technology education 8 10 - british columbia introduction to technology education 8 to 10 t his...

Integrated Resource Package 1995

IRP 014

Province ofBritish ColumbiaMinistry ofEducation

TECHNOLOGYEDUCATION

8 TO 10

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TABLE OF CONTENTS

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

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

TECHNOLOGY EDUCATION 8 TO 10 INTRODUCTION

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Considerations for Instruction in Technology Education . . . . . . . . . . . . . . . . . . . . . . 12Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

THE TECHNOLOGY EDUCATION 8 TO 10 CURRICULUM

Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

TECHNOLOGY EDUCATION 8 TO 10 APPENDICES

Appendix A: Prescribed Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2Appendix B: Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3Appendix C: Cross-Curricular Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3Appendix D: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-3Appendix E: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-3Appendix F: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F- 3

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Implementation of TechnologyEducation 8 to 10 will commence inSeptember 1996 with full implementa-

tion in September 1997. This IntegratedResource Package (IRP) provides some ofthe basic information that teachers willrequire to implement the curriculum. Theinformation contained in this IRP is alsoavailable through the Internet. Contactthe Ministry of Education’s home page:http://www.educ.gov.bc.ca/

THE INTRODUCTION

The Introduction provides general informa-tion about Technical Education 8 to 10,including special features and requirements.It also provides a rationale for the subject—why technical education is taught in B.C.schools—and an explanation of the curricu-lum organizers.

THE TECHNOLOGY EDUCATION 8 TO 10CURRICULUM

The provincially prescribed curriculum forTechnology Education 8 to 10 is structured interms of curriculum organizers. The mainbody of this IRP consists of four columns ofinformation for each organizer. These col-umns describe:

• provincially prescribed learning outcomestatements for Technology Education8 to 10

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies for deter-mining how well students are achievingthe outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Learning outcomes set out theknowledge, enduring ideas, issues, concepts,skills, and attitudes for each subject. They arestatements of what students are expected toknow and do in each grade. Learning out-comes are clearly stated and expressed inmeasurable terms. All learning outcomescomplete this stem: “It is expected thatstudents will. . . .” Outcome statements havebeen written to enable teachers to use theirexperience and professional judgment whenplanning and evaluating. The outcomes arebenchmarks that will permit the use ofcriterion-referenced performance standards.It is expected that actual student perfor-mance will vary. Evaluation, reporting, andstudent placement with respect to theseoutcomes depend on the professional judg-ment of teachers, guided by provincialpolicy.

Suggested Instructional Strategies

Instruction involves the selection of tech-niques, activities, and methods that can beused to meet diverse student needs and todeliver the prescribed curriculum. Teachersare free to adapt the suggested instructionalstrategies or substitute others that they thinkwill enable their students to achieve theprescribed outcomes. These strategies havebeen developed by specialist and generalistteachers to assist their colleagues; they aresuggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed by

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specialist and generalist teachers to assisttheir colleagues; they are suggestions only.

PROVINCIALLY RECOMMENDED LEARNING

RESOURCES

Provincially recommended learning re-sources are materials that have been re-viewed and evaluated by British Columbiateachers in collaboration with the Ministry ofEducation using a stringent set of criteria.They are typically materials suitable forstudent use, but they may also includeinformation primarily intended for teachers.Teachers and school districts are encouragedto select those resources that they find mostrelevant and useful for their students, and tosupplement these with locally approvedmaterials and resources (such as locallyavailable guest speakers or exhibits). Therecommended resources listed in the mainbody of this IRP are those that have a com-prehensive coverage of significant portionsof the curriculum, or those that provide aunique support 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 contains a listing of the pre-scribed learning outcomes for the curricu-lum arranged by curriculum organizerand by grade.

• Appendix B contains a comprehensivelisting of the provincially recommendedlearning resources for this curriculum. Asnew resources are evaluated, this appen-dix will be updated.

• Appendix C outlines the cross-curricularscreens used to ensure that concerns suchas equity, access, and the inclusion ofspecific topics are addressed by all compo-nents of the IRP.

• Appendix D contains assistance for teach-ers related to provincial evaluation andreporting policy. Curriculum outcomeshave been used as the source for examplesof criterion-referenced evaluations.

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

• Appendix F contains a glossary of termsspecific to the Technology Education 8 to10 curriculum.

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SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

the

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Students consider ways to spend their leisure time anddevelop a balance between work and leisure. Bydeveloping a personal exercise and nutritional program,students learn to identify and set personal goals, developan action plan, and reflect on their achievement.

Strategies

• Have groups develop a word cluster for the term active

living (e.g., fitness, healthy) and create a definition.• Have students list their leisure activities and identify

those that fit the active living definition.• Have students identify on a chart personal and cultural

factors that affect participation in physical activity.• Have students create a graph listing activities at their

community centre, showing how many activityprograms are available.

• Have students make a chart listing positive and negativeways to deal with stress and identifying techniques forrelaxation (e.g., meditation, jogging).

• Have students participate in an exercise program (e.g.,walking, skipping, aerobics), recording their goals andcomments in a journal.

• Have students research and complete worksheets on thefour body systems: skeletal, muscular, cardiovascular,and respiratory.

• Have students plan and lead warm-up activities andparticipate in a training program, recording heart ratesbefore, immediately after, and one minute after exercise.

• Have students plan and participate in an outdoorexperience (e.g., hiking, canoeing).

• Invite qualified people to teach first-aid skills.• Have students evaluate their fitness level and set

personal goals.• Have students research entrepreneurial ventures related

to careers in health, sport, dance, leisure, and

• After reviewing the principles of warm-up and cool-

down activities, students work in pairs to plan,demonstrate, and lead class activities. Studentsshould explain how their activities met the followingcriteria:- warm-up—raises heart rate, creates movement in

the joints, stretches large muscle groups- cool-down—decreases heart rate, stretches small

and large muscle groups, relaxes mind and body• Look for demonstrations that are easy to follow, are

within the skill levels of all class members (mayinclude options for different levels), and includeactivities that are interesting and engaging.

• Students develop a personal active-living profile,recording:- a personal definition of active living in words and

pictures or symbols- evidence of their own active living under headings

such as Extracurricular Activities, IntramuralActivities, Volunteer Work, Family Pursuits,Organized Clubs or Sports, Activities withFriends, and Individual Leisure Activities

- an analysis of the physical, emotional, social, andintellectual benefits of each activity

- a summary of the strengths and weaknesses oftheir current approach to active living (This couldbe done with a partner.)

It is expected that students will:

• identify the benefits of active living• demonstrate a willingness to participate in a wide

range of activities from all movement categories• identify and explain the effects of exercise on the

body systems before, during, and after exercise• explain fitness components and principles of

training• set and modify goals to develop personal fitness

and motor abilities and to maintain a healthylifestyle

• identify and describe factors that affect choices ofphysical activity for life

• explain the benefits of and demonstrate warm-upand cool-down activities

• design and analyse a personal nutritional plan• describe and perform appropriate activities for

personal stress management and relaxation• identify environmental factors when planning and

participating in physical activities in an outdoorsetting

• describe how changes in body growth affectmovement skills and concepts

• demonstrate a personal functional level ofphysical fitness

• Assessing Attitudes in Physical Education: ACollection of Assessment Tools

• Canada’s Food Guide to Healthy Eating (Revised)• The Canadian Active Living Challenge• On the Move• Physical Education: VCE Units 1, 2, 3, 4• Power Training For Sport: Plyometrics for Maximum

Power Development• Quality Lesson Plans for Secondary Physical

Education• Running Through My Mind• Skip To Health• Team Building Through Physical Challenges

Video

• Kids Sports

Multimedia

• Moving to Inclusion

Print Material

GRADE 8 • Energy and Power


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.

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 areincluded in Appendix B ofthis IRP.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specific learningoutcomes for each

curriculum organizer orsub-organizer. These aid the

teacher in day-to-dayplanning.

Grade

Grade Curriculum Organizer

Curriculum Organizer

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INTRODUCTION TO TECHNOLOGY EDUCATION 8 TO 10

This Integrated Resource Package(IRP) contains prescribed learningoutcomes and support materials for

the Grades 8 to10 Technology Educationcurriculum. It has been designed to helpteachers identify possible ways to linklearning outcomes, instructional strategies,and assessment strategies.

PRINCIPLES OF LEARNING

Technology education should be guided bythe principles of learning. These are:

• Learning requires the active participationof the student.

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

• Learning is both an individual and agroup process.

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, personalrelationships, lifestyle, economies, andecosystems.

Technology is a dominant force in today’ssociety. Technological literacy is as essentialto participation in modern society as isnumeracy and the ability to read and write.A technologically literate person uses tools,materials, systems, and processes in aninformed, ethical, and responsible way.Technology education helps young peopleprepare to live and work in a technologicalworld.

The Aim and Approach of The Curriculum

The aim of the Grades K to 12 TechnologyEducation curriculum is to help studentsdevelop the technological literacy and

lifelong learning patterns that they need tolive and work effectively in a changingtechnological society. To achieve this, thecurriculum provides a framework for stu-dents to learn how to design and makesolutions to real-world problems.

Preparing for the Workplace

To meet career challenges, students must beable to make independent decisions, solveproblems, work independently and co-operatively with others, and become techni-cally competent. Technology education helpsstudents develop the types of learningpatterns that are required in today’s chang-ing workplace.

Preparing the Citizen

To be responsible members of society, stu-dents must be aware of the ever-growingimpacts of technology. They need to reflectcritically on technology’s role in society andconsider its positive and negative effects.Technology education fosters the develop-ment of skills and attitudes that increasestudents’ abilities to address the social andethical issues of technological advancements.

Relevant to Everyone

The Grades K to 12 Technology Educationcurriculum is designed to provide learningopportunities for male and female studentswith a wide range of abilities. The instruc-tional and assessment strategies described inthis Integrated Resource Package encouragestudents to apply skills and knowledgegained in and out of the classroom to thedesign and making of solutions to real-lifeproblems. As students study technologyrelated to the materials, tools, and processesused in their design and practical work, theydevelop research skills and learn how toevaluate their work. Because of the changing

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nature of society and the workplace, theskills, knowledge, and attitudes developedin technology education are relevant to manyother areas of life.

Preparing for Further Education

The technology education curriculum spansKindergarten to Grade 12. It provides aframework for students to solve problems

using a design process and make what theyhave designed. The aim of the curriculum isto develop technological literacy and lifelonglearning patterns that will enable students tolive and work effectively in a changingtechnological society. The following providesan overview of technology education, Kin-dergarten to Grade 12.

Grades K to 3

Students begin to appreciate that technology iseverywhere. They become aware of the role oftechnology in their lives by exploring familiardevices. Through problem-solving activities, theydevelop group interaction and communication skills,and self-confidence in handling simple processes andproducts. Student activities are based on classroomthemes and their own experiences and personalinterests.

In grades K to 3, students:

• construct devices that are useful and relevant tothem

• explore materials, tools, and processes, indepen-dently and in groups

• realize that there are several solutions to a singleproblem

• learn the importance of using tools and materialssafely

Grades 4 to 7

Students consider the personal, community, andglobal consequences in 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 communicationtools (e.g., modem, CD-ROM, video, overheadprojector)

• identify problems involving design and investigatepossible solutions

• use an expanding variety of tools, materials, andproduction processes

• use objective tests and feedback to refine andmodify designs

• become increasingly responsible for managing theirtime and resources, and for planning and organiz-ing their activities within a specific task

• begin to recognize that a system is made up ofparts and devices that interact to achieve apurpose

OVERVIEW

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• set goals, develop plans, and assess their own abilityto design products (individually and in groups)

• use graphic designs and oral and written language toconvey technical ideas

• learn about the safe use of specialized tools andmachinery

• consider how they will use technology in daily life andin the workplace

• study the characteristics and uses of materials andinformation while solving problems involving designthat occur in daily life and in the workplace

• learn to create and manage systems that energize andcontrol products


• 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, pro-

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

and prototypes

Grades 8 to 10

Students work in specialized environments todevelop and use technological solutions to problemsthat they identify or that are identified for them.They continue to learn about the technical require-ments of various careers. They consider thepersonal, local, and global consequences, and thecultural, ethical, and aesthetic implications oftechnology. They investigate the future applicationsof technology to improve the human condition.

Grades 11 to 12

Students 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.

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CURRICULUM ORGANIZERS

The prescribed learning outcomes for tech-nology education are grouped into thefollowing five curriculum organizers:

• Self and Society• Communications• Production• Control• Energy and Power

These five curriculum organizers are the keyelements of technology education. Theywere developed to provide a framework forthe learning outcomes—a way of organizingknowledge, skills and attitudes. Because ofthe dynamic nature of classroom learning,no one organizer should be used in isolationor as a basis for a lesson or unit of instruc-tion.

