresource funding. Teachers will need toknow how funding is allocated in theirdistrict and how much is available for theirneeds. Learning resource selection should beviewed as an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

Existing Materials

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available shouldbe established through consultation withthe school and district resource centres. Insome districts, this can be facilitated throughthe use of district and school resourcemanagement and tracking systems. Suchsystems usually involve a database to helpkeep track of a multitude of titles. If sucha system is available, then teachers cancheck the availability of a particular resourcevia a computer.


B-7

SELECTION TOOLS

The Ministry of Education, Skills andTraining has developed a variety of toolsto assist teachers with the selection oflearning resources.

These include:

• Integrated Resource Packages (IRPs)that contain curriculum information,teaching and assessment strategies,and recommended learning resources

• resource databases on disks or on-line• sets of the most recently recommended

learning resources (provided each year toa number of host districts throughout theprovince to allow teachers to examine thematerials first-hand at regional displays)

• sample sets of provincially recommendedresources (available on loan to districtson request)

A MODEL SELECTION PROCESS

The following series of steps is one way aschool resource committee might go aboutselecting learning resources:

1. Identify a resource co-ordinator (forexample, a teacher-librarian).

2. Establish a learning resources committeemade up of department heads or leadteachers.

3. Develop a school vision and approach toresource-based learning.

4. Identify existing learning resourceand library materials, personnel, andinfrastructure.

5. Identify the strengths and weaknesses ofexisting systems.

6. Examine the district Learning ResourcesImplementation Plan.

7. Identify resource priorities.

8. Apply criteria such as those found inEvaluating, Selecting, and ManagingLearning Resources: A Guide to shortlistpotential resources.

9. Examine shortlisted resources first-handat a regional display or at a publishers’display, or borrow a set by contactingeither a host district or the Curriculumand Resources Branch.

10. Make recommendations for purchase.

FURTHER INFORMATION

For further information on evaluation andselection processes, catalogues, annotationsets, or resource databases, please contactthe Curriculum and Resources Branch of theMinistry of Education, Skills and Training.

APPENDIX B: LEARNING RESOURCES • Industrial Design 11 and 12

Student, Teacher ResourceCategory:

General Description: Part of The Technology of Transportation Series,this 15-minute video develops the scientific concepts behind thevarious modes of air transportation: airplane, helicopter, balloon,dirigible, and so on. Includes a historical look at their development,from military to freight and passenger crafts. Accompanyingteacher's guide supports the series.

Audience: General

Design and CommunicationEnergy, Power, and TransportationProduct Development

Curriculum Organizer(s):Air Transportation

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

Video: 1-3800001Teacher's Guide: 0-7842-0789-5

$125.00

Unit 38, 775 Pacific RoadOakville, ONL6L 6M4

Tel: 1-800-263-1717 Fax: (905) 827-1154

Magic Lantern Communications Ltd. (Ontario)

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Student text and accompanying workbookcover the following: electrical and electronic fundamentals; systemconstruction and operation; systems diagnosis and repair; andreference. Text simplifies complex systems and procedures.Includes an instructor's guide that presents ideas for implementingan automotive technology program and provides answers to text andworkbook questions.

Audience: General

Author(s): Duffy, James E.

Energy, Power, and TransportationSystems Integration

Curriculum Organizer(s):Auto Electricity and ElectronicsTechnology

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

Text: 1-56637-053-1Workbook: 1-56637-054-XInstructor's Guide: 1-56637-055-8

Text: $47.60Workbook: $16.50Instructor's Guide: $10.36

1800 Steeles Avenue WestConcord, ONL4K 2P3

Tel: 1-800-387-0172 (orders only)Fax: (905) 660-0676

Irwin Publishing

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-9



General Description: Construction kit with scaled lumber andmaterials, architectural plans, and instructions guides studentsthrough the process of constructing a residential home. Studentsread the blueprints, cut the materials, and assemble the model frameof the home to lock-up plus completion of the exterior. Materialsrequired but not included are a glue gun, 1/2" plywood board 19" x31" for the foundation of the house, X-acto knife or small coping saw,ruler or scale with 1" = 1', and pencils for marking. Requires theinstructor to have some construction knowledge and skills.

Audience: General

Author(s): Weiberg, Michele

Design and CommunicationEnergy, Power, and TransportationProduct DevelopmentSystems Integration

Curriculum Organizer(s):The Building Box: Model #2

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

(not available)

435 East 15th StreetNorth Vancouver, BCV7L 2R9

Tel: (604) 983-3488 Fax: (604) 987-7399

Creative Education

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Part of The Technology of Transportation Series,this 15-minute video covers the scientific concepts that haveresulted in the development of the modern car. Includes a historicaloverview of the internal combustion engine and discusses the powertrain. Accompanying teacher's guide supports the series.

Audience: General


Curriculum Organizer(s):Cars

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:


$125.00


Tel: 1-800-263-1717 Fax: (905) 827-1154


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-10



General Description: Student text introduces the various ways weuse technology to communicate. It explores design and problemsolving, drafting and CAD, photography, desktop publishing,electronic communication, and related careers. Includes a studentactivity manual with test items and an instructor's manual.

Audience: General

Author(s): Johnson, Charles D.


Curriculum Organizer(s):Communication Systems

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

Text: 0-87006-961-6Instructor's Manual: 0-87006-963-2Student Activity Manual: 0-87006-962-4

Text: $51.20Instructor's Manual: $33.20Student Activity Manual: $15.88



Irwin Publishing

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Book illustrates the processes and proceduresused in plastics technology. It covers the entire field of commonplastics and demonstrates how they can be used in designing andmaking objects. Addresses such topics as forming, joining,machining, casting and lay-up, chemistry and structure, and safety.

Audience: General

Author(s): Hall, Mike


Curriculum Organizer(s):Design and Plastics

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

0-340-40528-7

$19.95


Tel: 1-800-563-2468 Fax: (613) 226-8121

Bacon & Hughes

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-11



General Description: Book provides a practical guide tovisual-communication and design-drawing skills. It covers lineusage, pictorial and perspective drawing, and techniques such asshading, shadows, and rendering to bring student designpresentations to life. Design-based assignments provide practice inthe techniques.

Audience: General

Author(s): Fair, David; Kenny, Marilyn


Curriculum Organizer(s):Design Graphics

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

0-340-40529-5

$14.95


Tel: 1-800-563-2468 Fax: (613) 226-8121

Bacon & Hughes

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Manipulative kit containing six electronicmodules with patch cords introduces basic digital electronicsinvolving the three basic elements of input, process, and output.Accompanying manual for students and teachers contains activitiesto produce functional digital circuits, explores applications in digitalelectronics, and includes a teacher's guide. Requires a 6V battery notsupplied in the kit.

Audience: General


Curriculum Organizer(s):Digital Electronics Kit

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

21633

$309.95

125 Mary St.Aurora, ONL4G 1G3

Tel: (905) 841-0600 Fax: (905) 727-6265

Spectrum Educational Supplies Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-12



General Description: Sixty-four-minute video documents thedesign revolution inspired by Buckminster Fuller. It looks at theinterface between design technology and the environment andaddresses many of today's environmental concerns. Shouldstimulate students to study issues arising from overuse of technologyand resources. Suggest viewing in segments, due to complexity ofinformation.

Audience: General


Curriculum Organizer(s):Ecological Design: Inventing the Future

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

(not available)

2399 Hayman RoadKelowna, BCV1Z 1Z7

Tel: (250) 769-3399 Fax: (250) 769-5599

Filmwest Associates Distribution Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Book provides a comprehensive look atelectrical/electronics systems including symbols and components,drawings, rotating and non-rotating outputs, control circuits,electrical/electronic interfaces, relays and transformers, plusprotection and monitoring systems. Includes a student workbook,instructor's guide, and full-colour transparencies.

Audience: General

Author(s): Mazur, Glen A.; Proctor, Thomas E.


Curriculum Organizer(s):Electrical/Electronic Systems

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

(not available)

7554 Haszard StreetBurnaby, BCV5E 3X1

Tel: (604) 540-0509 Fax: (604) 540-0630

Gage Educational Publishing Co.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-13



General Description: Award-winning 43-minute video dividedinto four modules covers the following: a brief history of energy useand energy technology; energy and the environment; energyefficiency; renewables and other energy alternatives. Includes ateacher's guide with questions and activities.

Audience: General


Curriculum Organizer(s):Energy Choices

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

1-896415-06-7

(not available)

131 Albany AvenueToronto, ONM5R 3C5

Tel: (416) 977-0569 Fax: (416) 977-0569

MediCinema Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Science 8-10, Earth Science 11Also Recommended For:


General Description: Book covers topics such as energy, power,fuel sources, and alternative energy sources. Each chapter includesa list of objectives, summary, suggested activities, and test questions.Colour diagrams, pictures, and charts illustrate key concepts.Accompanying student workbook and instructor's manual have notbeen evaluated.

Audience: General

Author(s): Smith, Bud Howard


Curriculum Organizer(s):Energy: Sources, Applications,Alternatives

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

0-87006-956-X

$44.00



Irwin Publishing

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

126

Technology Education 8-10Also Recommended For:

B-14



General Description: Twenty-four-minute video summarizes anddiscusses the various types of fluid power actuators used in industry,including hydraulic and pneumatic cylinders, motors, rotators,grippers, and other power output devices. Includes a user's guidewith post-viewing activities.

