Technological Education

Course Profile:

Technological Design
Course Code:TDJ3M
Developed by: T. Crossley

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Course Overview
Technological Design Code: TDJ3M Grade: 11 Destination: University/College Pre aration
Policy Docu!ent: The Ontario Curriculum, Grades 11 and 12, Technological Education, 2009. Prere"uisite: #one

Course Descri tion

This course e#a$ines ho% technological design is influenced by hu$an& environ$ental& financial& and $aterial re'uire$ents and resources. (tudents %ill research& design& build& and assess solutions that $eet specific hu$an needs& using %or)ing dra%ings and other co$$unication $ethods to present their design ideas. They %ill develop an a%areness of environ$ental& societal& and cultural issues related to technological design& and %ill e#plore career opportunities in the field& as %ell as the college and*or university progra$ re'uire$ents for the$.

Course #otes
This course focuses on the practical application of the principles of engineering& architecture& and design. The activity+based course e$phasi,es proble$ solving to $eet design challenges in a %ide range of areas& %hich include architectural design& interior design& $echanical and industrial design. (tudents learn to apply )no%ledge of research& historical trends& design& $aterials& fabrication $ethods& and testing criteria to develop innovative and environ$entally sustainable products& processes& and*or services. The technologies and processes used to create design include both traditional and co$puter+based drafting $ethods& scale $odels& %or)ing prototypes& portfolios& and presentations. $ostering %nclusiveness This profile describes activities in %hich all learners are %elco$e and safe. Pro-ects %ill not be approved if they create an un%elco$e environ$ent to others. &earning '(ills .n addition to the specific s)ills that are developed throughout the course& students learn to: /earn ho% to s)etch and create hand dra%ings /earn ho% to use C0D soft%are 1or) independently 2elp others 3e a%are of our environ$ent and ho% %e affect it. 4espect others

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

'a)e and * ro riate Use o) +"ui !ent and $acilities (tudents %ill read and sign a Tech (afety Policy docu$ent. The docu$ent clearly outlines the responsibilities of students in a tech environ$ent. 7o student %ill be per$itted to operate po%er tools or e'uip$ent %ithout receiving proper instruction. +"ui !ent ,e"uire!ents The units in this course profile rely upon the availability of a co$puter lab e'uipped %ith C0D soft%are. 0ll $odel $a)ing and hands on %or) could be done in a co$puter lab having at least one large table. +"ui !ent ,e"uire!ents The units in this course profile rely upon the availability of a %ide range of 8.The chart belo% provides an overvie% of the e'uip$ent& resources and facilities re'uired in each unit. +"ui !ent and $acilities Co! uters 1or(stations Co$puters Printer Colour Printer 'o)tware 9oogle ()etch6p .MindMap Microsoft 1ord :or si$ilar; $acilities /arge %or)space Tools (cissors& tape& glue& coloured pencils* $ar)ers 4a,or )nives& cutting boards& safety rulers Unit 1 # # Unit Unit 3 # # # # # # Unit . # # # # # # # # # # # Unit / # # # # # # # # # Unit 0 # # # # # # # # #

# #

Units: Titles and Ti!es

6nit ! 6nit 2 6nit 3 6nit " 6nit < 6nit > The Design Process =reehand ()etching and Dra%ing Product Design 0rchitectural Design Mechanical Design Careers < hours 2 hours 2 hours 2< hours 2< 2ours !< 2ours

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Unit Overviews
Unit 1: The Design Process Ti!e: < hours Unit Descri tion This unit e#plores the Design process and ho% design decisions are $ade. Unit Overview Chart *ctivity 2 *ctivity Title/#a!e !.! Cover Page

&earning +3 ectations *ssess!ent 4 Overall Categories 4 ' eci)ic 0!&03 0pplication 0!."&03.! 0!&03 0!.2&03.! 0!&02 0!.!& 0!.2& 0!.<

Tas(s (tudents %ill create a cover page illustrating their i$age of Tech+Design (tudents %ill create a $ind $ap for Technological Design (tudents %ill use the design process to decide %hat their proble$ is and design using given $aterials and a hypothetical situation

!.2 !.3

Mind Map Desert .sland

Thin)ing 0pplication Thin)ing and .n'uiry

Unit -: $reehand '(etching and Drawing Ti!e: 2 hours Unit Descri tion .n this unit students %ill learn ho% to create freehand s)etches& iso$etric dra%ings& perspective dra%ings& and orthographic pro-ection dra%ings. Unit Overview Chart *ctivity 2 *ctivity Title/#a!e 2.! 2.2 (hape of Things .so$etric Dra%ing ?rthographic Pro-ection Perspective Dra%ing

2.3

2."