Although all organizers work together in various ways, learning outcomes in Self and Society focus oncareer development and personal and social responsibility, making these learning outcomes central

to all activities in technology education.

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Self and Society

Technology touches our lives every day.Students need to understand how humansshape technology and the impact that cur-rent and future technologies will have on oursociety, culture, and environment. Theprescribed learning outcomes emphasize:

• learning to solve design problems involv-ing technology

• the personal relevance of problems involv-ing technology and the discovery thatthere may be several solutions to aproblem

• developing positive attitudes towardlifelong learning and the integration andapplication of skills across areas of learn-ing and technologies

• developing appropriate interpersonalskills and attitudes for working bothindependently and co-operatively within agroup

• exploring careers and lifestyles associatedwith technology

• discovering how technology has changedsociety and the workplace

Together, the five curriculum organizers manage the content of technology education and are intendedto provide direction for development of integrated units of study and the planning

of instructional materials.

Self and Society

Products/Activities

Resources

CurriculumEmphases

Integrating Activities

EvaluatingWants vs. Needs

Job Shadowing

CareerPreparation

Working inGroups

WorkingCo-operatively

Autonomous Learning Wise Consumer

Evaluating Impact on:• Environment• Society• Ecology• Individuals

Tutoring

Individual Long-Term Tasks

Self-DirectedActivities

Individual LearningPrograms

Lifelong Learning Patterns

Communication Skills Conflict Resolution

Guest Speakers

Co-operativeSkills

Analysis

Curiosity

Discerning Choices

IndependentSkills

UnderstandingTechnology and

SocietySolvingDesign

Problems

DevelopingPositions and

Attitudes

Working Independentlyand Co-operatively

Ethics

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Communications

Images and messages can be sent instantlyalmost anywhere in the world, adding aglobal perspective to our lives. At home andin the workplace, students will need to usetechnology to process and share informationand to communicate ideas using languageand graphic forms. The prescribed learningoutcomes emphasize:

• using technology to access, store, andretrieve information (although informationtechnology is a separate curriculum, it is amajor part of technology education)

• developing knowledge and skills relatedto accessing, storing, retrieving, and usinginformation

• using manual and computer-assistedprocesses to present models and simula-tions in 2-D and 3-D forms to explaindesign ideas

• developing and using criteria to create andrevise design presentations

• making use of skills, knowledge, andtechnologies from various curriculumareas to solve problems

• making responsible choices about the useof technology



Communications

Products/Activities

Resources

Maps Photographs

Prints

News

Computer Games

SequencedPictures

Picture Graphs

VideoProductions

ComputerAnimation

Reports

Flow Charts

3-D Models

Slide Presentations

Isometric, Perspective, andOrthographic Drawings

Advertising

Networking

Electronic Mail

DesktopPublishing

CAD

SignalEncodings

MultimediaPresentations

ElectronicDiplays

Graphics

ComputersRadios

Telephones

Calculators

Signs

Televisions

Videos

Books

Traffic Lights

AnsweringMachines

Video Recorders

Cameras

Photocopiers

SignalsDiagrams

Speakers

Disks

Microphones

LibraryCatalogues

Films

ElectronicDatabases

CD-ROMs

SatelliteSystems

Printers

Modems

Printing Presses

Scanners Designing andRevising Presentations

Using Manualand ComputerDrawingProcesses

UsingLanguageand VisualCommunicationSkills

CurriculimEmphases

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Production

The introduction of new technologies hasinfluenced the way we create and makethings. Students need to know about the safeuse of tools and materials. They acquireskills by designing and developing productsand systems that satisfy human needs andwants. The prescribed learning outcomesemphasize:

• applying the processes of combining,forming, separating, and finishing to thedevelopment and improvement of prod-ucts at home and in the industrial world

• evaluating and selecting materials to meetspecific design requirements

• constructing models, prototypes, andproducts to detailed specifications

• investigating the effects of technologicalchanges on the production and use ofmaterials

• examining processes and procedures usedto minimize waste and to reuse products

• developing appropriate attitudes andpractices about working safely, whether inthe workplace, at home, or in the schoollaboratory



Production

Products/Activities

Resources

CurriculumEmphases

Vehicles:• Land • Water• Air

Structures

Clothing

HabitatsFurniture

Toys

ElectronicDevices

HammersComputers

Raw Materials

Pencils

Hand Tools

Staplers

Paint Brushes

Glue

Fasteners

Blocks

Paper

Fabric

Plastic

Wood

Papier Mâché

Glass

Sanders

Drills

Glue Guns

Screws

SewingMachines

Metals

Food

Saws

Jigs Scissors

EvaluatingMaterials

ConstructingPrototypes and

Products

Recycling andMinimizing

WasteSafety

Applying, Combining,Forming, Separating,

and Finishing

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Control

Control addresses the application of devicesand processes to manage, sort, control, andorganize systems. The prescribed learningoutcomes emphasize identifying and design-ing devices and processes in systems thatintegrate the following:

• Sensing: detecting, interpreting, andmonitoring energy in a system usingelectric, electronic, fluid, or mechanicaldevices. Information is processed, and adecision is made that results in a specific

outcome (e.g., the auto-stop function on acassette player; an infra-red beam on aconveyor belt counts boxes as they pass).

• Switching: any method (e.g., mechanical,electronic) used to turn the flow of energyin a system off and on (e.g., a motiondetector activates an alarm when anintruder is present; triggering the start of amodel car on a ramp).

• Regulating: varying the flow, amount, anddirection of all forms of energy (e.g.,human, fluid, mechanical, electrical, heat).



Control

Products/Activities

Resources

CurriculumEmphases

Remote Control

Rubber Band Vehicles

Wind-up Toys

Timer Devices

ComputerInterfaces

ElectronicDevices

TemperaturePop-ups

IrrigationSystemsAmplifiers

Automatic Door Openers

Traffic Lights

Robots

Networks

Laser Circuits

ElectricCircuits

Computer Programs

Locks

Test Equipment

Light Switches

LightDependentResistors

Tachometers

Resistors

Connectors

Sensors

Infra-Red Beams

Gear Trains

Logic Testers

Fibre Optics

Hydraulics

Wheels

Magnets

Water Taps

Levers

Thermostats

Brakes

Pulleys and Strings

Buzzers

ElectronicComponents

Pneumatics

Sensing

Switching

Regulating

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Energy and Power

Energy and Power refers to devices andprocesses that convert, transmit, and con-serve forms of energy. The prescribed learn-ing outcomes emphasize the analysis, de-sign, and construction of systems that applythe following principles:

• Conversion: when energy is changed fromone form to another (e.g., energy stored ina battery is converted into mechanicalenergy by an electric motor).

• Transmission: using devices and systems totransfer energy from one location toanother (e.g., energy is transmitted froman electric motor through gears that turnthe wheels of a model car, causing it tomove).

• Conservation: using existing energy effi-ciently and finding alternative energyforms (e.g., aerodynamically designedvehicles; using solar energy to toastbread).



Energyand

Power

Products/Activities

Resources

CurriculumEmphases

Boats

Paper airplanes

Pinwheels

Vehicles

Bicycles

Scooters

Radios

Sailboats

Toys

Simple MachinesWind-up Toys

Lawnmowers: Electric, Handor Gas Power

Alarms

Circuits

FoodPreservation

Garments

Communications

Wind Generators

Energy Efficient Buildings

Wind

Solar

Water

Balloons

Cardboard

Springs

Sails

Levers

Gears

HydraulicsPhysical

Chemical

Human

Engines

Batteries

Heat

Geothermal

Tidal

Waves

Fossil fuels

Elastic BandsElectrical

Transmission

Conversion

Conservation

Pneumatics

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INSTRUCTIONAL STRATEGIES

The instructional strategies suggested in thisIRP include techniques, ideas, and methodsthat illustrate a variety of approaches to theprescribed curriculum for a diverse popula-tion of students. Teachers determine the bestinstruction methods for their students, thebest way to group students for particularstudies, and the best way to present materialto make it relevant and interesting.

Context Statements

Each set of instructional strategies in this IRPstarts with a context statement, followed byseveral examples of instructional activities.The context statement links the prescribedlearning outcomes with instruction. It stateswhy these learning outcomes are importantfor the student’s development and suggestssome ways to integrate the learning out-comes into various subject areas.

Strategies

The suggested instructional strategies maybe undertaken by individual students,partners, or small groups. Technology educa-tion emphasizes the skills needed in a con-tinually changing workplace. Emphasis isgiven to the following:

• Strategies that foster the development ofindividual and group skills. The work-place requires that people work effectively,individually and with others, to solveproblems and to complete tasks. Studentsneed to experience the dynamics of groupwork to enhance their understanding ofthe problem-solving process. Group workfocusses on such skills as collaboration,communication, leadership, and co-operation.

• Strategies that develop applied skills. Inorder to see technology education asrelevant 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.

As students access, synthesize, andpresent information, they apply their skillsin various subject areas. They listen, read,write, and present ideas for various pur-poses, find specific information andsummarize it graphically and in writing,and apply their knowledge of mathematicsand science to the projects they develop.

• Strategies that foster research and criti-cal-thinking skills. In order to makeinformed and responsible choices aboutthe appropriate use of technology, stu-dents need to listen, view, and read criti-cally.

• Strategies that use technology. The abilityto use technology to solve problems isbecoming a mandatory skill in the work-place and is an important “new basic” inpostsecondary education. Students usetechnology to access information, tocalculate, and to enhance the presentationof ideas.

• Strategies that require the solving ofproblems involving design. Studentsidentify needs, pose real or inventedproblems of their own, and respond toproblems presented by the teacher.

To develop decision-making and problem-solving skills, students need to be chal-lenged to identify problems and presentappropriate design solutions. The prob-lems students identify or are assigned intechnology education involve the develop-ment of new or improved products andsystems.

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Problem-Solving Models

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 and

some 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 notintended as prescribed models.

Designing, Troubleshooting and Social Impact Models

DesigningDesigning is a problem-solving method used to

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

IdentifyProblem

DetermineParameters

Research

GenerateSolutions

Choose BestSolution

ImplementSolution

Test andEvaluate

Redesign andRefine

Some specialized problems are approached in unique ways

IdentifyProblems Research

GenerateIdeas

ReviseMake

ProductEvaluate

Some models suggest that problem solving is a set of clearly defined and prescribed steps.This is rarely the case.

A Simple Linear Model

TroubleshootingTroubleshooting is a method of solving problems

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 andimplement solution

• Test solution

Social ImpactThis is a method of solving problems used to

appraise the social, environmental, and ethicalimplications of technological decisions.

• Identify consequences and effects

• Develop a value system through critical thinking

• Judge benefits anddisadvantages oftechnological applications

• Make ethical decisions

12


CONSIDERATIONS FOR INSTRUCTION IN

TECHNOLOGY EDUCATION

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

Safety

The nature of technology education requiresthat correct safety practices be established assoon as students begin their studies. It is theresponsibility of the teacher to ensure thatstudents are aware of the hazards in facilitiesand that established safety procedures arefollowed. Safety education is a continuingexperience. Teachers must use good judg-ment when instructing students in safetypractices, remembering that the main objec-tive is education.

It is essential that teachers address the fol-lowing questions before, during, and after anactivity:

• Has the instruction been sequenced pro-gressively to ensure safety?

• Have students been given specific instruc-tion about how to use and handle equip-ment and tools correctly?

• Are the tools and equipment in good repairand suitably arranged?

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

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

ards in the facility area?• Have students been made aware of appro-

priate school-based and industrial safetystandards?

Teachers should select safe activities, tech-niques, and projects, and ensure that thefollowing safety practices are implemented.This is not an all-inclusive list but a guide to

Revise

Test Ideas

Make

Plan

Explore Ideas

Clarify ProblemDesign Brief

Research

Identify a Need

Action Model

Some models suggest a continuous flow ofactivity, from problem identification to the

development of a refined product.

See aProblem

Evaluate theProduct or System Construct the

Product or System

Develop Prototype

Refine theProduct or SystemDevelop Ideas

Research andInvestigate Alternatives

Interactive Model

Interactive models illustrate the complexity of aprocess, where at any time you might move to

any point in the process in orderto figure something out.

13


help teachers establish a safe learning envi-ronment.

Students should:

• wear appropriate clothing and footwear• follow established rules and routines• select tasks that are within their ability• demonstrate self control and show respect

for the safety of others• recognize hazards in work areas

Teachers should select activities, techniques,and projects that reflect safe practices.