Audience: General

Energy, Power, and TransportationProduct DevelopmentSystems Integration

Curriculum Organizer(s):Fluid Power Technology: Actuators

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

$160.00

4 Hidden Forest DriveCedar Valley, ONL0G 1N0

Tel: 1-888-453-3596 Fax: (905) 473-1408

Jeflyn Media Consultants

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Twenty-four-minute video teaches theprinciples of fluid power through the use of animationsupplemented with real-world applications. It deals with hydraulic,pneumatic, and electronic machines used in industrial andcommercial settings. Accompanying user's guide includes activitiesand answer key.

Audience: General


Curriculum Organizer(s):Fluid Power Technology at Work

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

TE0011

$21.00

c/o Learning Resources Branch (Customer Service)PO Box 1967 Stn Prov GovtVictoria, BCV8W 9H5

Tel: (250) 387-5331 Fax: (250) 387-1527

B.C. Learning Connection Inc.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Technology Education 8-10Also Recommended For:

B-15



General Description: Fourteen-minute video demonstrates thetheory and application of aeronautic principles in the flight of anairplane. It also explores the history of flight.

Audience: General


Curriculum Organizer(s):Fundamentals of Aeronautics Technology

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

SW505H

$130.00


Tel: 1-888-453-3596 Fax: (905) 473-1408


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Part of The Technology of Transportation Series,this 15-minute video develops the scientific concepts of theprinciples of flight. Format includes an overview of the design,construction, and operation of contemporary aircraft, from takeoff tolanding. Accompanying teacher's guide supports the series.

Audience: General


Curriculum Organizer(s):How Airplanes Work

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:


$125.00


Tel: 1-800-263-1717 Fax: (905) 827-1154


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-16



General Description: Fourteen-minute video, featuring JaimeEscalante, links the real world with technology by interviewingprofessionals who discuss what they do and how technology isrequired for their work. Includes music, animation, and archivalfootage. Promotes positive attitudes toward technology in striving toachieve personal goals.

Audience: General


Curriculum Organizer(s):Industrial Design

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

0-7936-0844-9

(not available)

Unit 3, 41 Horner AvenueEtobicoke, ONM8Z 4X4

Tel: 1-800-668-0749 Fax: (416) 251-3720

Visual Education Centre Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Mathematics K-7, Mathematics 8-10Also Recommended For:


General Description: Part of The Technology of Transportation Series,this 15-minute video develops the scientific concepts behind themajor types of combustion engines and includes a historical overviewof internal and external combustion engines. Accompanyingteacher's guide supports the series.

Audience: General


Curriculum Organizer(s):Inside Combustible Engines

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:


$125.00


Tel: 1-800-263-1717 Fax: (905) 827-1154


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-17



General Description: Series of three videos, ranging from 19-24minutes, provides real-world industrial examples of fluid-powersystems. They explain principles, describe basic operation, andpresent applications of fluid-power technology. Accompanyinguser's guide provides an overview, objectives, activities, and quizzes.

Audience: General


Curriculum Organizer(s):Introduction to Fluid Power, Fluid PowerActuators, Fluid Power Technology atWork

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

$160.00


Tel: 1-888-453-3596 Fax: (905) 473-1408


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Applied Physics 11, Applied Physics 12Also Recommended For:


General Description: Part of The Technology of Transportation Series,this 15-minute video develops the scientific concepts from thediscovery of the wheel to solar-powered vehicles andmagnetic-levitation trains. Includes a historical overview of landtransportation. Accompanying teacher's guide supports the series.

Audience: General


Curriculum Organizer(s):Land Transportation

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:


$125.00


Tel: 1-800-263-1717 Fax: (905) 827-1154


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-18



General Description: Ninety-five-piece starter kit comprisesmotors, gearboxes, lights, building blocks, electromagnets, buzzers,digital sensors, and so on. The computer interface module, includinginstruction and programming guide, allows students to design, build,and control a robotic manipulative. The 10 Day Module binderprovides the activities to use with this program and includes pre-and post-tests and corresponding answer keys.

System requirements: MS-DOS 3.2 or later; VGA monitor; RS232-Cserial port connector for the interface; mouse recommended.

Audience: General


Curriculum Organizer(s):Lasy Control 10 Day Module

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

10 Day Module Binder: 20085Starter Kit: 20082Lasy Control Software: 20086

10 Day Module Binder: $44.95Starter Kit: $379.60Lasy Control Software: $365.95

2102 Elspeth PlacePort Coquitlam, BCV3C 1G3

Tel: (604) 942-5835 Fax: (604) 941-1066


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Resource creates a computerized system forrepair-shop estimating. It provides parts prices, labour times, andmaintenance schedules to allow accurate estimates and vehicleservicing. Package comprises two set-up disks, one CD-ROM forMS-DOS or Windows, and a program troubleshooting manual.

System requirements: DOS 5.0 or later; Windows 3.1x; 4 Mb RAM;VGA monitor; mouse; CD-ROM drive.

Audience: General


Curriculum Organizer(s):Mitchell Mechanical Parts and LabourEstimating System

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

$331.00

P.O. Box 50021, S0. R.P.O.Burnaby, BCV5J 4K0

Tel: (800) 648-8010 (orders) Fax: (604) 420-4109

Mitchell International

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

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General Description: Resource presents a complete system ofdiagnostic and repair information permitting quick access toinformation on import and domestic vehicles according to theirmake, model, and year. Package comprises two set-up disks, sevenWindows CD-ROMs, and a program instruction and troubleshootingmanual.

System requirements: Windows 3.1, 8 Mb RAM, CD-ROM drive,VGA monitor.

Audience: General


Curriculum Organizer(s):Mitchell "On-Demand" ComputerizedAutomotive Repair Information System

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

(not available)

$2695.00

P.O. Box 50021, S0. R.P.O.Burnaby, BCV5J 4K0

Tel: (800) 648-8010 (orders) Fax: (604) 420-4109

Mitchell International

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Using interviews, graphics, and productdemonstration, this 20-minute video presents advances in digitalimaging in the field of technology, and the proliferation oftechnology in this area. It covers cameras, scan devices, storage,transmission, and so on in eight sections. Highlights ethical issues ofmanipulation.

Audience: General

Design and CommunicationCurriculum Organizer(s):The New Digital Imaging

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

VA0041

$20.00

c/o Learning Resources Branch (Customer Service)PO Box 1967 Stn Prov GovtVictoria, BCV8W 9H5

Tel: (250) 387-5331 Fax: (250) 387-1527

B.C. Learning Connection Inc.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Multimedia and Technology 11/12Also Recommended For:

Teacher ResourceCategory:

General Description: Binder is a step-by-step guide to the differentstages in the inventing process - from the initial idea to making aprofit. It comprises the following four sections: product knowledge,product checklists, product samples, and product logbook.

Audience: General

Author(s): Boadway, Michael


Curriculum Organizer(s):The New Product Development Program

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

0-7730-5518-5

$99.95

2775 Matheson Boulevard EastMississauga, ONL4W 4P7

Tel: 1-800-263-4374 Fax: (905) 238-6075

Copp Clark Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-20



General Description: Interactive, computer-based trainingprogram comprises two installation disks, one management disk, anda training manager's guide. It provides a student/employee trainingprogram in WHMIS. Includes a post-test and certification processthat may enhance a student's employment portfolio.

System requirements: MS-DOS system 5.0 or later; 1 Mb RAM; mouserequired. Windows and Novell formats have not been evaluated.

Audience: General


Curriculum Organizer(s):Orientation to WHMIS

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

OTW

$199.00

102 - 145 West 15th StreetNorth Vancouver, BCV7M 1R9

Tel: (604) 988-7157 Fax: (604) 988-7156

Knowledgeware Communications Corp.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Teacher ResourceCategory:

General Description: Binder focusses on the design process. Itdevelops the analytical, creative, emotional, social, moral, andoperational abilities of students through their involvement in astructured group process that is project driven. Includes specificteaching suggestions, blackline masters, and evaluation strategies.

Audience: General

Author(s): Loney, D.E.


Curriculum Organizer(s):Project Design: A Teacher's Manual forBroad-base Technology Courses

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

0-13-442179-5

$143.50

1870 Birchmount RoadScarborough, ONM1P 2J7

Tel: 1-800-567-3800 Fax: (416) 299-2539

Prentice Hall Ginn Canada (Ont.)

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

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General Description: Part of The Technology of Transportation Series,this 14-minute video develops the scientific concepts of buoyancy,sails, sailing, and engines that propel vessels. It includes a historicallook at sea transportation. Accompanying teacher's guide supportsthe series.

Audience: General


Curriculum Organizer(s):Sea Transportation

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

Video: 95-31-380000Teacher's Guide: 0-7842-0789-5

$125.00


Tel: 1-800-263-1717 Fax: (905) 827-1154


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Twenty-eight-minute video deals with thetechnology that has been developed and refined to improve theindependence and quality of life for mildly and severely physicallyhandicapped people. It gives numerous examples of technologicalbreakthroughs and innovations.

Audience: GeneralSpecial Needs - deals with innovations through the use of computertechnology to improve the quality of life for the physically handicapped


Curriculum Organizer(s):Technology for the Disabled

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

8-1006

(not available)

1581 Longwood RoadCowichan Bay, BCV0R 1N0

Tel: (604) 746-8663

Omega Films Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-22



General Description: Book provides a simple method of producingelectronic circuits with self-adhesive copper track laid directly on acircuit layout using a few basic tools and a soldering pen. Part 1introduces the program; Part 2 contains 55 electronic circuits forstudents to build.