&earning +3 ectations 4 Overall 4 ' eci)ic 03 03.!& 03.2 03& 0< 03.!& 03.2& 0<.! 03& 0< 03.!& 03.2& 0<.! 03& 0< 03.!& 03.2& 0<.!

*ssess!ent Categories 0pplication 0pplication Thin)ing and .n'uiry 0pplication

Tas(s (tudents %ill dra% different shapes and focus on lines (tudents %ill dra% different .so$etric (hapes (tudents %ill dra% pro-ections of various parts (tudents %ill dra% perspective vie%s of various parts

0pplication

Unit 3: Product Design Ti!e: 2 hours

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

Unit Descri tion .n this unit& students %or) through the design process fro$ start to finish. They %ill Design and $odel a piece of furniture for a client based on a specific set of needs. (tudents apply their understanding of $echanical dra%ings and create $odels in a C0D environ$ent. (tudents %ill apply and e#pand their design vocabulary building $odels and %or)ing through tutorials. Unit Overview Chart *ctivity 2 *ctivity Title/#a!e 3.! D@ Trip

3.2

()etch6p

3.3

=urniture Design 3rain stor$* $ind $ap =urniture Design -Sketches/ research

3."

3.<

=urniture Design - odel

3.>

=urniture Design -!resentation

&earning +3 ectations 4 Overall 4 ' eci)ic 0!& C2& 0!.!& 0!.3& 0!."& 0!.>& C2.!& C2.2& C2.3 03& 0<& 32& 33& 03.2& 0<.!& 32."& 33.! 0!& 02& 3!& C!& 0!.<&02.2& 3!.!& C!.! 02& 03& 3!& 32 02.!& 02.2& 03.!& 3!.!& 32.!& 32."& 32.< 03& 0"& 32& 33 03.2& 0<.!& 32."& 33.!& 33.3 0<& 3"& 0<.!& 0<.3& 0<."& 3".!& 3".2

*ssess!ent Categories Thin)ing and .n'uiry

Tas(s Trip to the design e#change to e#pand design vocabulary and %or) on design process

0pplication Thin)ing and .n'uiry 0pplication Thin)ing and .n'uiry 0pplication Thin)ing and .n'uiry

(tudents %ill %or) through tutorials and create various 3D constructs (tudents %ill brainstor$ design ideas and create a $ind $ap (tudents %ill create rough s)etches and co$pile research of possible the$es or ele$ents

0pplication Thin)ing and .n'uiry

(tudents %ill create a 3D $odel of the final piece

Co$$unication

(tudents %ill put together a presentation for the class outlining their design and its benefits.

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

Unit .: *rchitectural Design Ti!e: 2< hours Unit Descri tion .n this unit& students %ill apply their design )no%ledge to 0rchitecture. /earning about Elevations& Aie%s and building codes& students %ill create an original ho$e design Unit Overview Chart *ctivity &earning 2 *ctivity +3 ectations *ssess!ent Tas(s Title/#a!e 4 Overall Categories 4 ' eci)ic ".! 9uest (pea)er C!& C2& D!& Thin)ing and 2ave a guest spea)er co$e D2 .n'uiry tal) to students about log and C!.!& C!.2& ti$ber fra$e construction. C!.3& C2.2& (tudents %ill design a ho$e C2.3& D!.!& for a custo$er and sub$it to D2.!& D2.2 the spea)er at a later date for feedbac). ".2 2o$e Design 0"& 0<& 3!& 0pplication (tudents %ill design a log or 33& Bno%ledge C ti$ber fra$e ho$e 0<.! 6nderstanding ".3 Presentation 03& 0<& 3" Co$$unication (tudents %ill create a 03.2& 03.3& presentation board of their 0<.!& 0<.3& design 0<."& 3".!& 3".2 "." =ield trip 0<& 3"& D!& Thin)ing and Trip to local 3uilder to see D2 .n'uiry fra$e and log construction 0<.!& 0<."& and present designs. 3".!& 3".2& D!.!& D!.2& D!.3& D2.!& D2.<