Facilities

The technology education curriculum re-flects a significant shift in focus from indus-trial education. The learning outcomes in thetechnology education IRP represent differentexpectations for student learning than weredescribed in the industrial education curricu-lum guide.

Schools may already have the facilities andequipment needed to meet the needs of thetechnology education curriculum. However,for some schools, to accommodate changesin the curriculum, it may be necessary tomodify their use of existing industrial educa-tion facilities.

Teachers can assist in this transition byrearranging existing instructional space tobetter meet the needs of students. Forexample, dividing existing space into sepa-rate areas for “clean” work (such as planningand design) and “dirty” work (such asmaterial preparation) may be required. Ifthere is no available clean (design or com-puter) space in the existing production area,it may be possible to share other space in theschool for these purposes.

The suggested instructional and assessmentstrategies in this IRP provide teachers withmany examples of ways to meet the intents

of the technology education curriculum. Theprescribed learning outcomes have beenwritten in a way that allows teachers to use avariety of processes, in a variety of settings,to ensure their students can meet requiredexpectations.

Gender Equity

The education system is committed tohelping all students succeed. This is particu-larly important in this area because femaleparticipation is low in technology educationcourses and women tend not to choosecareers that require technical skills. Teaching,assessment materials, learning activities, andclassroom environments should place valueon the experiences and contributions of allpeople from all cultures.

Teachers should consider the diversity oflearning styles, gender bias in learningresources, and unintentional gender biaswhen teaching. The following instructionalstrategies are suggested to help teachersdeliver a gender-sensitive technology educa-tion curriculum.

• Think about ways to feature female tech-nologists or women who make extensiveuse of technology in their careers as guestspeakers or subjects of study in the class-room.

• Design instruction to acknowledge differ-ences in experiences and interests betweengirls and boys.

• Demonstrate the relevance of technologyeducation to careers and to daily life inways that may appeal to particular stu-dents in the class or school. Successfullinks include biology, environmentalissues, architecture and design, computers,and current affairs.

• Explore not only the practical applicationsof technology education but also thehuman elements, such as the ways ideas

14


have changed throughout history, and thesocial and moral implications oftechnology.

• Explore ways of teaching the uses ofdesign and technology that will appeal toall students.

• Provide practical learning opportunitiesdesigned specifically to help girls developconfidence and interest in technologyeducation and non-traditional roles.

• Emphasize that technology is used bypeople with various interests and respon-sibilities.

• Provide opportunities for visual andhands-on activities. Experiments, demon-strations, field trips, and exercises thatprovide opportunities to explore therelevance of technology education areimportant for both girls and boys.

Diverse Student Needs

Instruction and assessment methods shouldbe adapted to meet the needs of all students.When students with special needs are ex-pected to achieve or surpass the learningoutcomes set out in the technology educationcurriculum, regular grading practices andreporting procedures are followed. However,when students are not expected to achievethe learning outcomes, modifications mustbe noted in their Individual Education Plans(IEPs).

The following strategies may help studentswith special needs succeed in technologyeducation:

Adapt the environment:

• Change the student’s classroom seat.• Make use of co-operative grouping.

Adapt presentations:

• Provide students with advance organizersof key technology education concepts.

• Demonstrate or model new concepts.• Adjust the pace of activities as required.• Use bilingual peers or volunteers to help

ESL students (e.g., to clarify safety rules).

Adapt materials:

• Use techniques to make the organizationof activities more explicit (e.g., colourcode the steps used to solve a problem).

• Use manipulatives or large-print charts.• Use large print on activity sheets.• Use opaque overlays on text pages to

reduce the quantity of visible print.• Highlight key points on activity sheets.• Use translated material for information

such as safety rules.

Adapt methods of assistance:

• Have peers or volunteers help studentswith special needs.

• Have students with special needs helpyounger students.

• Have teacher assistants work with indi-viduals and small groups of students withspecial needs.

• Work with consultants and support teach-ers to develop appropriate problem-solving activities and strategies for stu-dents with special needs.

Adapt methods of assessment:

• Allow students to demonstrate theirunderstanding of technology educationconcepts in a variety of ways (e.g., murals,displays, models, puzzles, game boards).

• Modify assessment tools to match studentneeds. For example, oral tests, open-booktests, and tests with no time limit mayallow students to better demonstrate theirlearning than traditional tests.

• Set achievable goals.• Use computer programs that allow stu-

dents to practise word processing and torecord and track their results.

15


Provide opportunities for extension andpractice:

• Require the completion of only a smallamount of work at any given time.

• Simplify the way questions are worded tomatch the students’ levels ofunderstanding.

• Provide functional, practical opportunitiesfor students to practice skills.

ASSESSMENT AND EVALUATION

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are working to-ward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to provide stu-dents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas requiring diagnostic teaching andintervention.

Teachers determine the purpose, aspects, orattributes of learning on which to focus theassessment. They also decide when to collectthe evidence and the assessment methods,tools, or techniques most appropriate to use.Assessment focusses on the critical or signifi-cant aspects of the learning students will beasked to demonstrate. Students benefit whenthey clearly understand the learning goalsand learning expectations.

Assessment in Technology Education

The activities suggested in this IRP illustratea variety of strategies for observing andinteracting with students and for collectingtheir work. Each set of assessment strategiesbegins with a context statement that suggestsan overall approach for the assessment of

content, processes, and procedures.Teachers may want to adapt some of thesuggested activities to suit particular stu-dents or situations. While students performactivities, teachers use a variety of strategiesto assess their levels of understanding inrelation to outcomes. Possible strategiesinclude performance assessment, oral andwritten reports, and student self-assessment.For further support, Appendix D of this IRPincludes a more detailed discussion ofassessment and evaluation.

The provincial reference sets are an addi-tional resource that can be used to helpteachers assess skills across curricular areas.The reference sets can help teachers establishcriteria that focus assessments and provide amore complete picture of student develop-ment.

The reference sets include:

• Evaluating Reading Across Curriculum(RB 0034)

• Evaluating Writing Across Curriculum (RB0020 & RB 0021)

• Evaluating Problem Solving Across Curricu-lum (RB 0053)

• Evaluating Group Communication SkillsAcross Curriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

A series of assessment handbooks have alsobeen developed to provide guidance forteachers as they explore and expand theirassessment repertoires.

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

16


LEARNING RESOURCES

The ministry promotes the establishment of aresource-rich learning environment throughthe evaluation of educationally appropriatematerials in a variety of media and formats.This includes, but is not limited to, materialsin print, video, and software formats, as wellas a combination of these formats intendedfor use by teachers and students. Resourcesthat support provincial curricula are identi-fied through an evaluation process in whichpractising teachers act as evaluators. Re-sources not on the provincially recom-mended list must be evaluated through alocal board-approved process. It is expectedthat teachers will select resources from thosethat meet the provincial criteria and that suittheir particular pedagogical needs andaudiences.

The use of the learning resources involvesthe teacher as a facilitator of learning. How-ever, students may be expected to have somechoice in materials for specific purposes suchas independent reading or research. Teachersare expected to use a variety of resources tosupport learning outcomes at any particularlevel. A multimedia approach is encouraged.

Some selected resources have been identifiedto support cross-curricular integration. Theministry also considers students with specialneeds in the evaluation and annotation oflearning resources. Special format versions ofsome selected resources (Braille and taped-book formats) are also available.

Learning resources for use in British Colum-bia schools fall into one of three categories:

• provincially recommended materials• provincially authorized materials• locally evaluated materials

All learning resources used in schools musthave either recommended or authorized desig-nation or be approved through districtevaluation and approval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process, approved throughminister’s order, and purchased usingtargeted learning resource funds are catego-rized as recommended materials. These re-sources are listed in the print and CD-ROMversions of the Catalogue of LearningResources.

Appendix B of this IRP includes a list ofrecommended resources for technology educa-tion.

Provincially Authorized Materials

Materials selected prior to 989 by curriculumcommittees and purchased through theCredit Allocation Plan are categorized asauthorized materials. These resources arelisted in the print and CD-ROM versions ofthe Catalogue of Learning Resources.

Locally Evaluated Materials

These are the materials evaluated throughlocal (district and school) evaluation pro-cesses and approved for use according todistrict policy.

THE TECHNOLOGY EDUCATION8 TO 10 CURRICULUM

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

18

GRADE 8 • Self and Society


• demonstrate confidence and positive attitudeswhen solving problems that arise during thedesign process

• identify practical problems involving technol-ogy in a variety of contexts

• work with others to solve problems that comeup during the design process

• list career paths in technological fields, andexamine potential career opportunities

• demonstrate a willingness to express thoughtsand feelings about the effects of technology ontheir personal lives, society, and the environ-ment

Students work together to refine their group andproblem-solving skills. They consider how changingtechnology influences their lives today and in thefuture.• Have students work in pairs or small groups to

develop a product.• Ask students to consider how technology

influences their lives. Have them create a poster,cartoon strip, animation, or video to illustratedevelopments in a particular technology.

• Brainstorm reasons to work co-operatively ingroups.

• Engage students in planning a space colony. Tellthem they are a development team hired todesign a model geodesic dome in which theinhabitants of a colony will live. Have them worktogether to develop sketches and technicaldrawings of the structures inside the dome andproduce a report discussing the human and socialissues that need to be addressed. Students couldkeep journals to record their thoughts as theywork through the design process. Prompt theirreflective thinking by having them respond to thefollowing frames:- Things I liked____.- Things I disliked____.- Problems I met today and how I dealt with

them____.

Need to workin groups in the workplace

Learn more bylistening to

ideas of others

Share the workload

Learn to be ateam player

Each member has special skills to contribute

It is fun to work in

a group

Reasonsto Work

Co-operatively

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

19


Print Material

• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Q Science Series

Video

• Alternative Energies: Fuels for the Future• How to Make Great Videos - With Just a

Camcorder• Making the Most of Things• Manufacturing Processes• Manufacturing Resources• Manufacturing Systems• Parking Places• The Secret Life of Machines Series

Multimedia

• Experience Technology: Communication,Production, Transportation, Biotechnology

• Technology Today and Tomorrow, SecondEdition

• Technology Wheel

Software

• The Way Things Work - CD-ROM

Manipulatives

• Artstraws

As students solve problems that come up during thedesign process, they identify needs, set goals,develop plans, and assess their own abilities to worktogether and to design products that meet statedcriteria.

Observe• Students examine a device (e.g., computer,

washing machine, electric wheelchair) and writeabout the effects of that technology on society andthe environment. Notice the extent to which theyare able to:- identify both positive and negative effects on

individuals, society, and the environment- relate the implications of the device in their

own lives

Question• Students list careers in technological fields. After

investigating several occupations, hold a confer-ence with students to determine their levels ofawareness of possible career directions. Posequestions such as:- Which career or field interests you the most?- What captured your interest?- How could you use this information to make

decisions about your future career options?- Has that career been the subject of cultural,

gender, or ability stereotyping? What barriers,if any, can you anticipate? How might they beovercome?

- What education or training is required for thiscareer?

Self-Assessment• Conference with students individually about how

they contributed to their design teams. Posequestions such as:- What were your specific contributions to the

group?- What strategies did you use to help your

group as you encountered problems?- What will you do differently next time?


20

GRADE 8 • Communications


• produce initial concept sketches and finaldrawings using a design process

• solve problems that come up during thedesign process by using various informationsources

• develop two- and three-dimensional graphicsusing manual and computer-assisted pro-cesses

• revise presentations based on suggestionsand comments from others

• identify how information and concepts fromother fields of knowledge are used in thedesign process

Students work as product designers, using graphicsand oral and written language to convey theirthoughts and technical ideas. They learn manualtechniques and technological skills to composedesign ideas and communicate them to others.• Ask students to tell about objects or products

they designed and made at home or at school(e.g., jewellery, clothing, model cars). Help themdevelop drawings and graphics to illustrate thesteps of the design processes they used.

• Use questions to prompt discussion of what theworld might be like without graphic and elec-tronic communications.

• Help students revise their presentations by givingthem opportunities to present their ideas atvarious stages of their work. Allow each group toupdate others on the progress of their work, andgive the rest of the class time to suggest ways tomake improvements.

• Have students develop design portfolios. Askthem to develop logos that reflect the activity fortheir portfolios. (See Appendix D for suggestionsabout the development and use of designportfolios.)

InitialIdea

ResearchConceptSketches Prototype

FinalDrawings

FinalProduct

Technical Communication

Revise?Revise?

Design Process

Revise?