Audience: General

Author(s): Taylor, Richard; Toner, Will


Curriculum Organizer(s):Tracktronics: Circuit Masters

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

1-873-10-1171/21669

$79.95

2102 Elspeth PlacePort Coquitlam, BCV3C 1G3

Tel: (604) 942-5835 Fax: (604) 941-1066


Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Book with supporting Macintosh CD-ROMprovides an easy-to-read introduction to multimedia for theMacintosh. Interactive CD-ROM has save-disabled versions of thefollowing: Adobe Illustrator, Photoshop, Premiere, MacromediaDirector, Strata, StudioPro, and Fractal Design Painter.

System requirements: System 7.0 or later; 5 Mb RAM; QuickTime;CD-ROM drive.

Audience: General

Author(s): Neuschotz, Nilson

Design and CommunicationCurriculum Organizer(s):Welcome to...Macintosh Multimedia

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

1-55828-3390

$38.95

195 Allstate ParkwayMarkham, ONL3R 4T8

Tel: 1-800-387-9776 Fax: (905) 477-9179

Fitzhenry & Whiteside Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6


General Description: Book with supporting Windows CD-ROMprovides a thorough explanation of how sound is processed by acomputer, a comparison of FM versus wavetable sound synthesis,and reviews of over 75 hardware and software products. CD-ROMcontains MIDI music files, WAV sound-effects files, and eightaudiotracks.

System requirements: System 3.1; VGA monitor, sound card,CD-ROM drive; mouse.

Audience: General

Author(s): Benford, Tom

Design and CommunicationProduct DevelopmentSystems Integration

Curriculum Organizer(s):Welcome to...PC Sound, Music, and MIDI

1996

Supplier:

Year Recommended:

ISBN/Order No:

Price:

1-55828-3161

$27.95

195 Allstate ParkwayMarkham, ONL3R 4T8

Tel: 1-800-387-9776 Fax: (905) 477-9179

Fitzhenry & Whiteside Ltd.

Grade Level: K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

B-23

Cross-Curricular Interests

APPENDIX C

APPENDIX C: CROSS-CURRICULAR INTERESTS

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The three principles of learning statedin the introduction of this IntegratedResource Package (IRP) support

the foundation of The Kindergarten to Grade12 Education Plan. They have guided allaspects of the development of this document,including the curriculum outcomes,instructional strategies, assessment strategies,and learning resource evaluations.

In addition to these three principles, theMinistry of Education, Skills and Trainingwants to ensure that education in BritishColumbia is relevant, equitable, andaccessible to all learners. In order to meet theneeds of all learners, the development of eachcomponent of this document has been guidedby a series of cross-curricular reviews. Thisappendix outlines the key aspects of each ofthese reviews. The information here isintended to guide the users of this documentas they engage in school and classroomorganization and instructional planning andpractice.

The areas of cross-curricular interest are:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

APPLIED FOCUS IN CURRICULUM

An applied focus combines the followingcomponents in curriculum development,consistent with the nature of each subjectarea:

Learning Outcomes—expressed asobservable, measurable, and reportableabilities or skills

Employability Skills—inclusion ofoutcomes or strategies that promote skillsthat will enable students to be successfulin the workplace (e.g., literacy, numeracy,critical and creative thinking, problemsolving, technology, and informationmanagement)

Contextual Learning—an emphasis onlearning by doing; the use of abstract ideasand concepts, including theories, laws,principles, formulae, rules, or proofs in apractical context (e.g., home, workplace,community)

Interpersonal Skills—inclusion of strategiesthat promote co-operative activities andteamwork

Career Development—inclusion ofappropriate connections to careers,occupations, entrepreneurship, or theworkplace

An applied focus in all subjects and coursespromotes the use of practical applications todemonstrate theoretical knowledge. Usingreal-world and workplace problems andsituations as a context for the applicationof theory makes school more relevant tostudents’ needs and goals. An applied focusstrengthens the link between what studentsneed to know to function effectively in theworkplace or in postsecondary educationand what they learn in Kindergartenthrough Grade 12.

Some examples of an applied focus indifferent subjects are:

English Language Arts—increasingemphasis on language used in everydaysituations and in the workplace, such as forjob interviews, memo and letter writing, wordprocessing, and technical communications(including the ability to interpret technicalreports, manuals, tables, charts, andgraphics)


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Mathematics—more emphasis on skillsneeded in the workplace, includingknowledge of probability and statistics, logic,measurement theory, and problem solving

Science—more practical applications andhands-on experience of science, such asreducing energy waste in school or at home,caring for a plant or animal in the classroom,and using computers to produce tables andgraphs and for spreadsheets

Business Education—more emphasis onreal-world applications such as preparingrésumés and personal portfolios, participatingin groups to solve business communicationproblems, using computer software to keeprecords, and using technology to create andprint marketing material

Visual Arts—applying visual arts skillsto real-world design, problem solving, andcommunications; exploring careerapplications of visual arts skills;experimenting with a variety of newtechnologies to create images; and a newemphasis on creating and understandingimages of social significance to the community

This summary is derived fromThe Kindergarten toGrade 12 Education Plan (September 1994), and curriculumdocuments from British Columbia and other jurisdictions.

CAREER DEVELOPMENT

Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, andcommunity experiences to facilitatecareer and lifestyle choices.

Students develop:

• an open attitude toward a variety ofoccupations and types of work

• an understanding of the relationshipbetween work and leisure, work and thefamily, and work and one’s interests andabilities

• an understanding of the role of technologyin the workplace and in daily life

• an understanding of the relationshipbetween work and learning

• an understanding of the changes takingplace in the economy, society, and the jobmarket

• an ability to construct learning plans andreflect on the importance of lifelong learning

• an ability to prepare for multiple rolesthroughout life

The main emphases of career developmentare career awareness, career exploration,career preparation, career planning, andcareer work experience.

In the Primary Years

Career awareness promotes an open attitudetoward a variety of career roles and types ofwork. Topics include:

• the role of work and leisure• relationships among work, the family,

one’s personal interests, and one’s abilities

A variety of careers can be highlightedthrough the use of in-class learning activitiesthat focus on the students themselves andon a range of role models, including non-traditional role models.

In Grades 4 to 8

The emphasis on self-awareness and careerawareness is continued. Topics include:

• interests, aptitudes, and possible futuregoals

• technology in the workplace and in ourdaily lives

• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

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Games, role-playing, drama, and appropriatecommunity volunteer experience can be usedto help students actively explore the world ofwork. Field experiences in which studentsobserve and interview workers in theiroccupational environments may alsobe appropriate. These learning activities willfacilitate the development of interpersonalcommunications and group problem-solvingskills needed in the workplace and in otherlife situations.

In Grades 9 and 10

The emphasis is on providing studentswith opportunities to prepare for and makeappropriate and realistic decisions. Indeveloping their student learning plans, theywill relate self-awareness to their goals andaspirations. They will also learn many basicskills and attitudes that are required for aneffective transition into adulthood. This willassist in preparing them to be responsibleand self-directed throughout their lives.Topics include:

• entrepreneurial education• employability skills (e.g., how to find and

keep a job)• the importance of lifelong education and

career planning• involvement in the community• the many different roles that an individual

can play throughout life• the dynamics of the working world (e.g.,

unions, unemployment, supply anddemand, Pacific Rim, free trade)

The examination of personal interests andskills through a variety of career explorationopportunities (e.g., job shadowing) isemphasized at this level. Group discussionand individual consultation can be used tohelp students examine and confirm theirpersonal values and beliefs.

In Grades 11 and 12

Career development in these grades isfocussed more specifically on issues relatedto the world of work. These include:

• dynamics of the changing work force andchanging influences on the job market(e.g., developing technology and economictrends)

• job-keeping and advancement skills(interpersonal skills needed in theworkplace, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and

environments for different life stages• mandatory work experience (minimum

30 hours)

Work Experience

Work experience provides students withopportunities to participate in a variety ofworkplace situations to help prepare themfor the transition to a work environment.Work experience also provides students withopportunities to:

• connect what they learn in school with theskills and knowledge needed in theworkplace and society in general

• experience both theoretical and appliedlearning, which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans

Descriptions of career development are drawnfrom the ministry's Career Developer’s Handbook,Guidelines for the Kindergarten to Grade 12 EducationPlan, Implementation Resource, Part 1, and the Career andPersonal Planning 8 to 12 IRP (1997).


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ENGLISH AS A SECOND LANGUAGE (ESL)

ESL assistance is provided to students whoseuse of English is sufficiently different fromstandard English to prevent them fromreaching their potential. Many studentslearning English speak it quite fluently andseem to be proficient. School, however,demands a more sophisticated version ofEnglish, both in reading and writing. Thuseven fluent speakers might require ESL toprovide them with an appropriate languageexperience that is unavailable outside theclassroom. ESL is a transitional service ratherthan a subject. Students are in the process oflearning the language of instruction and, inmany cases, the content matter of subjectsappropriate to their grade level. Thus ESLdoes not have a specific curriculum. Theprovincial curriculum is the basis of much ofthe instruction and is used to teach Englishas well as individual subject areas. It is themethodology, the focus, and the level ofengagement with the curriculum thatdifferentiates ESL services from otherschool activities.

Students in ESL

Nearly 10% of the British Columbia schoolpopulation is designated as ESL students.These students come from a diversity ofbackgrounds. Most are recent immigrants toBritish Columbia. Some are Canadian-bornbut have not had the opportunity to learnEnglish before entering the primary grades.The majority of ESL students have a well-developed language system and have hadsimilar schooling to that of British Columbia-educated students. A small number, becauseof previous experiences, are in need of basicsupport such as literacy training, academicupgrading, and trauma counselling.