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

Unit /: Mechanical Design Ti!e: 2< hours Unit Descri tion students %ill apply their design )no%ledge to 0rchitecture. /earning about Elevations& Aie%s and building codes& students %ill create an original ho$e design Unit Overview Chart *ctivity &earning 2 *ctivity +3 ectations *ssess!ent Categories Tas(s Title/#a!e 4 Overall 4 ' eci)ic <.! Drive syste$s 02& 33& Thin)ing and .n'uiry (tudents %ill study 02.!& 02.2 different types of drive 33.3 syste$s :$odels in the class; and evaluate ho% they %or). <.2 Materials 02& 33& 0pplication (tudents %ill do 02.!& 02.2 destructive testing of 33.3 various co$$on building $aterials. <.3 Cable car 0!& 02& 3!& Thin)ing and .n'uiry (tudents %ill %or) in 0ssign$ent C!& 0pplication groups and design a -"rain storm 0!.<&02.2& $odel cable car to 3!.!& C!.! traverse a given span. <." Cable car 03& 0"& 32& Thin)ing and .n'uiry (tudents design a 0ssign$ent 33 Bno%ledge*6nderstanding cable car -#esign 03.2& 0<.!& 32."& 33.!& 33.3 <.< Cable car 0!& 02 Bno%ledge*6nderstanding Ma)e a %or)ing 0ssign$ent 0!.2& 0!."& 0pplication $odel of the cable car - ake model 0!.< <.> Cable car 0" Bno%ledge*6nderstanding Test the cable cars as 0ssign$ent 0".!& 0".2 Thin)ing and .n'uiry a class -Test and E$aluate <.D Cable car 0<& 3"& Co$$unication 4eflect on designs 0ssign$ent 0<.!& 0<.3& Bno%ledge*6nderstanding and create a design -#esign %e&ort 0<."& 3".!& report 3".2

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

Unit 0: Careers Ti!e: !< hours Unit Descri tion .n this unit& students %ill apply their design )no%ledge to 0rchitecture. /earning about Elevations& Aie%s and building codes& students %ill create an original ho$e design Unit Overview Chart *ctivity &earning 2 *ctivity +3 ectations *ssess!ent Categories Tas(s Title/#a!e 4 Overall 4 ' eci)ic >.! 3rochure D!& D2 Bno%ledge*6nderstanding (tudents pic) one 0pplication career they identify D!.!& D2.!& %ith and create a D2.3& D2."& brochure for that -ob >.2 Career fair D!& D2 Co$$unication (tudents present their careers and %e %ill D!.!& D2.!& have representatives D2.3& D2."& fro$ the local colleges co$e and tal) about their progra$s.

Teaching/&earning 'trategies
(tudents use and e#plore Technological Design by $eans of the follo%ing learning strategies: Application 5 creation of technological products for identified purposesE Brainstorming 5 group generation of initial ideas e#pressed %ithout criticis$ or analysisE Collaborative/Cooperative Learning 5 s$all group learning and decision $a)ing providing high levels of student engage$ent and interdependenceE Computer-assisted Learning 5 learning of ne% $aterial through online $ethods of instructionE Conferencing/Discussion 5 student+to+student discussion and teacher+to+student conferencing to encourage confidence and $otivation to success in all learnersE Design Process 5 the stages of develop$ent of a product or process& including developing a focus& developing a fra$e%or)& choosing the best solution& i$ple$enting a plan and reflecting on the process and the productE Problem Solving 5 identifying and %or)ing through a proble$E Report/Presentation 5 oral& visual& %ritten and electronic presentation of researched topic to class5 Socratic Lesson 5 oral presentation of infor$ation by the teacherE Teacher-directed Class Discussion 5 students actively participate by ta)ing turns discussing current issues.

*ssess!ent 6 +valuation o) 'tudent *chieve!ent

The assess$ent techni'ues described belo% focus on both the process and product of student learning.

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

*ssess!ent/+valuation Techni"ues Pa er4and4Pencil Fui,,es and tests 1or)sheets Pro-ect proposals =inal %ritten evaluation Per)or!ance *ssess!ent ()ills de$onstrations Presentation =inished product Portfolio Personal Co!!unication (tudent+teacher Teacher+group Daily activity log or -ournal *ssess!ent Tools Chec)lists 4ubrics 0necdotal co$$ents %ith suggestions for i$prove$ent

*ssess!ent 6 +valuation o) 'tudent *chieve!ent Tas(/Product Tool Pur ose Cover Page Mind Map Desert .sland Chec)+in (hape of Things .(? Dra%ing ?rtho Pro-ections Perspective Dra%ings 6nit Test ()etch6P Tutorials =urniture Design+ Mind Map =urniture Design+ ()etches* 4esearch =urniture Design+ Chec)list Chec)list Peer 0ssess$ent Chec)list 0necdotal co$$ents Chec)list Chec)list Chec)list 6nit Test Chec)list Chec)list Chec)list 4ubric for$ative for$ative su$$ative for$ative for$ative su$$ative su$$ative for$ative su$$ative for$ative su$$ative su$$ative su$$ative

*ssess!ent Categories 0pplication Thin)ing and .n'uiry 0pplication Thin)ing and .n'uiry 0pplication 0pplication 0pplication Thin)ing and .n'uiry 0pplication 0pplication Bno%ledge and 6nderstanding 0pplication Thin)ing and .n'uiry 0pplication Thin)ing and .n'uiry 0pplication Thin)ing and .n'uiry 0pplication