21


Interactions between teacher and students as theywork on problems that come up during the designprocess help students develop a variety of commu-nication skills.

Observe• After explaining the purpose of concept sketches

and final drawings, work with students todevelop a two-column chart of criteria. Forexample:

• Use these criteria to assess the abilities of stu-dents to communicate design solutions effectivelythrough drawings.

Question• After students complete a design project, have

them brainstorm ideas they used. Record theresponses, and have them categorize the list bydiscipline (e.g., physics, art, English, mathemat-ics). Discuss their classifications, and assess theirunderstandings with questions such as:- How did you decide on the category for the

items?- How will you use this classification in future

problems that come up during the designprocess?

Self-Assessment• Students present their ideas frequently during the

design process and receive peer feedback on achecklist or rating scale. Keep a continuousrecord, and notice the extent to which presenta-tion skills improve over time. Criteria mightinclude:- effective use of voice- variety of presentation tools- clarity of explanations

Print Material

• Basic Technical Drawing, 6th Edition• Communication Systems• GCSE Technology• Living with Technology, Second Edition• Q Science Series• The Sky’s the Limit with Math and Science• Technology Craft Topics• Technology I.D.E.A.S.: A Teaching Resource

Book

Video

• Alternative Energies: Fuels for the Future• How to Make Great Videos - With Just a

Camcorder• In the Kitchen• Manufacturing Processes• Manufacturing Systems• Parking Places• The Secret Life of Machines Series• Storage and Retrieval

Multimedia




Software


Manipulatives

• Artstraws

InitialConceptSketches

• Labels with arrows used to identify design process

• Drawings easy to see

• Rough measurements included

• Possible materials listprovided

FinalDrawings

• Labels used to enhanceclarity

• Drawings useful as a blueprint for production

• Precise measurements included

• Materials list providedincluding exactquantities


22

GRADE 8 • Production


• describe and use the process of productdesign

• identify and classify the properties ofmaterials used to manufacture products

• select materials based on a set of designspecifications

• describe combining, forming, separating, andfinishing processes as they relate to materialsused in product manufacturing

• apply finishes and details to manufacturedproducts to enhance their appearance anddurability

• evaluate the efficiency of a productionprocess

• identify ways to minimize waste and reuseproducts

• demonstrate safe work habits when usingtools, equipment, and technical processes

Students learn about the safe use of tools andmachinery. As students solve problems that occur inthe design process, they study the diversity andcharacteristics of materials and processes used indaily life and in industry. Students apply thisknowledge to build a product or system.• Have students work in teams to design and

produce cardboard foundations capable ofsupporting a vertical downward load. Ask themwhat they need to find out before they beginproduction. Review or help them develop adesign process. Have students sketch ideas, buildpaper prototypes, and construct their founda-tions. A design portfolio should be submitted aspart of the evaluation. (See Appendix D forinformation about design portfolios.)

• Lead a discussion about the properties of materi-als. Have students classify the materials used in adesign activity and describe appropriate combin-ing, forming, separating, and finishing processes.This could be done using a chart that includes thematerials, equipment, processes, and safetymeasures required. Ask questions that leadstudents to consider minimizing waste andrecycling material.

• Select a mass-production project that uses avariety of materials. Guide students through theproduction steps. Challenge each student tocomplete a higher-quality product more effi-ciently using mass-production than can be doneone at a time. Enhance their understandings ofthe design process with prompts such as:- How does the step you are doing now relate to

the previous one?- How does it relate to the next one?- What are the consequences of a breakdown in

a specific part of the process?


23


Print Material

• GCSE Technology• Living with Technology, Second Edition• Q Science Series• The Random House Book of How Things

Were Built• Technology Craft Topics• Tracktronics: Opportunities for Design Using

Electronics

Video

• Fluid Power Technology at Work• In the Kitchen• Making the Most of Things• Manufacturing Processes• Manufacturing Systems• Parking Places• Robots at Work• The Secret Life of Machines Series

Multimedia


• Lego/Dacta Control Lab Starter Pack• Technology Wheel

Software


Manipulatives

• Artstraws• Capsela• Lego/Dacta Manufacturing Systems

By observing students as they work to developproducts, teachers can assess their knowledge ofmaterial properties, manufacturing processes, safetymeasures, and waste reduction techniques.

Observe• Develop a checklist to record the safe procedures

students use as they work on design projects.• As a post-production activity, ask design teams to

investigate waste management. Look for evidencethat students are able to:- identify areas of waste- generate ways to reduce waste- suggest methods to recycle or reuse materials

Question• Students are presented with examples of manu-

factured items composed of a variety of materials(e.g., paper, plastic, fabric). Assess their under-standings of the properties of each material withprompts such as:- What was this item designed to do?- What materials were used?- Why were they chosen?- What other materials could have been used?

Self-Assessment• Work with students to develop an assessment

tool (e.g., rating scale) for a product or prototype.Criteria might include:- Does it perform its function?- Does it satisfy specific design parameters?- Is it durable? Stable? Safe?- Is it easy and cost-effective to manufacture?- Is it aesthetically pleasing?


24

GRADE 8 • Control


• design and construct a control device thatsenses, switches, or regulates

• compare ways that various control deviceswork, and explain their applications

• integrate electric, electronic, pneumatic, andmechanical control devices within a system

• demonstrate an understanding of the conceptof control by dismantling devices

All managed systems (e.g., communications,production, mechanical, pneumatic, electric,electronic) use control devices. Students are intro-duced to sensing, switching, and regulating devicesby dismantling them. They demonstrate an under-standing of control devices by building a product orsystem that incorporates one or more controlmethods.• Have students work in small groups to dismantle

common devices (e.g., switches, valves, motionsensors) to learn how they operate. Providestudents with formats that help them to focus onthe function of devices.

• Ask students to use print and electronic resourcesto research various control devices—theireffectiveness and related problems. Have stu-dents present the research to their peers orallyand using visual aids. Have students use theinformation gathered to design and construct asystem that incorporates electronic, pneumatic, ormechanical control devices (e.g., burglar alarm,water-level controller, winker-blinker). Helpstudents list design considerations (e.g., function,form, aesthetics, ergonomics) to include in theirdesign briefs. (See Appendices D and F for adescription of design briefs.)

Investigation of Control Devices

Description of the system: household light

Input: electricityOutput: lightControl Device: wall-mounted toggle switchOperating Principles: electrical contacts are separate orconnected by movement of the toggle...


25

GRADE 8 • Control

Print Material

• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Q Science Series• Techniques For Technology• Technology Craft Topics• Technology I.D.E.A.S.: A Teaching Resource

Book• Tracktronics: Opportunities for Design Using

Electronics

Video

• Fluid Power Technology at Work• Manufacturing Processes• Manufacturing Systems• Robots at Work

Multimedia




Software


Manipulatives

• Capsela• Discovery Kits: Pumping it up with

Pneumatics• Lego/Dacta Manufacturing Systems

As students build and operate a variety of controldevices, they demonstrate their abilities to identifythe type of control used in a device, differentiatebetween input and output, and describe the roles ofoperating devices and feedback loops.

Observe• Students investigate a variety of discarded

control devices from home, school, or industryand work in small groups to prepare a display forthe classroom. Look for evidence that studentsare able to:- categorize control devices (switches, sensors,

regulators)- identify inputs, outputs, processes, and

feedback components- identify components of control devices and

their functions- identify practical applications for these devices

Collect• Examine student-constructed systems that use a

variety of control devices for:- appropriate selection of control devices- efficiency (i.e., do what they were intended to

do)- quality of construction and attention to detail

Self-Assessment• After students design and construct a control

device, give them an opportunity to reflect ontheir learning. To focus their assessment, useprompts such as:- How does your work reflect what you know

about control devices?- What was the most difficult challenge as you

worked on this task?- How did you deal with that challenge?


26



• incorporate selected devices in the design ofenergy transmission and conversion systems

• explain how systems transmit and convertenergy

• identify how simple machines are combinedinto energy and power systems

• construct devices that are powered in variousways

Learning about energy conversion, transmission,and conservation helps students understand theimpact of energy use on individuals, society, and theenvironment. To enhance their understandings ofthe relationship between energy and power,students design and build devices that use energy invarious ways, and present their findings usingvarious media.• Have students discuss and list power sources

used in Canada in the 1800s. Have them comparethe list to power sources used today.

• Ask students to predict future sources of energyand power and their possible costs to the environ-ment and society.

• Lead a class discussion on the discrepancybetween energy use per capita in Canada and inFrance, Mexico, or Nepal.

• Have students in small groups use a variety ofmechanical, electric, and solar devices (e.g., solarcells) to create products that demonstrate theconversion of energy (e.g., a mock car usingmechanical energy from a mousetrap).

• Ask students to use a suitable medium (e.g.,Hypercard stacks, video) to explain and demon-strate how the systems they construct transmitand convert energy.

• Have students dismantle discarded items andidentify simple machines or tools (e.g., wheels,pulleys, levers). The parts could be used in otherstudent projects.

• Encourage students to work co-operatively toconstruct devices that combine simple machines(e.g., a time-delay mechanism). Discuss applica-tions for the devices in the community.


27


Print Material

• Exploring Transportation• Living with Technology, Second Edition• Q Science Series• The Sky’s the Limit with Math and Science• Techniques For Technology• Technology Craft Topics• Technology I.D.E.A.S.: A Teaching Resource

Book• Tracktronics: Opportunities for Design Using

Electronics

Video

• Alternative Energies: Fuels for the Future• Fluid Power Technology at Work• Manufacturing Processes• The Secret Life of Machines Series

Multimedia


• Lego/Dacta Control Lab Starter Pack• Technology Today and Tomorrow, Second

Edition• Technology Wheel

Software


Manipulatives

• Capsela• Discovery Kits: Pumping it up with Pneumat

ics• Lego/Dacta Manufacturing Systems

As students work on the design and construction ofmechanical devices, they demonstrate their under-standings of how energy is transmitted and con-verted, how simple machines are combined to createcomplex movements, and how energy can beconserved within a mechanical system.

Question• Conference with individual students to assess

their understandings of how simple machines areused in the design of complex devices. Useprompts such as:- What simple machines have you used in your

design?- How would a change in this simple machine

affect the system as a whole?- What other simple machine could you use in

your design? What function would it serve?- How would it change the system?

Collect• Examine design portfolios for evidence that

students are able to:- incorporate a variety of simple machines into

their designs- identify ways to conserve energy in their

products- modify a design to solve an energy transmis-

sion or conversion problem

Self-Assessment• Engage students in a design challenge that

requires incorporating at least four simplemachines in a device that converts energy andputs this energy to useful work (e.g., lifting,propelling, pulling). Have students brainstormand refine a list of criteria to assess their designs.Criteria may include efficiency, usefulness, andinnovation in design.


28



• contribute to group success by encouragingothers to fulfil their responsibilities

• identify role models in technological occupa-tions, including those that are sensitive toculture, gender, and physical ability

• explain relationships between technologicaladvancements and changes in the workplace,including the changing roles of workers

• evaluate design ideas based on assessmentsby others

• demonstrate a willingness to look for anddevelop improved solutions to problems thatarise during the design process

• express personal thoughts and feelings abouthow societal pressures may influencetechnological advancements and, conversely,how technological changes influence societyand the environment

• demonstrate confidence and positive atti-tudes when solving problems that ariseduring the design process

Students examine the issues and impacts of technol-ogy on themselves and society. They continue tolearn about the technical requirements of variouscareers. They learn that ethics, regard for others andthe environment, respect for diversity, and technicalskills are valued in school, in the workplace, and bysociety in general.• Lead a class discussion on ways people use

technology to overcome physical disabilities.Have students research existing devices anddesign models of new products that help peoplewith special needs. Help them develop questionsto interview someone with a disability.

• Lead a class discussion about career opportuni-ties in various technological occupations. Helpstudents develop interview questions thataddress such issues as the ethical and environ-mental implications of technology, workers’ roles,and how workers use technology to perform theirjobs. Have students interview people in variousoccupations, then in small groups discuss theirfindings and compile a report using charts orvisual materials.

• Ask students to investigate an aspect of technol-ogy that has evolved significantly. Give themworksheets such as the following to compare andcontrast the past, present, and future applicationsof this technology.

Technological Change Write a brief description of a technology that has evolved significantly:

What factors have allowed this technology to progress?