Teachers may have ESL students at any levelin their classes. Many ESL students areplaced in subject-area classes primarily forthe purpose of contact with English-speakingpeers and experience with the subject andlanguage. Other ESL students are whollyintegrated into subject areas. A successfulintegration takes place when the student hasreached a level of English proficiency andbackground knowledge in a subject to besuccessful with a minimum of extra support.

Optimum Learning Environment

The guiding principle for ESL support is theprovision of a learning environment wherethe language and concepts can beunderstood by students.

Good practices to enhance learning include:

• using real objects and simple language atthe beginning level

• taking into consideration other culturalbackgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

• respecting a student’s “silent period”when expression does not reflect the levelof comprehension

• allowing students to practise andinternalize information before givingdetailed answers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

This summary is drawn from Supporting Learnersof English: Information for School and DistrictAdministrators, RB0032, 1993, and ESL Policy DiscussionPaper (Draft), Social Equity Branch, December 1994.

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ENVIRONMENT AND SUSTAINABILITY

Environmental education is defined as a wayof understanding how humans are part ofand influence the environment. It involves:

• students learning about their connections tothe natural environment through all subjects

• students having direct experiences inthe environment, both natural andhuman-built

• students making decisions about andacting for the environment

The term sustainability helps to describesocieties that “promote diversity and do notcompromise the natural world for anyspecies in the future.”

Value of Integrating Environmentand Sustainability Themes

Integrating “environment and sustainability”themes into the curriculum helps studentsdevelop a responsible attitude toward caringfor the earth. Students are provided withopportunities to identify their beliefs andopinions, reflect on a range of views, andultimately make informed and responsiblechoices.

Some guiding principles that supportthe integration of “environment andsustainability” themes in subjects fromKindergarten to Grade 12 include:

• Direct experience is the basis of learning.• Responsible action is integral to, and a

consequence of, environmental education.• Life on Earth depends on, and is part of,

complex systems.• Human decisions and actions have

environmental consequences.• Environmental awareness enables students

to develop an aesthetic appreciation of theenvironment.

• The study of the environment enablesstudents to develop an environmentalethic.

This summary is derived from Environmental Conceptsin the Classroom: A Guide for Teachers, Ministry ofEducation, 1995.

ABORIGINAL STUDIES

Aboriginal studies focus on the richnessand diversity of Aboriginal cultures andlanguages. These cultures and languages areexamined within their own unique contextsand within historical, contemporary, andfuture realities. Aboriginal studies are basedon a holistic perspective that integrates thepast, present, and future. Aboriginal peoplesare the original inhabitants of NorthAmerica and live in sophisticated,organized, and self-sufficient societies. TheFirst Nations constitute a cultural mosaic asrich and diverse as that of Western Europe,including different cultural groups (e.g.,Nisga’a, KwaKwaka’Wakw, Nlaka’pamux,Secwepemc, Skomish, Tsimshian). Each isunique and has a reason to be featured in theschool system. The First Nations of BritishColumbia constitute an important part of thehistorical and contemporary fabric of theprovince.

Value of Integrating Aboriginal Studies

• First Nations values and beliefs aredurable and relevant today.

• There is a need to validate andsubstantiate First Nations identity.

• First Nations peoples have strong, dynamic,and evolving cultures that have adapted tochanging world events and trends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.


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• There is a need for informed, reasonablediscussion and decision making regardingFirst Nations issues, based on accurateinformation (for example, as moderntreaties are negotiated by Canada, BritishColumbia, and First Nations).

In studying First Nations, it is expected thatstudents will:

• demonstrate an understanding andappreciation for the values, customs, andtraditions of First Nations peoples

• demonstrate an understanding of andappreciation for unique First Nationscommunications systems

• demonstrate a recognition of the importanceof the relationship between First Nationspeoples and the natural world

• recognize dimensions of First Nations artas a total cultural expression

• give examples of the diversity andfunctioning of the social, economic, andpolitical systems of First Nations peoplesin traditional and contemporary contexts

• describe the evolution of human rightsand freedoms as they pertain to FirstNations peoples

Some examples of curriculum integrationinclude:

Visual Arts—comparing the artistic stylesof two or more First Nations cultures

English Language Arts—analysingportrayals and images of First Nationspeoples in various works of literature

Home Economics—identifying forms offood, clothing, and shelter in past andcontemporary First Nations cultures

Technology Education—describing thesophistication of traditional First Nationstechnologies (e.g., bentwood or kerfed boxes,weaving, fishing gear)

Physical Education—participating in anddeveloping an appreciation for First Nationsgames and dances

This summary is derived from First Nations Studies:Curriculum Assessment Framework (Primary ThroughGraduation), Aboriginal Education Branch, 1992, andB.C. First Nations Studies 12 Curriculum, AboriginalEducation Branch, 1994.

GENDER EQUITY

Gender-equitable education involves theinclusion of the experiences, perceptions,and perspectives of girls and women, as wellas boys and men, in all aspects of education.It will initially focus on girls in order toredress historical inequities. Generally, theinclusive strategies, which promote theparticipation of girls, also reach boys whoare excluded by more traditional teachingstyles and curriculum content.

Principles of Gender Equity in Education

• All students have the right to a learningenvironment that is gender equitable.

• All education programs and careerdecisions should be based on a student’sinterest and ability, regardless of gender.

• Gender equity incorporates aconsideration of social class, culture,ethnicity, religion, sexual orientation,and age.

• Gender equity requires sensitivity,determination, commitment, and vigilanceover time.

• The foundation of gender equity isco-operation and collaboration amongstudents, educators, educationorganizations, families, and membersof communities.

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• Watch for biasses (e.g., in behaviour orlearning resources) and teach studentsstrategies to recognize and work toeliminate inequities they observe.

• Be aware of accepted gender-bias practicesin physical activity (e.g., in team sport,funding for athletes, and choices inphysical education programs).

• Do not assume that all students areheterosexual.

• Share information and build a network ofcolleagues with a strong commitment toequity.

• Model non-biassed behaviour: useinclusive, parallel, or gender-sensitivelanguage; question and coach male andfemale students with the same frequency,specificity, and depth; allow quiet studentssufficient time to respond to questions.

• Have colleagues familiar with commongender biasses observe your teaching anddiscuss any potential bias they mayobserve.

• Be consistent over time.

This summary is derived from the preliminary Reportof the Gender Equity Advisory Committee, received by theMinistry of Education in February 1994, and from areview of related material.

INFORMATION TECHNOLOGY

Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.

Value of Integrating Information Technology

As Canada moves from an agricultural andindustrial economy to the information age,students must develop new knowledge,skills, and attitudes. The informationtechnology curriculum has been developedto be integrated into all new curricula toensure that students know how to usecomputers and gain the technologicalliteracy demanded in the workplace.

General Strategies forGender-Equitable Teaching

• Be committed to learning about andpractising equitable teaching.

• Use gender-specific terms to marketopportunities—for example, if atechnology fair has been designed toappeal to girls, mention girls clearly andspecifically. Many girls assume thatgender-neutral language in non-traditionalfields means boys.

• Modify content, teaching style, andassessment practices to make non-traditional subjects more relevant andinteresting for female and male students.

• Highlight the social aspects and usefulnessof activities, skills, and knowledge.

• Comments received from female studentssuggest that they particularly enjoyintegrative thinking; understandingcontext as well as facts; and exploringsocial, moral, and environmental impactsof decisions.

• When establishing relevance of material,consider the different interests and lifeexperiences that girls and boys may have.

• Choose a variety of instructional strategiessuch as co-operative and collaborativework in small groups, opportunities forsafe risk taking, hands-on work, andopportunities to integrate knowledge andskills (e.g., science and communication).

• Provide specific strategies, specialopportunities, and resources to encouragestudents to excel in areas of study inwhich they are typically under-represented.

• Design lessons to explore manyperspectives and to use different sourcesof information; refer to female and maleexperts.

• Manage competitiveness in the classroom,particularly in areas where male studentstypically excel.


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In learning about information technology,students acquire skills in informationanalysis and evaluation, word processing,database analysis, information management,graphics, and multimedia applications.Students also identify ethical and socialissues arising from the use of informationtechnology.

With information technology integrated intothe curriculum, students will be expected to:

• demonstrate basic skills in handlinginformation technology tools

• demonstrate an understanding ofinformation technology structure andconcepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

• transfer information from external sources• evaluate information for authenticity and

relevance• arrange information in different patterns

to create new meaning• modify, revise, and transform information• apply principles of design affecting the

appearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

• Foundations—provides the basic physicalskills and intellectual and personalunderstanding required to use informationtechnology, as well as self-directedlearning skills and socially responsibleattitudes

• Process—allows students to select,organize, and modify information to solveproblems

• Presentation—provides students with anunderstanding of how to communicateideas effectively using a variety ofinformation technology tools

This information is derived from the InformationTechnology K to 12 curriculum.

MEDIA EDUCATION

Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts and focusses on broadissues such as the history and role of mediain different societies and the social, political,economic, and cultural issues related to themedia. Instead of addressing the concepts indepth, as one would in media studies, mediaeducation deals with most of the centralmedia concepts as they relate to a varietyof subjects.

Value of Integrating Media Education

Popular music, TV, film, radio, magazines,computer games, and information services—all supplying media messages—arepervasive in the lives of students today.Media education develops students’ abilitiesto think critically and independently aboutissues that affect them. Media educationencourages students to identify and examinethe values contained in media messages. Italso cultivates the understanding that thesemessages are produced by others to inform,persuade, and entertain for a variety ofpurposes. Media education helps studentsunderstand the distortions that may resultfrom the use of particular media practicesand techniques.

All curriculum areas provide learningopportunities for media education. It isnot taught as a separate curriculum.