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

Model =urniture Design+ Presentation 2o$e Design 6nit chec)+in 2o$e Presentation Cable Car+Mind Map Cable Car+()etches Cable Car+Cad Model Cable Car+Model Cable Car+Design 4eport 3rochure Career =air =inal Test

4ubric 4ubric Chec)list Chec)list Chec)list Chec)list 4ubric

su$$ative su$$ative for$ative su$$ative for$ative for$ative su$$ative

Co$$unication 0pplication 0pplication Co$$unication Thin)ing and .n'uiry Thin)ing and .n'uiry 0pplication Thin)ing and .n'uiry Bno%ledge*6nderstanding Bno%ledge*6nderstanding 0pplication Co$$unication Bno%ledge*6nderstanding Bno%ledge*6nderstanding 0pplication Co$$unication Bno%ledge*6nderstanding

4ubric 4ubric 4ubric Chec)list =inal Test

su$$ative su$$ative su$$ative su$$ative su$$ative

Pur oses o) *ssess!ent Assessment for Learning This is data assessment in both formative and summative. The idea is to provide feedback for your students on their next steps for Learning to improve their learning. Assessment as Learning Assessment as learning is a reflective, metacognition process where the student engages in self-assessment, thinking about their achievement. nce students begin to think about the overall learning of skills, they begin to become independent thinkers. Assessment of Learning !n assessment of learning, the teacher gathers evidence of the students" achievement through summative activities. This is always based on the course expectations and forms the basis for the students overall evaluation. +valuation o) 'tudent *chieve!ent (tudents are for$ally evaluated on their de$onstration of curriculu$ e#pectations using the categories of s)ills and )no%ledge set out in the 0chieve$ent Chart. Chec)lists are used to provide infor$ation about the operational steps of the production process :such as the co$pletion of planning docu$ents; and an ongoing $eans of $onitoring the level of achieve$ent attained. 4ating scales and rubrics describe the loo) and feel of co$pleted products. 0ll evaluation tools should be available to students at the beginning of an activity to provide infor$ation about tas) re'uire$ents and the features of e#e$plars. Teacher*student discussions during pre+production& production and post+production can clarify standards and e#pectations as %ell as provide a %ay of $onitoring progress. The inclusion of infor$al opportunities for peer and self+assess$ent can pro$ote in students a sense of responsibility& accountability& and gro%th. 1ritten tests and 'uestion sheets are effective in the evaluation of

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Technological Design 5 TDJ3M 5 6niversity*College Preparation

re'uired )no%ledge. The vocabulary used in test 'uestions should reflect that used in the learning situation. The option for oral testing and student de$onstrations of ac'uired s)ills should also be used. 0lthough students are encouraged to %rite ans%ers in proper sentence for$& diagra$$atic ans%ers are effective assess$ent instru$ents in technological education. .n their planning and i$ple$entation of pro-ects& %or) assign$ents& and proble$+solving activities& students de$onstrate their ability to co$bine s)ills and )no%ledge successfully in practical tas)s. (eventy per cent of the grade %ill be based on assess$ents and evaluations conducted throughout the course. Thirty per cent of the grade %ill be based on a final evaluation in the for$ of an e#a$ination& perfor$ance& essay& and*or other $ethods of evaluation.

*cco!!odations
The teacher consults individual student .EPs for specific direction on acco$$odations for individuals. The teacher uses a range of teaching*learning strategies to acco$$odate the needs of all students. E#ceptional students benefit fro$ acco$$odations in the overall activity criteria& as %ell as teacher and peer assistance %hen appropriate. 1ritten tests are designed to suit studentsI reading and %riting levels. The teacher adapts teaching strategies to acco$$odate learning styles. These $ay include& but not li$ited to: verbal instead of %ritten testsE de$onstrations of ac'uired s)ills instead of %ritten evaluationsE providing re%rite opportunities %hen appropriateE conferencing*discussion 5 student+to+student discussion and teacher+to+student conferencing to encourage confidence and $otivationE s$all+group learningE fle#ible ti$elinesE adapting handoutsE peer tutoringE enrich$ent and e#tension activities.

,esources:
The $a-ority of resources used to teach this course have been developed by Todd Crossley. They %ill be distributed in class and vie%ed on the %ebsite: %%%.$rcrossley.%eebly.co$ 7oo(s:
3orghesi& =isher& 2ill& Per)ins& Johnston& Marler& ntegrated Technologies. Toronto: Pearson 2 ". Print

1e8sites

www.mrcrossley.weebly.com www.shetchup.com www.carbodydesign.com www.drawninblack.com www.ptc.com#company#community#download#

www.howstuffworks

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Technological Design 5 TDJ3M 5 6niversity*College Preparation