THEN NOW FUTURE

Efficiency

Worker Skills

Effect on Society

WorkingConditions


29


Print Material

• Communication Systems• Design and Problem Solving in Technology• Design and Technology• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Small Gas Engines

Video

• Alternative Energies: Fuels for the Future• A Design Project - Case Study: Four

Responses to a Design Brief• Fluid Power Technology at Work• How to Make Great Videos - With Just a

Camcorder• In the Kitchen• Making the Most of Things• Manufacturing Processes• Manufacturing Resources• Manufacturing Systems• Robots at Work• The Secret Life of Machines Series

Multimedia



Software


Manipulatives

• Artstraws

As students investigate technologies and the relatedcareers related to those technologies, they demon-strate their understandings of the effect of technol-ogy on their lives, on society, and on the environ-ment.

Question• After completing a design project, hold a confer-

ence with students to assess their abilities tocritically analyse their designs. Ask questionssuch as:- What are the strengths and limitations of your

design solution?- What potential societal and environmental

effects—both positive and negative—doesyour solution contain?

- What new problems have you identified?- How could you address these issues in a

subsequent design?• To assess their understandings of the effect of a

recently evolved technology, ask questions suchas:- In what ways has this technology made human

activities more or less effective?- How have the skills needed to use this

technology changed?- How has this technology affected the number

or kinds of jobs available?- How might this technology evolve over the

next ten years?- How might the changes you predict affect

society, the environment, and the work force?

Collect• Examine design portfolios for evidence that

students are able to:- generate a variety of ideas in response to a

problem during the design process- work through different ideas to improve

solutions- evaluate solutions to refine the design- evaluate solutions from ethical and environ-

mental perspectives


30



• communicate ideas for designing productsand systems using various drawing projec-tion methods, spreadsheets, graphics, orother media

• use information-gathering and communica-tion methods to solve problems during thedesign process and to create effective presen-tations

• revise presentations based on personalreview and feedback from others

• describe the advantages and disadvantages ofvarious information-gathering and communi-cation processes

• develop two- and three-dimensional graphicsusing manual and computer-assisted pro-cesses

• identify how information and concepts fromother fields of knowledge are used in thedesign process

Students expand their skills to effectively communi-cate ideas and solutions orally, graphically, and inwritten form and using a variety of technologies.They become increasingly independent in research-ing, developing project plans, refining recordingskills related to technological activities, and com-pleting projects.• Have students work in groups to chart the

advantages and disadvantages of electronic-based information-gathering and communicationprocesses, and to present their findings to theclass. Remind them that you will assess theirpresentations on the depth of information andthoughtfulness of issues raised (e.g., privacy,effects on workers). For example, a group couldfocus on communication technologies for peoplewith special needs (e.g., audio-crosswalk signals,telephones for hearing impaired, closed-captioning on TV).

• Encourage students to communicate their plansusing drawings, procedure sheets, flow charts,storyboards, or scripts, and to include them intheir design portfolios. Have students create theirown clip art or record original sights and soundsto enhance their presentation.

• Some groups may wish to design a marketingcampaign for an existing product or for one theydesign themselves.

• Help students to develop criteria for effectivepresentations and to use them to assess their ownwork and the work of others.


31


Print Material

• Basic Technical Drawing, 6th Edition• Communication Systems• Design and Problem Solving in Technology• Design and Technology• GCSE Technology• Living with Technology, Second Edition• The Sky’s the Limit with Math and Science• Technology I.D.E.A.S.: A Teaching Resource

Book

Video

• Alternative Energies: Fuels for the Future• Coding and Transmission• A Design Project - Case Study: Four

Responses to a Design Brief• How to Make Great Videos - With Just a

Camcorder• In the Kitchen• Manufacturing Processes• Manufacturing Systems• The Secret Life of Machines Series• Storage and Retrieval

Multimedia



Software


Manipulatives

• Artstraws

Students extend their communication skills byanalysing and selecting the most appropriatemethods and media to represent their ideas. Bothtechnical skills and the effectiveness of presenta-tions can be assessed.

Question• Help students evaluate various methods of

representing ideas by asking questions such as:- In designing a three-dimensional puzzle, what

limitations do drawing methods have thatphysical or electronic modelling techniques donot?

- What are the advantages and disadvantages ofusing only electronic-based methods tocommunicate ideas?

Collect• Assess design portfolios for evidence of effective

communication of ideas such as:- Do their sketches and drawings clearly

communicate their ideas?- Have they used a variety of methods to

communicate their ideas?- Have they integrated information from a

variety of sources into their work?

Self-Assessment• Work with students to develop a rating scale to

assess presentations. Criteria could include:factual content (relevant research information,correct terminology); communication techniques(a variety of presentation tools, logical sequenceof ideas). Encourage students to reflect on theirassessments and use them as a basis for improve-ment.


32



• use a design process to modify products toimprove their appearance, usefulness, andfunction

• classify and describe the characteristics ofindustrial materials

• investigate and select materials to meet designspecifications

• devise and use assembly-sequence diagramsand flow charts to explain a process or system

• devise a manufacturing process• identify new trends in manufacturing pro-

cesses• describe ways to reduce waste• select and use a variety of finishes on products

to improve their appearance and durability• select and safely use hand and power tools in

the manufacture of products• demonstrate safe work habits when using

tools, equipment, and technical processes, andencourage the same in others

Practical skills are best developed through hands-onexperience while addressing real-world issues.Students have such opportunities as they design andproduce both assigned and self-selected productsand systems. As their production skills becomeincreasingly sophisticated and precise, they extendtheir knowledge of the safe use of various tools andequipment.• Have students investigate the differences be-

tween handcrafted and mass production pro-cesses and techniques by:- fabricating simple objects using a multiple-

step method (e.g., paper pinwheels)- finding out in a measured time how many

objects can be fabricated by individuals and byco-operative teams

- describing the advantages and disadvantagesof both methods.

• Work with students to illustrate a design processto update an existing product. Discuss the need toredesign a product when it does not market wellor becomes obsolete, and show students anexample (e.g., a toy). Have them identify weak-nesses in its design, and have each team redesignit and develop a prototype.

• Have students investigate trends in manufactur-ing by examining the function and constructionof tools and machines from various time periods.Ask them how modern processes have replacedolder methods of manufacturing.

• Encourage students to work in teams to designand construct products or systems made ofrecycled materials. Have students list ways thatcardboard, scrap wood, metal, and paper areused in their designs.


33


Print Material

• Design and Problem Solving in Technology• Design and Technology• GCSE Technology• Living with Technology, Second Edition• The Random House Book of How Things

Were Built• The Sky’s the Limit with Math and Science

Video

• A Design Project - Case Study: FourResponses to a Design Brief

• Fluid Power Technology at Work• How to Make Great Videos - With Just a

Camcorder• Making the Most of Things• Manufacturing Processes• Manufacturing Resources• Manufacturing Systems• Robots at Work• Safe and Effective Grinding• The Secret Life of Machines Series

Multimedia



Software


Manipulatives

• Artstraws• Lego/Dacta Manufacturing Systems

Encourage students to discuss their ideas andstrategies as they devise, modify, and improveexisting processes and products. To assess theirunderstandings, focus on their abilities to explainand justify their choices in materials and processes.

Observe• While students work with hand and portable

power tools, look for evidence that safetyprocedures are being followed. For example:

- blade guards replaced- electric tools unplugged when not in use- gloves and glasses worn when necessary- extension cords stored safely

Question• As students work on a design project, assess their

planning abilities by asking questions such as:- What steps do you plan to work on today?- How does this fit in with your plan for

competing the whole project?• After students complete and evaluate a proto-

type, assess their design processes by askingquestions such as:- What new problems have you identified?- What further improvements could be made to

your prototype?- How could you address these issues in a

subsequent design?• While students work in design teams to manufac-

ture a product, ask them to:- justify their choices of materials- explain how the materials relate to the design

specifications (e.g., scratch resistant, light-weight, non-toxic)

- justify the finishing processes they havechosen


34

GRADE 9 • Control


• demonstrate an understanding of the operat-ing principles used in various control devices

• design and construct a system that uses acontrol device

• use troubleshooting strategies to locate thesource of malfunctions in a system

• modify electric, electronic, pneumatic, andmechanical control devices for particularapplications

Students learn more about how control systems intheir immediate environment operate, and theypractise troubleshooting techniques when they don’twork. They develop an understanding of thecomponent parts of various systems, and design andbuild control devices for them.• Ask students to identify control systems in the

classroom, in the school, and at home. To extendtheir understandings of control devices in avariety of technologies (e.g., transportation),students examine the control components of avehicle (e.g., steering, braking), and explain howthey work and contribute to the entire operationof the system.

• Have students work together to record appropri-ate strategies to diagnose problems and establishsolutions. For example, they could identifywhy a small engine does not run after beingreassembled, or why an electronic circuit doesnot perform as intended.

• Devise ways for students to adjust control devicesto improve the operation of a system (e.g., adjustthe idle mixture on a carburetor, correctly set thegain of a microphone).

• Encourage students to apply their understand-ings of control mechanisms by designing andbuilding systems for specific clients (e.g., modifyhousehold control mechanisms for a person in awheelchair with little hand strength).

Systems AnalysisSystems analysis or troubleshooting is a problem-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 andimplement solution

• Test solution


35

GRADE 9 • Control

Print Material

• Communication Systems• Design and Problem Solving in Technology• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Small Gas Engines• Techniques For Technology• Technology I.D.E.A.S.: A Teaching Resource

Book

Video

• Fluid Power Technology at Work• Manufacturing Processes• Manufacturing Systems• Robots at Work• The Secret Life of Machines Series

Multimedia



Software


Manipulatives

• Discovery Kits: Pumping it up withPneumatics

• Lego/Dacta Manufacturing Systems

As students design, build, or modify electronic andmechanical devices to suit particular applications,they demonstrate an understanding of design,construction, and troubleshooting procedures.

Observe• While students are troubleshooting, observe the

extent to which they are able to:- approach the problem systematically- identify interrelationships between various

parts- identify the effect of a failed component on the

system- explore alternative solutions- use tools and testing equipment in the trouble-

shooting process

Question• To assess the thinking of students as they modify

electronic or mechanical devices to suit particularclients, conference with individuals or designteams. Ask questions such as:- What design parameters did you define based

on the user’s needs?- How did you modify the device?- How else could you have solved this problem?

Collect• As students construct systems that include

control devices, notice the extent to which theyare able to:- choose task-appropriate control devices- modify control device to suit the tasks- efficiently incorporate appropriate control

devices into their design plans- construct devices that are controlled effectively


36



• explain how systems convert potential energyto kinetic energy, and assess their environ-mental and social implications

• construct devices that convert and transmitvarious forms of energy

• disassemble devices and explain the transferand conversion of energy within mechanicalsystems

• describe alternative sources of energy• incorporate selected devices in the design of

energy transmission and conversion systems

Modern society needs efficient transportation andreliable and affordable sources of energy. Studentsinvestigate methods of energy conversion andconservation, sources of energy, and power trans-mission to develop an understanding of globalenergy issues.• Have students list sources of energy and applica-

tions that convert energy from one form toanother (e.g., electric to heat, electric to mechani-cal, wind to mechanical). To focus their thinking,use prompts such as:- What systems in your home, school, or

community convert electric energy to heatenergy? Electric energy to mechanical energy?

- What do you know about energy conversionsystems used in other countries?

• Ask students to list the strengths and weaknessesof each system.

• Extend the activity by having groups researchdifferent countries to discover relationshipsbetween their sources of energy and economicconditions.

• Encourage students to bring discarded devicesfrom home or workplace (e.g., gas station,computer service store, junk yard). Have studentstake each device apart systematically, noting on aflow chart the function of each component andhow it works.

• Challenge students to design and make a devicethat either transmits or converts energy (e.g.,solar-powered cooker; wind-powered generator).

• Where appropriate, incorporate energy transmis-sion and conversion devices (e.g., electromagnets,heating elements, solar panels, gears, pulleys,wheels) in the design and construction of studentprojects.

Electric(eg. Motor)

ElectronicParts(eg. Amplifier)

Device(eg Record Player)

Controls(eg. Switches, Levers)

OutputSpeakers

MechanicalParts(eg. gears, belts)

Body PartsCase


37


Print Materials

• Design and Problem Solving in Technology• Design and Technology• GCSE Technology• Living with Technology, Second Edition• The Sky’s the Limit with Math and Science• Small Gas Engines• Techniques For Technology• Technology I.D.E.A.S.: A Teaching Resource

Book

Video


Responses to a Design Brief• Fluid Power Technology at Work• Manufacturing Systems• The Secret Life of Machines Series

Multimedia



Software


Manipulatives



Students demonstrate an understanding of theprinciples of energy and power when they constructdevices and explain how they work.