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The key themes of media education are:

• media products (purpose, values,representation, codes, conventions,characteristics, production)

• audience interpretation and influence(interpretation, influence of media onaudience, influence of audience on media)

• media and society (control, scope)

Examples of curriculum integration include:

English Language Arts—critiquingadvertising and examining viewpoints

Visual Arts—analysing the appeal of animage by age, gender, status, and othercharacteristics of the target audience

Personal Planning—examining the influenceof the media on body concepts and healthylifestyle choices

Drama—critically viewing professional andamateur theatre productions, dramatic films,and television programs to identify purpose

Social Studies—comparing the depiction ofFirst Nations in the media over time

This summary is derived from A Cross-CurricularPlanning Guide for Media Education, prepared by theCanadian Association for Media Education for theCurriculum Branch in 1994.

MULTICULTURALISM AND ANTI-RACISM

EDUCATION

Multiculturalism Education

Multiculturalism education stresses thepromotion of understanding, respect, andacceptance of cultural diversity within oursociety.

Multiculturalism education involves:

• recognizing that everyone belongs to acultural group

• accepting and appreciating culturaldiversity as a positive feature of our society

• affirming that all ethnocultural groups areequal within our society

• understanding that multiculturalismeducation is for all students

• recognizing that similarities acrosscultures are much greater than differencesand that cultural pluralism is a positiveaspect in our society

• affirming and enhancing self-esteemthrough pride in heritage, and providingopportunities for individuals to appreciatethe cultural heritage of others

• promoting cross-cultural understanding,citizenship, and racial harmony

Anti-Racism Education

Anti-racism education promotes theelimination of racism through identifying andchanging institutional policies and practicesas well as identifying individual attitudes andbehaviours that contribute to racism.

Anti-racism education involves:

• proposing the need to reflect on one’s ownattitudes about race and anti-racism

• understanding what causes racism in orderto achieve equality

• identifying and addressing racism at boththe personal and institutional level

• acknowledging the need to take individualresponsibility for eliminating racism

• working toward removing systemicbarriers that marginalize groups of people

• providing opportunities for individuals totake action to eliminate all forms of racism,including stereotypes, prejudice, anddiscrimination

Value of Integrating Multiculturalismand Anti-Racism Education

Multiculturalism and anti-racism educationprovides learning experiences that promotestrength through diversity and social,


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economic, political, and cultural equity.Multiculturalism and anti-racism educationgives students learning experiences that areintended to enhance their social, emotional,aesthetic, artistic, physical, and intellectualdevelopment. It provides learners with thetools of social literacy and skills for effectivecross-cultural interaction with diversecultures. It also recognizes the importanceof collaboration between students, parents,educators, and communities working towardsocial justice in the education system.

The key goals of multiculturalism andanti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative interculturalcommunication in a pluralistic society

• to provide equal opportunities foreducational achievement by all learners,regardless of culture, national origin,religion, or social class

• to develop self-worth, respect for oneselfand others, and social responsibility

• to combat and eliminate stereotyping,prejudice, discrimination, and other formsof racism

• to include the experiences of all studentsin school curricula


Fine Arts—identifying ways in which thefine arts portray cultural experiences

Humanities—identifying similarities anddifferences within cultural groups’ lifestyles,histories, values, and beliefs

Mathematics or Science—recognizing thatindividuals and cultural groups have usedboth diverse and common methods tocompute, to record numerical facts, andto measure

Physical Education—developing anappreciation of games and dances from diversecultural groups

This summary is derived from Multicultural and Anti-Racism Education—Planning Guide (Draft), developed bythe Social Equity Branch in 1994.

SCIENCE-TECHNOLOGY-SOCIETY

Science-Technology-Society (STS) addresses ourunderstanding of inventions and discoveries andof how science and technology affect the well-being of individuals and our global society.

The study of STS includes:

• the contributions of technology toscientific knowledge and vice versa

• the notion that science and technologyare expressions of history, culture, anda range of personal factors

• the processes of science and technology suchas experimentation, innovation, and invention

• the development of a conscious awareness ofethics, choices, and participation in scienceand technology

Value of Integrating STS

The aim of STS is to enable learners to investigate,analyse, understand, and experience thedynamic interconnection of science,technology, and human and natural systems.

The study of STS in a variety of subjects givesstudents opportunities to:

• discover knowledge and develop skills tofoster critical and responsive attitudestoward innovation

• apply tools, processes, and strategies foractively challenging emerging issues

• identify and consider the evolution ofscientific discovery, technological change,and human understanding over time, in thecontext of many societal and individualfactors

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• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes andtechnological solutions

• contribute to responsible and creativesolutions using science and technology

The organizing principles of STS are: Humanand Natural Systems, Inventions andDiscoveries, Tools and Processes, Society andChange. Each organizer may be developedthrough a variety of contexts, such as theeconomy, the environment, ethics, socialstructures, culture, politics, and education.Each context provides a unique perspectivefor exploring the critical relationships thatexist and the challenges we face as individualsand as a global society.


Visual Arts—recognizing that demandsgenerated by visual artists have led to thedevelopment of new technologies andprocesses (e.g., new permanent pigments,fritted glazes, drawing instruments)

English Language Arts—analysing therecent influence of technologies on listening,speaking, and writing (e.g., CDs, voice mail,computer-generated speech)

Physical Education—studying howtechnology has affected our understandingof the relationship between activity andwell-being

This summary is derived from Science-Technology-Society—A Conceptual Framework, Curriculum Branch, 1994.

SPECIAL NEEDS

Students with special needs have disabilitiesof an intellectual, physical, sensory, emotional,or behavioural nature; or have learningdisabilities; or have exceptional gifts or talents.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it. Opportunitiesfor success are enhanced when provinciallearning outcomes and resources aredeveloped with regard for a wide range ofstudent needs, learning styles, and modesof expression.

Educators can assist in creating moreinclusive learning environments byintroducing the following:

• activities that focus on developmentand mastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school andcommunity, including the application ofpractical, hands-on skills in a variety ofsettings

• references to specialized learningresources, equipment, and technology

• ways to accommodate special needs (e.g.,incorporating adaptations and extensionsto content, process, product, pacing, andlearning environment; suggestingalternative methodologies or strategies;making references to special services)

• a variety of ways, other than throughpaper-and-pencil tasks, for students todemonstrate learning (e.g., dramatizingevents to demonstrate understanding ofa poem, recording observations in scienceby drawing or by composing andperforming a music piece)

• promotion of the capabilities andcontributions of children and adultswith special needs

• participation in physical activity

All students can work toward achievementof the provincial learning outcomes. Manystudents with special needs learn what allstudents are expected to learn. In some cases


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the student’s needs and abilities require thateducation programs be adapted or modified.A student’s program may include regularinstruction in some subjects, modifiedinstruction in others, and adaptedinstruction in still others. Adaptations andmodifications are specified in the student’sIndividual Education Plan (IEP).

Adapted Programs

An adapted program addresses the learningoutcomes of the prescribed curriculum butprovides adaptations so the student canparticipate in the program. Theseadaptations may include alternative formatsfor resources (e.g., braille, books-on-tape),instructional strategies (e.g., use ofinterpreters, visual cues, learning aids), andassessment procedures (e.g., oral exams,additional time). Adaptations may also bemade in areas such as skill sequence, pacing,methodology, materials, technology,equipment, services, and setting. Studentson adapted programs are assessed using thecurriculum standards and can receive fullcredit.

Modified Programs

A modified program has learning outcomesthat are substantially different from theprescribed curriculum and specificallyselected to meet the student’s special needs.For example, a Grade 5 student in languagearts may be working on recognizing commonsigns and using the telephone, or a secondarystudent could be mapping the key features ofthe main street between school and home. Astudent on a modified program is assessed inrelation to the goals and objectivesestablished in the student’s IEP.

Assessment and Evaluation

APPENDIX D

D-2

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

D-3


Prescribed learning outcomes, expressed in observable terms, provide the basis for the developmentof learning activities, and assessment andevaluation strategies. After a generaldiscussion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, andevaluation might come together in aparticular technology education program.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward.Assessment methods and tools include:observation, student self-assessments, dailypractice assignments, quizzes, samples ofstudent work, pencil-and-paper tests, holisticrating scales, projects, oral and writtenreports, performance reviews, and portfolioassessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to prescribedlearning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteria basedon learning outcomes described in theprovincial curriculum. The criteria reflect astudent’s performance based on specificlearning activities. When a student’sprogram is substantially modified,evaluation may be referenced to individualgoals. These modifications are recorded inan Individual Education Plan (IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments; it is not tobe used for classroom assessment. Aclassroom does not provide a large enoughreference group for a norm-referencedevaluation system. Norm-referencedevaluation compares student achievementto that of others rather than comparinghow well a student meets the criteria of aspecified set of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, a student’sperformance is compared to establishedcriteria rather than to the performance ofother students. Evaluation referenced toprescribed curriculum requires that criteriaare established based on the learningoutcomes listed under each curriculumorganizer for Industrial Design 11 and 12.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects of aperformance or a product that describe inspecific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,weighting criteria, using rating scales, orperformance rubrics (reference sets) are threeways that student performance can beevaluated using criteria.

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Criterion-referenced evaluation may be based on these steps:

Step 1 Identify the expected learning outcomes (as stated in this Integrated ResourcePackage).

Step 2 Identify the key learning objectives for instruction and learning.

Step 3 Establish and set criteria. Involve students, when appropriate, in establishingcriteria.

Step 4 Plan learning activities that will help students gain the knowledge or skillsoutlined in the criteria.

Step 5 Prior to the learning activity, inform students of the criteria against which theirwork will be evaluated.

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

Step 8 Use various assessment methods based on the particular assignment and student.

Step 9 Review the assessment data and evaluate each student’s level of performance orquality of work in relation to criteria.

Step 10 Where appropriate or necessary, assign a letter grade that indicates how well thecriteria are met.

Step 11 Report the results of the evaluations to students and parents.

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Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and makeexplicit the link between evaluation andlearning outcomes, criteria, and assessment.

Where a student’s performance is not aproduct, and therefore not reproducible, adescription of the performance sampleshould be provided.

APPENDIX DAssessment and Evaluation Samples

D-6

APPENDIX D: ASSESSMENT AND EVALUATION • Samples

D-7


T he samples in this section show how a teacher might link criteria to learning outcomes. Each sample isbased on prescribed learning outcomes takenfrom one or more organizers. The samplesprovide background information to explainthe classroom context; suggestedinstructional tasks and strategies; the toolsand methods used to gather assessmentinformation; and the criteria used to evaluatestudent performance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:• identification of the prescribed learning

outcomes• overview• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance


This part identifies the organizer ororganizers and the specific prescribedlearning outcomes selected for the sample.

Overview

This is a summary of the key features of thesample.

Planning for Assessment and Evaluation

This part outlines:• background information to explain the

classroom context• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

students by the teacher• the ways in which the teacher prepared

students for the assessment

Defining the Criteria

This part illustrates the specific criteria,which are based on prescribed learningoutcomes, the assessment task, and variousreference sets.

Assessing and Evaluating StudentPerformance

This part includes:• assessment tasks or activities• the support that the teacher offered

students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

the student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referenced evaluation in Industrial Design 11and 12.

• Sample 1: Grade 11 Greenhouse Design (Page D-8)

• Sample 2: Grade 11 Alternative Energy Vehicle (Page D-13)

• Sample 3: Grade 12 Power-Assist Device for a Bicycle (Page D-19)

• Sample 4: Grade 12 Rapid-Assembly Shelter (Page D-23)

D-8


▼ SAMPLE 1: GRADE 11

Topic: Greenhouse Design

Prescribed Learning Outcomes:

Design and Communication (Principles andConcepts of Technology)


• describe how product and system designsare influenced by specifications such as:- industry standards- function- availability of resources- user requirements

Design and Communication (ProblemSolving)


• demonstrate ability to collaborate toanalyse and solve design andcommunication problems

Design and Communication (Modificationand Manipulation)


• develop and present design solutionsusing:- manual and computer drafting- prototypes and models- multimedia- computer animation or simulation

Product Development (Problem Solving)


• analyse the effects of design elements inthe production process, based on thefollowing factors:- principles of engineering- standards of quality and reliability- reduction of waste

• demonstrate an understanding of the stepsinvolved in managing productdevelopment projects

Product Development (Modification andManipulation)


• apply the processes of combining,forming, separating, and finishing

• apply safe work habits in accordance withestablished regulations, including WCBand WHMIS regulations

Systems Integration (Principles andConcepts of Technology)


• demonstrate an understanding of theapplication of computer control, includingcharacteristics and configurations

Systems Integration (Problem Solving)


• justify solutions to systems integrationproblems

Systems Integration (Modification andManipulation)


• select and use a variety of input andoutput devices to achieve specificpurposes

• construct control systems or roboticsdevices that connect components,including:- controller- manipulator- end effector

D-9


OVERVIEW

The teacher developed a unit in which groupsof students researched, designed, andconstructed greenhouses. Evaluation wasbased on:

• greenhouse design and construction• group work• problem-solving skills

PLANNING FOR ASSESSMENT AND EVALUATION

• The teacher divided the class into fourgroups and asked each to brainstorm ideasand develop a list of design specificationsfor a greenhouse. Each group presented itsideas to the class.

• The groups then researched greenhousedesigns, temperature control systems, andmethods of construction to further developtheir design solutions. Their researchincluded a field trip to a workinggreenhouse.

• Using their research information, the groupsdeveloped the following:- sketches to explain their ideas- flow charts for the planning and

construction process and for theintegration of the automated temperaturecontrol systems

- formal working drawings, using manualor computer drafting, outlining theconstruction of the greenhouses and theintegration of the control systems

- materials and components lists withaccurate costing

• When the groups completed the designwork, they constructed their greenhousesand integrated the automated controlsystems. Students divided the tasks amonggroup members and regularlycommunicated with one another to ensurethat they met all design requirements.

• As an extension, students tested theeffectiveness of their greenhouses andcontrol systems by germinating seeds andgrowing bedding plants.

DEFINING THE CRITERIA

Greenhouse Design and Construction

Design Process

To what extent is the group able to:

• develop design specifications that addressthe function of the product and showappropriate use of resources

• incorporate principles of engineering• apply industry standards regarding

quality and reliability

Presentation


• use a variety of communication processesand media to present design solutions

• present ideas in a clear and logical way• use appropriate technical vocabulary

when providing design ideas• provide a rationale for the chosen design

solution

Production Processes


• incorporate a functioning control system• select appropriate construction methods• demonstrate safe work practices when

using tools, equipment, and materials• apply project-management strategies• develop a finished product of commercial

quality

Group Work

To what extent does the student:

• participate willingly and constructively inthe group

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• initiate, develop, and sustain interactionsin the group

• contribute ideas and build on the ideas ofothers

Problem Solving


• engage in design and production problems• use background knowledge appropriately• use effective problem-solving processes• present solutions to problems

ASSESSING AND EVALUATING STUDENT

PERFORMANCE


The teacher used a rating scale to evaluateeach group’s work in designing andconstructing a greenhouse.

Group Work

The teacher used two sections (“Social” and“Ideas”) of the reference set Evaluating OralCommunication Across Curriculum as the basisfor a rating scale to assess individualstudents’ contributions to their groups. Theteacher collected information about studentperformance by observing them as theyworked.

Problem Solving

As students worked on their design andproduction problems, the teacher observedand recorded their problem-solvingperformance using the “IndividualObservation Checklist” from the referenceset Evaluating Problem Solving AcrossCurriculum.

D-11


Design Process

• develops design specifications that address the functionof the product and show appropriate use of resources

• incorporates principles of engineering

• applies industry standards regarding quality and reliability

Presentation

• uses a variety of communication processes to developand present design solutions

• presents ideas in a clear and logical way

• uses appropriate technical vocabulary when providingdesign ideas

• provides a rationale for the chosen design solution

Production Processes

• incorporates a functioning control system

• selects appropriate construction methods

• demonstrates safe work practices when using tools,equipment, and materials

• applies project-management strategies

• develops a finished product of commercial quality


Rating

5 4 3 2 1 0

Criteria

Key: 5—Excellent; criterion met to an exceptional or unusual degree.4—Very good; criterion met in a very effective way.3—Good; criterion met in a competent and an effective fashion.2—Satisfactory; criterion met but with considerable room for improvement.1—Minimally acceptable; criterion met to some extent.0—Not evident; criterion not met.

D-12


5• Shapes the way

the groupworks.

• Develops andextends thegroup’s work.

Group Work

Ideas Development

Rating Criteria

The student is able to initiate, develop, andsustain interactions so that the group is able towork together harmoniously. Frequentlyencourages the efforts of other group members,often asking them questions. The student iscomfortable, but not driven, in providingleadership when needed. Attempts to resolveconflicts among other group members and isable to let go of own ideas to further progressof the group. Approaches the task with obviousenjoyment, often accompanied with humour.

The student participates in all phases of theactivity, although contributions may varyaccording to the relevant information orexperience he or she possesses. Providesconstructive feedback, offers predictions andhypotheses, and poses intriguing questions. Thestudent is able to offer clarification, elaboration,or explanation as needed, and builds upon and,in some cases, synthesizes the ideas others offer.May use comparisons, analogies, examples, orhumour to illustrate or emphasize a point.

4• Social

interactionscomfortable andwell developed.

• Flexible attitudeand well-developed ideas.

The student is comfortable working in a groupand contributes to the social dynamics. May takea leadership role in organizing how the groupwill interact. The student takes responsibility forthe group process by facilitating and extendingdiscussion and persevering beyond initialsolutions. Is responsive to other groupmembers and their ideas. While the studenttends to interact effectively, he or she may nothave much effect on how the other groupmembers work with one another.

The student contributes ideas, experience, andinformation that the group is able to use. Mayhelp to develop ideas by providing details,examples, reasons, and explanations. The studentoften makes suggestions, asks questions, oradjusts thinking after listening to others. Mayalso rephrase, paraphrase, or pose questions asa way of challenging or building on ideas fromother group members. The student is able tomake relevant connections to other situationsor ideas.

3• Socially engaged.• Ideas are

appropriate andrelated to thetask.

The student takes part in the group discussionand follows the basic rules for working withothers—taking turns, listening while others arespeaking, and sometimes offering recognition orsupport. May ask for or offer neededinformation. The student is willing to acceptgroup decisions and may share someresponsibility for how the group works.

The student contributes some suggestions andideas to the group. Responds and sometimesadds to suggestions that others make,participates in brainstorming activities, showsinterest in others’ ideas, and adds information.The student may not defend her or his ideasand tends to give in quickly when someonedisagrees.

2• Inconsistent

socialinteractions.

• Ideas oftendisconnected.

The student may begin to show some awarenessof the responsibilities of contributing to a group.May sometimes recognize and respond to theneeds and ideas of others and show appreciationor support. At other times, the student mayhave difficulty taking turns or acceptingsuggestions from other students. The studentmay remain uncommitted, focussing on ownneeds rather than the group’s task.