Observe

• As students research alternative sources of energyand present their findings to the class (e.g., oralpresentation, chart, poster, computer presenta-tion), look for evidence that students are able to:- identify practical applications for the energy

source- describe how that form of energy is converted

to other forms- predict future applications for the energy

source

Question

• As students work, individually or in groups,determine the extent to which they have devel-oped an understanding of the principles of thetransfer and conversion of energy within me-chanical systems with prompts such as:- What have you designed that converts

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

have?

Self-Assessment

• Students assess their own abilities to plan designprojects by completing the following sentencestems in their design portfolios:- Three alternatives I considered when I started

planning my project were____.- One part of the project I had to plan ahead for

was____.- One design issue I had to find background

information on was____.- One part of the project I would change if I

made this product again is____.- One piece of advice I would give someone else

designing this product is____.


38



• demonstrate a willingness to find uniquesolutions to problems that arise during thedesign process

• identify methods to improve their abilities towork with others during problem-solvingactivities

• demonstrate the ability to use communityresources to help solve problems that comeup during the design process

• describe new careers and occupations intechnological fields and determine theireducational prerequisites

• identify gender and ethnic bias in technologi-cal fields

• demonstrate confidence and positive atti-tudes when solving problems that occurduring the design process

• describe how societal pressures influencetechnological advancements and, conversely,how technological changes influence society

Students develop critical- and creative-thinkingskills as they generate solutions to problems thatoccur during the design process. They become moreresponsible users of technology and are increasinglyaware of the implications of technology at home andin the workplace.• Generate a set of problems relevant to students

(e.g., devise ways of increasing student aware-ness of school-related environmental issues).Have them suggest solutions and act on them. Asstudents generate needs and solve problems,encourage them to:- devise plans, goals, and timelines- complete daily progress reports that reflect

their personal accomplishments and providecriteria for future improvement

- make decisions and find ways to overcomesetbacks

- hold regular group discussions to monitorprogress and improve group performance

• Engage students in a class discussion on issuesrelated to accessing and policing the Internet, orthe effect of the automobile on society. Alterna-tively, have them present lists of new consumertechnologies that add a level of luxury to ourlives, but are not needed to serve our basic needs.

• Have students interview resource people who canhelp them generate the best solutions to problemthey found during the design process.

• Ask students to design and make a product thatwill help humanity.


39


Print Material

• Communication Systems• Design and Problem Solving in Technology• Design and Technology• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Small Gas Engines

Video


Responses to a Design Brief• Fluid Power Technology at Work• How to Make Great Videos - With Just a

Camcorder• In the Kitchen• Making the Most of Things• Manufacturing Processes• Manufacturing Resources• Manufacturing Systems• Robots at Work• The Secret Life of Machines Series

Multimedia



Software


Manipulatives

• Artstraws

As students explore and discuss ideas and worktoward solving problems, they demonstrate theirdesign skills, their group interaction skills, and theirabilities to understand complex relationships. Tohelp students clarify and communicate theirunderstandings, ask questions about the processesand strategies they are using.

Observe• While students are working in design teams, look

for evidence that they are able to:- assume different group roles- manage time and resources effectively- work to ensure the success of the group

Question• Discuss the role of mentors, and how students

could find mentors in technological fields thatinterests them. Ask questions such as:- How could a mentor help you pursue this

career?- Who do you know in this field who could

serve as a mentor for you?- How could you find mentors in the commu-

nity? What community businesses andorganizations might employ people in thisfield?

- What is the first thing you could do to find amentor?

Collect• Students each interview someone who works in a

technological field, write a report summarizingtheresearch, and develop an educational plan forthat occupation. Collect the reports, and look forevidence that students are able to:- identify all facets of the jobs- identify relevant personal attributes and skills- generate sequential lists of educational

requirements (e.g., high school courses,postsecondary education, on-the-job training)


40



• develop a plan to clearly communicate ideasfor creating products and systems

• use a variety of drawing projection methods• evaluate information-gathering tools and

processes used to access, store, organize, andpresent data

• apply knowledge and concepts from otherdisciplines in solving problems that ariseduring the design process

• revise presentations based on personally setobjectives

• demonstrate skill in managing time andresources

• use information-gathering and communica-tion methods to solve problems involvingtechnology and to create effective presenta-tions

Activities involving communications are woventhroughout all steps of a design process. Projectwork helps students explore traditional methods tocommunicate ideas and concepts and extend theirunderstandings of applications for emergingtechnologies. Students connect their learning withother subjects and consider how to use theirunderstandings of technical communications ineveryday life and in the workplace.• Have student teams form companies to each

design, develop, and market a product. In theprocess, encourage students to:- use group interaction skills as they discuss

market needs and create plans for developingproducts

- use electronic media to help develop productcriteria and discuss the effectiveness of variousinformation sources (e.g., Internet, World WideWeb, CD-ROM)

- create flow charts and graphics to communi-cate the construction process

- use applied mathematics to calculate the costsof materials required to create the productsbased on their designs, and summarize inreports for the CEOs of their companies

- develop prototypes, learn ways to try out newproducts, and develop presentations tosummarize their findings

- produce three-dimensional and orthographicdrawings as promotional materials formarketing their products in the school and inthe community


41


Print Material

• Basic Technical Drawing, 6th Edition• Communication Systems• Design and Problem Solving in Technology• Design and Technology• GCSE Technology• Living with Technology, Second Edition• Technology I.D.E.A.S.: A Teaching

Resource Book

Video

• Alternative Energies: Fuels for the Future• Coding and Transmission• A Design Project - Case Study: Four

Responses to a Design Brief• How to Make Great Videos - With Just a

Camcorder• In the Kitchen• Manufacturing Processes• Manufacturing Systems• The Secret Life of Machines Series• Storage and Retrieval

Multimedia



Software


Manipulatives

• Artstraws

As students document their thinking in designportfolios, they demonstrate their abilities tocommunicate using drawings, sketches, and plans,and to integrate concepts from other disciplines intothe design process.

Observe• Students develop and present flow charts to

create a product or system. Note the extent towhich the diagrams:- reflect a logical progression of steps- highlight key points in the manufacturing

process- show necessary detail- make complex ideas easily understood- reflect a professional finish

Collect• Students each develop a design brief (see appen-

dices D and F) for a product that solves a problemfor a particular client group (e.g., help the elderlyretrieve items from the floor). Collect the designbriefs and look for evidence students are able to:- identify potential problems their client group

may encounter- focus on one problem, describe it in detail, and

generate possible solutions- articulate what they still need to find out (e.g.,

client information, specific design parameters)- identify appropriate sources of information

(e.g., interviews, print resources)

Self-Assessment• As students develop presentations (e.g., design

brief, manufacturing plan), have them list theobjectives of their presentations and the extent towhich they feel those objectives were met.Conference with students to assess the extent towhich they recognize the strengths and limita-tions of their presentations. Help them develop aplan to improve future presentations and look forevidence that subsequent presentations are basedon this plan.


42



• use a design process in production activities• match materials to specific product require-

ments• use orderly assembly and disassembly

techniques• explain and use WHMIS information• devise a production process• use hand and power tool techniques to

process materials in order to improve theappearance, usefulness, and function ofproducts

• examine new trends in manufacturingprocesses

• describe ways to reuse and recycle materialsand products to reduce waste

• demonstrate safe work habits when usingtools, equipment, and technical processes,and encourage the same in others


As students design and construct products, theyapply the principles of combining, forming, separat-ing, and finishing. By considering real-world andworkplace problems, they learn that these principlesand associated safety concerns are fundamental toall production, from home repair to commercialmanufacturing.• Lead class discussions about the various models

people use to describe the design processes.Present visual models to help explain the process.

• Show students examples of design solutionsdeveloped to meet human wants and needs (e.g.,sound). Elaborate on the technical evolution, anddescribe some of the unexpected spinoffs. Askthem questions to prompt their thinking aboutpossible spinoff products from their designs.

• Have students work in teams to develop, design,and manufacture solutions to problems thatinvolve the design process (e.g., a holder for asoft boiled egg using acrylic plastic). Theirdesign portfolios should contain summaries ofwhy certain materials were chosen, the relevantfabrication techniques used, and associatedhealth and safety hazards.

• Lead class discussions about the various waysautomation is used in a manufacturing processes.Students might build a conveyor belt assemblyline. Have students incorporate computer-drivenmanufacturing processes such as CAD, CAM,and CNC to improve production efficiency andaccuracy.

DesigningDesigning is a problem-solving method used to

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

IdentifyProblem

DetermineParameters

Research

GenerateSolutions

Choose BestSolution

ImplementSolution

Test andEvaluate

Redesign andRefine


43


Teachers can help students to clarify their thinkingand communicate their understandings of produc-tion and safety issues by asking questions about theprocesses and strategies they are using, and byencouraging them to reflect on their choices.

Observe• Divide students into small groups, and have each

group study a different portion of the WHMIShandbook. Have each group role-play an accidentand demonstrate safe response measures. Giveclassmates an opportunity to ask questions of thepresenting group. Notice the extent to whichstudents are able to identify:- materials that pose health risks- proper initial responses- community resources- proper clean-up and disposal procedures

Question• As students investigate manufacturing processes

(e.g., robotics, assembly line, surface-mounttechnologies), assess their abilities to relate thoseprocesses to their own manufacturing choiceswith questions such as:- What made you choose your manufacturing

process?- What other processes might have worked?- What made you decide against the other

choices?

Self-Assessment• Students examine their design portfolios and

prototypes. To focus their reflection, posequestions such as:- How did you redefine the design problem as

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

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

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

improve your product?

Print Material

• Design and Problem Solving in Technology• Design and Technology• GCSE Technology• Living with Technology, Second Edition

Video

• A Design Project - Case Study: FourResponses to a Design Brief

• Fluid Power Technology at Work• How to Make Great Videos - With Just a

Camcorder• In the Kitchen• Making the Most of Things• Manufacturing Processes• Manufacturing Resources• Manufacturing Systems• Robots at Work• Safe and Effective Grinding• The Secret Life of Machines Series

Multimedia



Software


Manipulatives

• Artstraws• Lego/Dacta Manufacturing Systems


44

GRADE 10 • Control


• devise ways to monitor, modify, and improvesystems by incorporating control devices

• devise troubleshooting strategies for correctingmalfunctions in a system

• demonstrate an understanding of the principlesinvolved with interconnected control devices inproduct manufacturing

• design and construct a system that uses a controldevice, and assess its environmental and socialimplications

For students to design, diagnose, or repair techno-logical systems, they need a fundamental under-standing of control theory. They should understandthat technological systems (e.g., transportation,communication, production) are managed bysensors, switches, and regulating devices.• To help students understand how sensors (e.g.,

optical, magnetic, mechanical) are used to initiatean action in an electronic or mechanical system,have them build an electronic alarm system orinvestigate the mechanism used to change gearsin a simple transmission (e.g., bicycle). Asstudents work on the control device, ask ques-tions such as:- What is the purpose of this control device?- How is information sensed by and incorpo-

rated into this system?- Can this device be integrated with others to

form a system?- What other control devices can be used in a

similar way?• Work with students to brainstorm a list of

strategies to diagnose or troubleshoot problems.Have them work in teams to create flow charts ofthe steps used to identify faults in an electronic ormechanical system. Examples include findingdefective components in a simple electric circuit(e.g., flasher) or a fault in a small engine. Studentsannotate the completed flow charts and includethem in their design portfolios.

• Have students design and construct devices toperform specific operations (e.g., pick-and-place,sort, transport). As part of the design criteria,each device should incorporate the type of power(e.g., fluid system, mechanical, electric) mostappropriate to the device selected.


45

GRADE 10 • Control

Print Material

• Communication Systems• Design and Problem Solving in Technology• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Small Gas Engines• Technology I.D.E.A.S.: A Teaching Resource

Book

Video

• Fluid Power Technology at Work• Manufacturing Processes• Manufacturing Systems• Robots at Work• The Secret Life of Machines Series

Multimedia



Software


Manipulatives



As students design and construct control systems,they demonstrate their knowledge of a variety ofsensors, switches, and regulating devices and theirskill at diagnosing and repairing problems in asystem.