The student contributes ideas to the group thataddress the task, but these may be unconnectedto the ideas of others. May offer severalsuggestions, but appears unable to elaborate,explain, or clarify ideas. Often relates theactivity to personal experiences by tellingstories. The student may think out loud, judgeothers’ ideas quickly, or drift off task easily.

1• Largely unaware

of others’ needs.• Limited

contribution ofideas.

The student may not understand how his orher behaviour affects others, and may bedisruptive, aggressive, uninvolved, or easilyfrustrated.

The student may remain silent throughout theactivity, contribute one idea repeatedly, orrecount personal experiences unrelated to thegroup task. May not acknowledge or add to thecontributions of other group members, but mayrespond to direct questions or other promptsfrom adults.

Social Interaction

D-13



Topic: Alternative Energy Vehicle




• apply safe work habits in accordance withestablished regulations, including WCBand WHMIS regulations

Energy, Power, and Transportation(Principles and Concepts of Technology)


• compare ways of using emerging andalternative energy sources to powermechanical devices

• describe the impact of energy, power, andtransportation systems on society and theenvironment

Energy, Power, and Transportation (ProblemSolving)


• apply teamwork skills to solve problemsinvolving mechanical systems andsubsystems

Energy, Power, and Transportation(Modification and Manipulation)


• use tools and equipment accurately andefficiently to achieve design and assemblyspecifications that meet manufacturer andindustry standards

• construct a device or system that is energyefficient

OVERVIEW

The teacher planned a unit in which groups ofstudents designed, built, and tested scalemodels of alternative energy vehicles.Evaluation was based on:

• understanding of alternative energysources

• safety awareness• group work and diagnostic skills• vehicle prototypes


• The teacher introduced the class toalternative energy vehicles by showing avideotape on the topic. This was followedby a discussion of the benefits anddrawbacks of various transportationsystems, including the impact thesesystems have on society and theenvironment. Students discussed possiblefuture modes of transportation and howexisting, emerging, and alternative energysources might affect the design andefficiency of future vehicles.

• The teacher then asked students to design,build, and test scale models of vehicles thatwould cover the greatest distance using theleast amount of energy.

• Working in groups, students researched thevarious alternative energy options availableand then chose either to use existingalternative energy sources in their designsor to propose alternative energy sources oftheir own. If they chose their ownalternative sources, for safety reasons theypresented their ideas to the teacher beforeusing them in their designs.

• The teacher discussed with students theprinciples of energy transmission andconversion, and the relationship between

D-14


wheel size and gear ratio. They were givenopportunities to experiment with variousgear ratios and wheel sizes usingmodelling kits.

• The teacher also instructed students in thesafe use of the tools and machines theywould use to process the materials neededto fabricate their vehicles.

• The teacher referred students to the use ofthe feedback loop in the design process,and they were expected to test andevaluate their designs during each stage ofdevelopment.

• When students completed their designwork, they manufactured their prototypevehicles and tested them for energyefficiency.


Understanding Alternative Energy Sources

To what extent is the student able to:

• identify a variety of emerging andalternative energy sources

• describe ways that energy sources are usedto power mechanical devices

• identify the social and environmentalimpact of using various energy sources

Safety


• demonstrate a serious attitude towardsafety issues

• encourage others to work safely• exhibit personal preparedness with respect

to clothes, jewellery, and protectiveequipment

• identify and use correct procedures toensure health and safety

Group Work and Diagnostic Skills



• initiate, develop, and sustain interactions inthe group


• approach problems systematically• identify interrelationships between various

parts• identify the effect of a failed component on

the system• explore alternative solutions• use appropriate tools and testing equipment

Prototype

To what extent does the prototypedemonstrate:

• quality construction and attention to detail• efficient use of energy• aesthetic appeal• innovation in design


PERFORMANCE


As students worked on their projects, theteacher conferenced with them individually,asking questions to determine the extent oftheir understanding of alternative energysources. The teacher recorded studentperformance using a rating scale.

Safety

The teacher used a performance scale to recordindividual students’ attitudes, knowledge, andactions with respect to safety. The teachercollected information on student performancefrom safety quizzes and classroomobservations.

D-15



The teacher observed individual students asthey worked in their groups and used achecklist to record their group work anddiagnostic skills.

Prototype

The teacher and peers assessed each group’sprototype vehicle using a rating scale. Scoresgiven by the teacher and peers werecombined to arrive at the group’s grade.

• identifies a variety ofemerging and alternativeenergy sources

• describes ways that energysources are used to powermechanical devices

• identifies the social andenvironmental impact ofusing various energysources


CommentsCriteria Rating(0 to 5)

Key: 5—Excellent; criterion met to an exceptional or unusual degree.4—Very good; criterion met in a very effective way.3—Good; criterion met in a competent and an effective fashion.2—Satisfactory; criterion met but with considerable room for improvement.1—Minimally acceptable; criterion met to some extent.0—Not evident; criterion not met.

D-16


The student has an exceptional “heads up” attitude toward safety issues.Demonstrates an outstanding understanding of safety issues andprocedures in both theory and practical application. The student workssafely with minimal teacher supervision and encourages other students todo so as well.

The student has a serious attitude toward safety issues and follows allsafety instructions given by the teacher. On quizzes, she or hedemonstrates good background knowledge about safety issues. The studentcompletes the operating procedure sheet on each machine before usingthe equipment. Before working, the student takes necessary safetyprecautions. The student lifts and carries objects correctly with respect toboth health and safety. The student does not endanger other members ofthe group or class when working.

The student either cannot identify safety issues and appropriate safetymeasures or can identify them in a quiz situation but does not apply themwhen working unless under excessive supervision. The student sometimesengages in horseplay that endangers self and others.

Safety

Rating Criteria

Outstanding

Competent

Unacceptable

D-17


Group Work

• participates willingly and constructively in thegroup

• initiates, develops, and sustains interactions inthe group

• contributes ideas and builds on the ideas ofothers

Diagnostic Skills

• approaches a problem systematically

• identifies interrelationships between variousparts

• identifies the effect of a failed component onthe system

• explores alternative solutions

• uses appropriate tools and testing equipment


NotObserved

SometimesAlways

RatingCriteria

D-18


• quality of construction and attentionto detail

• efficient use of energy

• aesthetic appeal

• innovation in design

Prototype

Possible Peer Rating Teacher Rating

Criteria Rating

10

20

10

10

D-19



Topic: Power-Assist Device for a Bicycle




• interpret design representations (drawings,plans, schematics) to assist in developing aproduct or system

• apply appropriate production processes(combining, forming, separating, finishing)to create products and systems thatconform to:- specified design criteria (form, function,

aesthetics, ergonomics, end-user needs)- recognized standards, conventions, and

tolerances

Systems Integration (Problem Solving)


• analyse and solve problems related to theperformance of systems and subsystems

• demonstrate teamwork skills in groupproblem-solving situations

Energy, Power, and Transportation(Principles and Concepts of Technology)


• describe ways to integrate emerging andalternative energy sources to powermechanical devices

Energy, Power, and Transportation (ProblemSolving)


• modify transportation devices and powersystems to improve performance orefficiency

• develop models to test or interpret theaction of mechanical devices

Energy, Power, and Transportation(Modification and Manipulation)


• design and construct electrical, hydraulic,or pneumatic control systems that convertor transmit energy and power

OVERVIEW

The teacher planned a unit in which studentsdeveloped designs for power-assist devicesfor a bicycle. Evaluation was based on:

• production skills• diagnostic skills• group work• problem-solving skills


• The teacher introduced the topic of bicycledesign by presenting a variety of bicyclestyles (e.g., mountain bikes, children’sbikes, racing bikes, BMX bikes). The classexamined the bicycles to see how formrelates to function and learned how bicycledesigns have been adapted to meetdifferent needs or uses.

• The teacher then presented the followingscenario: An elderly person uses a bicycleas a form of transportation between herhome and the local grocery store. Betweenthe two locations is a hill that is difficult forher to negotiate.

• Students then worked in teams to developdesign solutions for a safe, cost-effective,efficient, and environmentally friendlypower-assist device for the bicycle. Theyconducted research to collect informationabout available power-assist devices andpossible methods of transferring power to

D-20


the wheels of the bicycle. Students usedvarious sources for their research (e.g.,local bicycle shops, electric-motorsuppliers, library books, the Internet).

• The teacher instructed students on theprinciples of energy transmission andconversion and on the relationshipbetween motor speed and torque,focussing on industrial motors that aresuitable for high-torque applications. Theywere given opportunities to model systemsusing a variety of motors.

• The teams then used the information theyhad gathered to develop sketchesexplaining their ideas. They created formalworking drawings, using manual draftingor CADD, showing the integration of thepower-assist devices with bicycles. Theyalso compiled materials and componentslists.

• Students fabricated components needed toattach the power-assist devices to bicycles,and then tested them for effectiveness.They were encouraged to modify theirdesigns as necessary in order to achieveoptimal results.

• As an extension activity, some groupsdeveloped marketing plans for theirdevices.


Production Skills

To what extent is the student able to:

• select appropriate tools for the task• set up tools correctly for the operation

required• use correct jigs, fixtures, or accessories• use appropriate safety equipment and

procedures• sequence operations correctly

Diagnostic Skills


• approach problems systematically• identify interrelationships between

various parts• identify the effect of a failed component on

the system• explore alternative solutions• use appropriate tools and testing

equipment

Group Work



• initiate, develop, and sustain interactionsin the group


Problem Solving


• engage in design and production problems• use background knowledge appropriately• use effective problem-solving processes• represent solutions to problems


PERFORMANCE

Production Skills

The teacher observed individual students asthey worked and used a performance scaleto record production skills.