Observe• Students demonstrate their understandings of

interconnected control devices by directing theirclassmates in skits that illustrate devices theyhave researched. Look for evidence that studentsare able to identify:- individual control devices within the system- the function of each device- how each control device affects others within

the system

Question• Have students analyse a malfunctioning system

that they have constructed or been given. Notethe extent to which students are able to:- systematically test subsystems to isolate a

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

Collect• Collect student-constructed systems that include

sensors and their design portfolios for the project.Look for evidence of:- appropriate choice or modification of a sensor- effectiveness of the product- efficiency of the control device- reflection of initial criteria set out in the design

process


46



• design systems that multiply, reduce, andtransmit power, and assess their social andenvironmental implications

• analyse the function of systems used inmachines and equipment

• construct devices to convert, store, anddistribute energy in usable forms

• explain the transfer and conversion of energywithin a mechanical system

Applying devices and processes to convert, trans-mit, and conserve power and energy sources helpsstudents understand both traditional and innovativeapplications for power and energy and theirtechnical functions. Students can investigate theapplication of these underlying principles throughthe design, construction, and analysis of systemsand devices.• Using models or diagrams, demonstrate products

and systems that convert energy from one form toanother (e.g., wind generators, wind-up toys,solar vehicles). After students decide on systemsor products to construct, have them developdesign briefs that include explanations of howtheir products use energy and power. (SeeAppendix D for a description of design briefs.)

• Present a variety of mechanisms and helpstudents analyse them by asking questions suchas:- What is the function of this mechanism in

terms of energy storage, transmission, orconversion?

- Suggest how two or more of these mechanismscould be combined to form a more complexsystem.

• Have students design and construct energy-efficient devices (e.g., aerodynamic CO2-poweredvehicles, energy-efficient housing, solar-poweredwheelchairs).


47


Print Material

• Design and Problem Solving in Technology• Design and Technology• Exploring Transportation• GCSE Technology• Living with Technology, Second Edition• Small Gas Engines• Technology I.D.E.A.S.: A Teaching Resource

Book

Video

• Advanced Transportation and Solar Energy(Junior)


Responses to a Design Brief• Fluid Power Technology at Work• Manufacturing Processes• Manufacturing Systems• The Secret Life of Machines Series

Multimedia



Software


Manipulatives



As students design complex, interrelated mechanicalsystems, they demonstrate their abilities to applyengineering principles by solving problems thatoccur during the design process, and recording theirideas.

Question• To assess the extent to which students associate

purpose and design, have them design mechani-cal devices (e.g., to scare birds away from agarden). In a conference, ask questions such as:- How did you decide on the system you are

using to operate your device?- What other system could you have used?- What do you think the advantages and

disadvantages of your system are?

Collect• Collect student design briefs, and look for

evidence that students are able to:- identify and describe task issues- focus and detail each task clearly- explore a variety of solutions- use prior knowledge to develop their designs- investigate relevant areas of the task

Self-Assessment• Students develop criteria to evaluate their own

products. Assess student-developed criteria forevidence they are able to:- identify criteria relevant to their products- consider possible users for their products

when developing criteria- identify appropriate methods to evaluate their

products

TECHNOLOGY EDUCATION8 TO 10 APPENDICES

APPENDIX APRESCRIBED LEARNING OUTCOMES

A-2

APPENDIX A: PRESCRIBED LEARNING OUTCOMES

SELF AND SOCIETY

Students need to understand how humans shape technology and the impact that current and future technologicaladvances have on our society, culture, and environment.


Grades K to 1 Grade 4Grades 2 to 3

• solve problems that come upduring the design process,independently and in groups

• demonstrate confidence and apositive attitude throughout theproblem-solving process

• manage materials, time, andresources

• identify and describe the effectsof technology on their lives, athome, and in the classroom

• identify occupations and rolemodels in technological fields intheir community, being sensitiveto culture, gender, and physicalability

• solve problems the come upduring the design process,independently and in groups

• demonstrate confidence and apositive attitude throughout theproblem-solving process

• use a variety of classroomresources when looking foranswers to problems involvingdesign

• manage materials, time, andresources

• identify the effects of technologyon their lives, at home, and inthe classroom

• identify occupations and rolemodels in technological fields intheir community, being sensitiveto culture, gender, and physicalability

• demonstrate risk taking andperseverance throughout theproblem-solving process

• organize their work to improvethe management of materials,time, and resources

• express personal thoughts andfeelings about the effects oftechnology in their lives, athome, and in the classroom

• identify past and currenttechnological occupations androle models, being sensitive toculture, gender, and physicalability

A-3


SELF AND SOCIETY



Grade 5 Grade 6 Grade 7

• solve problems that come upduring the design process,independently and in groups

• manage their work and re-sources during design activities

• analyse the positive andnegative effects of technology intheir lives.

• categorize and compare variousoccupations in technologicalfields, and discuss how somehave been the subject of culture,ability, and gender stereotyping.

• demonstrate, independently andin groups, confidence and apositive attitude when solvingproblems involving technology

• compare and contrast solutionsto problems involving designand technology in other cultures

• describe how technologicalchange affects their quality oflife at home, in the community,and in society

• identify career paths in techno-logical fields, and examinepossible career directions

• investigate the traditional rolesof people of different culturesand gender in technologicalfields

• apply innovative thought andactions when solving problemsinvolving technology, indepen-dently and in groups

• organize activities to make thebest use of time, materials, andresources

• investigate career paths intechnological fields, andexamine possible career direc-tions

• describe how societal pressuresinfluence technological changeand how technological changeinfluences society

A-4


SELF AND SOCIETY



Grade 8 Grade 10Grade 9

• demonstrate confidence andpositive attitudes when solvingproblems that arise during thedesign process

• identify practical problemsinvolving technology in avariety of contexts

• work with others to solveproblems that come up duringthe design process

• list career paths in technologicalfields, and examine potentialcareer opportunities

• demonstrate a willingness toexpress thoughts and feelingsabout the effects of technologyon their personal lives, society,and the environment

• contribute to group success byencouraging others to fulfiltheir responsibilities

• identify role models in techno-logical occupations, includingthose that are sensitive toculture, gender, and physicalability

• explain relationships betweentechnological advancements andchanges in the workplace,including the changing roles ofworkers

• evaluate design ideas based onassessments by others

• demonstrate a willingness tolook for and develop improvedsolutions to problems that ariseduring the design process

• express personal thoughts andfeelings about how societalpressures may influencetechnological advancementsand, conversely, how techno-logical changes influence societyand the environment

• demonstrate confidence andpositive attitudes when solvingproblems that arise during thedesign process

• demonstrate a willingness tofind unique solutions toproblems that arise during thedesign process

• identify methods to improvetheir abilities to work withothers during problem-solvingactivities

• demonstrate the ability to usecommunity resources to helpsolve problems that come upduring the design process

• describe new careers andoccupations in technologicalfields and determine theireducational prerequisites

• identify gender and ethnic biasin technological fields

• demonstrate confidence andpositive attitudes when solvingproblems that occur during thedesign process

• describe how societal pressuresinfluence technological advance-ments and, conversely, howtechnological changes influencesociety

A-5


COMMUNICATIONS

At home and in the workplace, students will need to use technology in the processing and sharing of information, andcommunicate ideas using language, graphics, and technology.


Grades K to 1 Grades 2 to 3 Grade 4

• follow instructions to constructa product

• communicate ideas for creatinga product

• make a drawing to communi-cate solutions to problems thatcome up during the designprocess

• identify different ways tocommunicate using technology

• describe the purpose of techni-cal communications used in thehome

• describe a problem involvingdesign using their own words

• describe a solution to a probleminvolving design

• present ideas about productsthey have made, and show howthey work

• identify ways of enhancingtechnical communications

• describe a solution to a probleminvolving technology

• use established criteria fordesigning presentations of ideas

• develop a plan and clearlycommunicate ideas for creatinga product or system

• use appropriate tools in thepresentation of ideas

A-6


COMMUNICATIONS




• gather information fromavailable resources to solveproblems involving technology

• describe a solution to a probleminvolving technology

• determine appropriate criteriafor the presentation of ideas

• choose appropriate tools for thepresentation of ideas

• develop a plan and communi-cate ideas for creating productsand systems

• use appropriate researchstrategies to solve problemsinvolving technology

• develop a plan and clearlycommunicate ideas for creatingproducts or systems

• choose appropriate tools torepresent ideas to others

• determine appropriate criteriafor the presentation of ideas

• select appropriate methods toconvey information

• communicate ideas for design-ing products or systems usingdifferent kinds of drawings

• choose appropriate tools totransmit ideas to others

• develop a plan and clearlycommunicate ideas to create aproduct or system

• use appropriate researchtechniques to help solveproblems involving technology

A-7


COMMUNICATIONS




• produce initial concept sketchesand final drawings using adesign process

• solve problems that come upduring the design process byusing various informationsources

• develop two- and three-dimensional graphics usingmanual and computer-assistedprocesses

• revise presentations based onsuggestions and comments fromothers

• identify how information andconcepts from other fields ofknowledge are used in thedesign process

• communicate ideas for design-ing products and systems usingvarious drawing projectionmethods, spreadsheets, graph-ics, or other media

• use information-gathering andcommunication methods tosolve problems during thedesign process and to createeffective presentations

• revise presentations based onpersonal review and feedbackfrom others

• describe the advantages anddisadvantages of variousinformation-gathering andcommunication processes

• develop two- and three-dimensional graphics usingmanual and computer-assistedprocesses

• identify how information andconcepts from other fields ofknowledge are used in thedesign process

• develop a plan to clearlycommunicate ideas for creatingproducts and systems

• use a variety of drawingprojection methods

• evaluate information-gatheringtools and processes used toaccess, store, organize, andpresent data

• apply knowledge and conceptsfrom other disciplines in solvingproblems that arise during thedesign process

• revise presentations based onpersonally set objectives

• demonstrate skill in managingtime and resources

• use information-gathering andcommunication methods tosolve problems involvingtechnology and to createeffective presentations

A-8


PRODUCTION

Students build skills in designing and developing products and systems that improve the human condition.


• solve problems involvingtechnology using various tools,materials, and processes

• modify familiar products byexperimenting with ways ofcombining, separating, forming,and finishing materials

• compare the properties and usesof familiar materials

• identify common tools, andcompare their characteristicsand intended uses

• recognize the potential safetyhazards presented by tools, andidentify safety equipment andprocedures

• recognize and suggest ways toreduce, reuse, and recyclematerials and products tocontrol waste

• solve problems involvingtechnology using appropriatetools and materials

• identify natural and manufac-tured materials

• follow given steps in making aproduct

• modify a variety of materials bycombining, separating, forming,and finishing

• identify ways to reduce, reuse,and recycle materials andproducts to control waste

• identify the potential safetyhazards presented by tools inthe classroom, and use appro-priate safety equipment andprocedures.

• choose appropriate tools andmaterials for the construction ofa product or system

• develop a design, make aproduct or system, and deter-mine the steps for its construc-tion

• determine ways to reduce,reuse, and recycle wastematerials

• identify natural and manufac-tured materials used in themanufacture of a product orsystem

• modify a variety of materials bycombining, separating, forming,and finishing to constructproducts or systems

• identify the potential hazards ofclassroom tools, and useappropriate safety equipmentand procedures


A-9


PRODUCTION



• choose appropriate tools andmaterials for the design andconstruction of products orsystems

• identify the potential hazards oftools, and use appropriate safetyequipment and procedures

• demonstrate ways to reduce,reuse, and recycle materials andproducts to control waste

• modify a variety of materials bycombining, separating, forming,and finishing to constructproducts or systems

• develop a design for a productor system, and determine thesteps for its construction

• determine a sequence of stepsbefore making a product orsystem based on a design

• identify and use suitable tools,processes, and materials forcombining, separating, forming,and finishing to constructproducts or systems

• use appropriate hand andportable power tools in the safemanufacture of products orsystems

• describe ways to reduce, reuse,and recycle materials andproducts to control waste

• describe production processesinvolved in the development ofproducts

• identify and use suitable tools,processes, and materials forcombining, separating, forming,and finishing to constructproducts or systems

• modify designs to improve theappearance, usefulness, andfunction of a product or system

• use hand and portable powertools for their intended functionin the safe manufacture ofproducts or systems

• reuse and recycle materials andproducts to reduce waste


A-10


PRODUCTION




• describe and use the process ofproduct design

• identify and classify theproperties of materials used tomanufacture products

• select materials based on a set ofdesign specifications

• describe combining, forming,separating, and finishingprocesses as they relate tomaterials used in productmanufacturing

• apply finishes and details tomanufactured products toenhance their appearance anddurability

• evaluate the efficiency of aproduction process

• identify ways to minimize wasteand reuse products

• demonstrate safe work habitswhen using tools, equipment,and technical processes

• use a design process to modifyproducts to improve theirappearance, usefulness, andfunction

• classify and describe thecharacteristics of industrialmaterials

• investigate and select materialsto meet design specifications

• devise and use assembly-sequence diagrams and flowcharts to explain a process orsystem

• devise a manufacturing process• identify new trends in manufac-

turing processes• describe ways to reduce waste• select and use a variety of

finishes on products to improvetheir appearance and durability

• select and safely use hand andpower tools in the manufactureof products

• demonstrate safe work habitswhen using tools, equipment,and technical processes, andencourage the same in others

• use a design process in produc-tion activities

• match materials to specificproduct requirements

• use orderly assembly anddisassembly techniques

• explain and use WHMISinformation

• devise a production process• use hand and power tool

techniques to process materialsin order to improve the appear-ance, usefulness, and function ofproducts

• examine new trends in manufac-turing processes

• describe ways to reuse andrecycle materials and productsto reduce waste

• demonstrate safe work habitswhen using tools, equipment,and technical processes, andencourage the same in others

• classify and describe thecharacteristics of industrialmaterials

A-11


CONTROL

Control addresses the application of devices and processes used to manage, sort, control, and organize systems.