Diagnostic Skills

The teacher observed students’ diagnosticskills and used an observation checklist torecord performance.

D-21


Group Work

The teacher used two sections (“Social” and“Ideas”) of the reference set Evaluating OralCommunication Across Curriculum as the basisfor a rating scale to assess individualstudents’ contributions to their groups. (SeeSample 1, page D-12.) The teacher collectedinformation about student performance byobserving them as they worked.

Problem Solving

At the end of the production process,students were asked to self-evaluate theirproblem-solving skills using the “StudentSelf-Evaluation Checklist” from the referenceset Evaluating Problem Solving AcrossCurriculum.

• selects appro-priate tools forthe task

Production Skills

Criteria

3 2 1 0

Rating

Consistently selectsappropriate toolsfor the task.

Recognizes the needto select the correcttools, but may needdirectionoccasionally.

Frequently needsdirection in theselection of tools.

Does not seekdirection and oftenselects inappropriatetools.

• sets up toolscorrectly forthe operationrequired

Consistently sets uptools for optimumperformance andsafety.

May occasionallyneed direction insetting up tools.

Generally needs tobe shown how to setup tools forparticular tasks.

Does not set upown tools.

• uses correct jigs,fixtures, oraccessories

Consistently usescorrect jigs andfixtures, or independ-ently designs own.

Uses correct jigs andfixtures, but needsassistance to designnew ones.

Needs help inselecting jigs andfixtures.

Does not under-stand the use of jigsand fixtures.

• uses appropriatesafety equipmentand procedures

Consistently attendsto safety issues andencourages otherstudents to do so aswell.

Consistently usessafety equipment andprocedures.

Understands theneed for safetyequipment andprocedures, butoccasionally needsreminders.

Does not use safetyequipment andprocedures withoutconstant monitoringand reminding.

• sequencesoperationscorrectly

Plans and followscorrect sequencingprocedures.

Follows teachersuggestions forsequencing work.

Occasionally hasproblems followingteacher suggestionsfor sequencing.

Does not followsuggested sequenceof machine opera-tions.

D-22


• identifies relationships betweenvarious parts

• identifies the effect of a failedcomponent on the system

• explores alternative solutions

• uses appropriate tools and testingequipment

Diagnostic Skills

Always Sometimes Not Observed

Criteria Rating

D-23



Topic: Rapid-Assembly Shelter


Design and Communication (Principles andConcepts of Technology)


• describe representation and modellingtechniques used to develop designsolutions, proposals, and plans

• synthesize knowledge and concepts fromother disciplines and the community in thedesign process

• assess how design reflects society, culture,and the environment

Design and Communication (Modificationand Manipulation)


• design products and systems and selectappropriate materials and components toreflect specified design criteria, including:- method of production- cost- aesthetics- function- environmental considerations

• use appropriate tools and equipment todevelop and present design ideas,including:- manual drafting- CADD- computer animation or simulation- video and audio production- models

• produce working drawings thatincorporate recognized standards

OVERVIEW

The teacher planned a unit in which studentsdesigned and constructed scale models of aemergency shelters. Evaluation was based on:

• designs• scale models


• The teacher showed the class a videotapeof an earthquake and its aftermath.Afterward, the teacher initiated adiscussion about relief agencies thatprovide emergency shelters for familiesafter natural disasters.

• Students then worked in teams to designand construct 1:10 scale models ofemergency shelters that would meet thefollowing user requirements:- large enough to accommodate four to six

adults- constructed from sections that can be

fitted together easily or are in fold-downassembly form

- protects the occupants from wind, rain,and sub-zero temperatures

• Each group also produced a designportfolio that included:- descriptions and initial sketches of

several design options, with reasons forrejected alternatives

- evidence of developmental work- detailed manual or CADD scale

drawings of the group’s selected design,including a three-view drawing usingorthographic projection, a renderedpictorial drawing using two-pointperspective, a detail drawing showing ajoint used in the structure, and anexploded view showing how to assemblethe structure

D-24


- an evaluation of the overall project,including self-criticism whereappropriate, detailed reasons for thesuccess of the project, or detailedsuggestions for modifications andalterations to improve it

• After doing the design work, each teamproduced a realistic, three-dimensional1:10 scale model that clearly demonstratedthe assembly process.

• At the end of the activity, the finishedmodels were displayed and were thenevaluated by the teacher, peers, and otherinterested staff members. The designportfolios were handed in and were alsoevaluated by the teacher and peers.


Design


• frame a well-developed design brief withdetailed specifications

• present research that is comprehensive,well organized, and well documented

• generate several possible design solutionsthat meet the design specifications

• produce high-quality drawings that detailthe final design, incorporating sufficientdetail and information to permitmanufacture of the product

• provide evidence of project planning inthe form of written procedures and flowcharts

• complete a detailed evaluation of theproduct that is relevant, concise, andobjective and that addresses issues such ascost, function, environmental impact, andmethod of production

Scale Model

To what extent does the model exhibit:

• high-quality design features• high-quality construction techniques• high-quality finishing techniques• satisfaction of design criteria


PERFORMANCE

Design

Assessment of the design process was basedon teacher observations and teacher and peerassessment of the design portfolios.

Scale Model

Each group’s model was evaluated by theteacher and peers. Teacher and peerevaluations were averaged to arrive at a finalgrade.

D-25


Design Project

Name: ––––––––––––––––––––––––––––––– Project: ––––––––––––––––––––––––––––––––

COMMENTSFraming a Design Brief

• brief and specifications poorly developed 1• help required to produce brief and identify specifications 2• produces simple brief, specifications broadly stated 3• produces satisfactory brief and specifications 4• well-developed design brief and detailed specifications 5

Investigation and Research

• minimal research and investigation conducted 1• research conducted but lacking depth 2• research presented from several sources 3• satisfactory research conducted with minimal assistance 4• research comprehensive, well organized, and well documented 5

Generation of Ideas

• only one idea presented 1• two ideas generated, only one seriously considered 2• a variety of ideas generated 3• a variety of ideas generated with distinct differences 4• several ideas generated that meet design specifications 5

Developmental Work

• little evidence of developmental work 1• some developmental work based on one idea 2• developmental work illustrates design details 3• accurate sketches, drawings, and renderings presented 4• high-quality drawings detailing final design 5

Planning

• minimal evidence of planning 1• identifies key stages of planning process 2• key stages organized in logical sequence 3• detailed requirements identified for each stage 4• detailed planning includes flow charts 5

Evaluation and Testing

• evaluation irrelevant or largely superficial 1• evaluation based on aesthetic and functional qualities only 2• evaluation includes self-criticism and relevant observations 3• valid judgments with recommendations for improvement 4• detailed evaluation that is relevant, concise, and objective 5

D-26


• quality of construction

• quality of design features

• quality of finish

• extent to which the modelmeets the design criteria

Scale Model

Criteria Rating

Excellent Good Fair Poor

Acknowledgments

APPENDIX E

APPENDIX E: ACKNOWLEDGMENTS

E-2

E-3


Many people contributed their expertise to this document. The project co-ordinator wasDouglas Halladay of the Curriculum and Resources Branch, working with evaluators andreviewers, Ministry of Education, Skills and Training personnel, and our partners in education.Additional reviews of this Integrated Resource Package were carried out by school districts,teacher organizations, and others. We would like to thank all who participated in this process.

APPLIED SKILLS OVERVIEW TEAM

David AdamsBC Federation of Labour

Bruce BarnesBC Teachers’ Federation

Judy DallasBC Principals’ and Vice-Principals’Association

Keith GrayBusiness Council of BC

Clive HallNorthwest Community College

Bryan HartmanUniversity of Northern British Columbia

Dierdre LaforestBC Confederation of Parent AdvisoryCouncils

Jill McCafferyBC Teachers’ Federation

Linda PeteratUniversity of British Columbia

Gordan SpringateOkanagan University College

Everette SurgenorBC School Superintendents’ Association

INDUSTRIAL DESIGN 11 AND 12 LEARNING OUTCOMES TEAM

Fred AndrewsSchool District No. 35 (Langley)

Paul BoscariolSchool District No. 42 (Maple Ridge)

Phil CrawfordSchool District No. 35 (Langley)

John DanielSchool District No. 38 (Richmond)

Hans DewitSchool District No. 42 (Maple Ridge)

David EddySchool District No. 36 (Surrey)

Keith EvansSchool District No. 43 (Coquitlam)

Ron FazackerleySchool District No. 23 (Central Okanagan)

Ken FoxSchool District No. 34 (Abbotsford)

Tom GeogheganSchool District No. 72 (Campbell River)

Bill HendersonSchool District No. 34 (Abbotsford)

Lindsay LangillSchool District No. 35 (Langley)

Terri WhitePrivate Industry


E-4

INDUSTRIAL DESIGN 11 AND 12 INTEGRATED RESOURCE PACKAGE TEAM

Paul BoscariolSchool District No. 42 (Maple Ridge)

David EddySchool District No. 36 (Surrey)

David HadleySchool District No. 89 (Shuswap)

Frank HitchmoughSchool District No. 61 (Greater Victoria)

Martin KenneySchool District No. 43 (Coquitlam)

Henrik OloffsSchool District No. 23 (Central Okanagan)

David OlsenSchool District No. 71 (Courtenay)

Paul PrestonSchool District No. 63 (Saanich)

Documents

TECHNOLOGY EDUCATION 11 12 - gov.bc.ca€¦ · Technology Education 11 and 12 curriculum. When additional Technology Education 11 and 12 courses are completed, they will be added