Grades K to 1 Grades 2 to 3 Grade 4

• identify common control devicesin their homes and at school

• operate familiar control devices• identify methods to control a

device manually• make a manual control device

• identify common control devicesin their home and schoolenvironments that sense, switch,and regulate

• design and make products thatuse control devices

• describe the function of controldevices used in the community

• describe a method to control adevice

• design and construct a controldevice

A-12


CONTROL




• describe familiar controlsystems and the devices thatcontrol them

• describe a sequence of steps tocontrol a device

• design and construct a controldevice that senses, switches, orregulates

• describe and use control devicesthat sense, switch, and regulate

• design and construct a mechani-cal control device that senses,switches, or regulates

• explain the operation of controldevices that sense, switch, orregulate

• design and construct a controldevice that operates a system

A-13


CONTROL




• design and construct a controldevice that senses, switches, orregulates

• compare ways that variouscontrol devices work, andexplain their applications

• integrate electric, electronic,pneumatic, and mechanicalcontrol devices within a system

• demonstrate understanding ofthe concept of control bydismantling devices

• demonstrate an understandingof the operating principles usedin various control devices

• design and construct a systemthat uses a control device

• use troubleshooting strategies tolocate the source of malfunc-tions in a system

• modify electric, electronic,pneumatic, and mechanicalcontrol devices for particularapplications

• devise ways to monitor, modify,and improve systems byincorporating control devices

• devise troubleshooting strate-gies for correcting malfunctionsin a system

• demonstrate an understandingof the principles involved withinterconnected control devicesin product manufacturing

• design and construct a systemthat uses a control device, andassess its environmental andsocial implications

A-14


ENERGY AND POWER

Energy and power addresses the application of devices and processes that convert, transmit, and conserve forms ofenergy.



• identify products that usevarious forms of energy

• demonstrate an understandingof the ways objects move

• make products that use amechanical power source

• identify a variety of energysources

• identify how energy can betransferred and converted tomake devices function

• design and make a device that ispowered by an energy source

• identify simple machines• identify various forms of energy

and how energy can be stored• identify devices that are used to

convert, store, and transmitenergy

• design and construct devicesthat use simple machines

A-15


ENERGY AND POWER




• describe ways to conserveenergy

• identify alternative ways tomake an existing product orsystem function

• identify various forms of energyand power

• design and construct devicesthat use simple machines

• identify systems that convertand transmit energy

• design a device that convertsand transmits energy

• design and construct a productor system that uses simplemachines

• design a system that convertsenergy into power

• identify various forms of energyand their applications

• design and construct devicesthat use different forms ofenergy to operate

A-16


ENERGY AND POWER




• incorporate selected devices inthe design of energy transmis-sion and conversion systems

• explain how systems transmitand convert energy

• identify how simple machinesare combined into energy andpower systems

• construct devices that arepowered in various ways

• explain how systems convertpotential energy to kineticenergy, and assess their environ-mental and social implications

• construct devices that convertand transmit various forms ofenergy

• disassemble devices and explainthe transfer and conversion ofenergy within mechanicalsystems

• describe alternative sources ofenergy

• incorporate selected devices inthe design of energy transmis-sion and conversion systems

• design systems that multiply,reduce, and transmit power, andassess their social and environ-mental implications

• analyse the function of systemsused in machines and equip-ment

• construct devices to convert,store, and distribute energy inusable forms

• explain the transfer and conver-sion of energy within a mechani-cal system

APPENDIX BLEARNING RESOURCES

APPENDIX B: LEARNING RESOURCES

B-2


B-3

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

✓ ✓ ✓

Curriculum CommunicationsOrganizer(s): Control

Energy and PowerProduction

Grade Level:

The Secret Life of Machines Series

General Description: Four 30- minute titles in thisBritish video series explore the video recorder, thesewing machine, the vacuum cleaner, and thetelephone. The series provides an entertaining look attechnology in our everyday lives. It uses a "madscientist" who examines topics from historical andoperational perspectives.

Caution: Some experiments lack a solid approachto safety; teachers must address concerns.

Audience: General

Category: Student, Teacher Resource

4. Curriculum Organizers

3. Cautions

2. Media Format

8. Supplier

7. Audience

6. Category

¨

¨

¨

¨

¨

¨

What information does an annotation provide?

WHAT IS APPENDIX B?

Appendix B is a comprehensive list of the recommended learning resources for TechnologyEducation 8 to 10. The titles are listed alphabetically and each resource is annotated. In addition,Appendix B contains information on selecting learning resources for the classroom.

5. The Grade Level Grid

¨

1. General Description

¨

Year Recommended: 1995

Supplier: International Tele-Film Enterprises Ltd.Suite #301, 5090 Explorer DriveMississauga, ONL4W 4T9

Tel: (905) 629-3133 Fax: (905) 629-1211

Price: $295.00 eachISBN/Order No: (not available)


B-4

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

2. Media Format: is represented by an iconnext to the title. Possible icons include:

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc, Videodisc

Multimedia

Music CD

Print Material

Record

Slides

Software

Video

3. Caution: This category is used to alertteachers about potentially sensitive issues.

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

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

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

7. Audience: The audience category indicatesthe suitability of the resource for differenttypes of students. Possible student audi-ences 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)

8. 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

SELECTING LEARNING RESOURCES FOR

THE CLASSROOM

Selecting a learning resource means choosinglocally appropriate materials from the list ofrecommended resources or other lists ofevaluated resources. The process of selectioninvolves many of the same considerations asthe process of evaluation, though not to thesame level of detail. Content, instructionaldesign, technical design, and social consider-ations may be included in the decision-making process, along with a number ofother criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It ismost effective as an exercise in group deci-sion making, co-ordinated at the school,district, and ministry levels. To functionefficiently and realize the maximum benefitfrom finite resources, the process shouldoperate in conjunction with an overall dis-trict and school learning resource implemen-tation plan.

Teachers may choose to use provinciallyrecommended resources to support provin-cial or locally developed curricula; or theymay choose resources that are not on theministry's list; or they may choose to developtheir own resources. Resources that are noton the provincially recommended list must

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.

be evaluated through a local, board-ap-proved process.

CRITERIA FOR SELECTION

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

Content

The foremost consideration for selection isthe curriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Resources on theministry's recommended list are not matcheddirectly to learning outcomes, but they arelinked to the appropriate curriculum orga-nizers. It is the responsibility of the teacherto determine whether a resource will effec-tively support any given learning outcomeswithin a curriculum organizer. This can onlybe done by examining descriptive informa-tion regarding that resource; acquiringadditional information about the materialfrom the supplier, published reviews, orcolleagues; and by examining the resourcefirst-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as wellas anticipate the students they may have inthe future. Resources have been recom-mended to support a variety of specialaudiences, including gifted, learning dis-abled, 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 the organiza-tion and presentation techniques; the meth-ods used to introduce, develop, and summa-rize concepts; and the vocabulary level. The


B-6

suitability of all of these should be consid-ered 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, toopen-ended resources that require consider-able teacher preparation. There are recom-mended materials for teachers with varyinglevels and experience with a particularsubject, as well as those that strongly sup-port particular teaching styles.

Technology Considerations

Teachers are encouraged to embrace avariety of educational technologies in theirclassrooms. To do so, they will need toensure the availability of the necessaryequipment and familiarize themselves withits operation. If the equipment is not cur-rently available, then the need must beincorporated 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 the appro-priateness of any resource from the perspec-tive 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 may bethe most appropriate medium when teachinga particular, observable skill, since it pro-vides a visual model that can be played overand over or viewed in slow motion fordetailed analysis. Video can also bring

otherwise unavailable experiences into theclassroom and reveal "unseen worlds" tostudents. Software may be particularlyuseful when students are expected to de-velop critical-thinking skills through themanipulation of a simulation, or wheresafety or repetition are factors. Print re-sources or CD-ROM can best be used toprovide extensive background informationon a given topic. Once again, teachers mustconsider the needs of their individual stu-dents, some of whom may learn better fromthe use of one medium 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 with theschool and district resource centres. In somedistricts, this can be facilitated through theuse of district and school resource manage-ment and tracking systems. Such systemsusually involve a computer database pro-gram (and possibly bar-coding) to help keeptrack of a multitude of titles. If such a systemis put on-line, then teachers can check theavailability of a particular resource via acomputer.


B-7

SELECTION TOOLS

The Ministry of Education has developed avariety of tools to assist teachers with theselection of learning resources.

These include:

• Integrated Resource Packages (IRPs) whichcontain curriculum information, teachingand assessment strategies, and recom-mended learning resources

• learning resources information via annota-tion sets, resource databases on disks, theLearning Resources CD-ROM, and, in thefuture, on-line access

• sets of the most recently recommendedlearning resources (provided each year to anumber 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 districts onrequest)

A MODEL SELECTION PROCESS

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

1. Identify a resource co-ordinator (for ex-ample, 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 resource andlibrary materials, personnel, and infra-structure.

5. Identify the strengths and weaknesses ofthe existing systems.

6. Examine the district Learning ResourcesImplementation Plan.

7. Identify resource priorities.

8. Apply criteria such as those found inSelection and Challenge to shortlist potentialresources.

9. Examine shortlisted resources first-hand ata regional display or at a publishers'display, or borrow a set from the LearningResources Branch.

10. Make recommendations for purchase.

FURTHER INFORMATION

For further information on evaluation andselection processes, catalogues, CD-ROMcatalogues, annotation sets, or resourcedatabases, please contact the LearningResources Branch at 387-5331 or by faxat 387-1527.


Energy and Power

1995Year Recommended:

CurriculumOrganizer(s):

ISBN/Order No: ADV200

Price: $310.00

Audience: General

General Description: Fifteen-minute video on clean transportationtechnologies including solar race cars, solar-assisted commuter cars, andelectric vehicles. It also addresses the use of renewable crops toproduce ethanol.


Advanced Transportation and Solar Energy(Junior)

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Supplier: International Tele-Film Enterprises Ltd.

Suite #301, 5090 Explorer DriveMississauga, ONL4W 4T9

Tel: (905) 629-3133 Fax: (905) 629-1211

CommunicationsEnergy and PowerSelf and Society



ISBN/Order No: 849600-61

Price: $99.00

Audience: General

General Description: Twenty-minute video examines a variety ofrenewable and non-renewable energy resources, their uses, concerns,and environmental impact. Teacher's guide with glossary, discussiontopics, and follow-up activities is included.


Alternative Energies: Fuels for the Future

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

Supplier: McIntyre Media Ltd.

30 Kelfield StreetRexdale, ONM9W 5A2

Tel: 1-800-565-3036 Fax: (416) 245-8660

CommunicationsProductionSelf and Society



ISBN/Order No: 009.N3519E

Price: $39.95

Audience: General

General Description: Carton of 1800 paper straws 43.2 cm longaccompanied by two instruction pamphlets. Activities allow studentsto discover properties of the straws and learn how to modify a structureusing scissors, tape, and plasticine. Complementary print resource isChallenging Artstraws.


Artstraws

Grade Level:

K/1

✓

2/3

✓

4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

Supplier: Louise Kool + Galt Ltd.

Unit 11, 1149 Bellamy RoadScarborough, ONM1H 1H7

Tel: (416) 439-4322 Fax: (416) 439-1861

B-9


Communications



ISBN/Order No: Student Text: 0-02-685660-3Problems/Answer Key

Price: Student Text: $52.03Problems/Answer Key: $25.02/$7.81

Caution: Most measurements are imperial; few drawings are in metric.

Audience: General

General Description: Student text and activity book teach technicaldrawing. Essential information is enhanced by numerous and clearillustrations. Answer key provided.


Basic Technical Drawing, 6th Edition

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Supplier: McGraw-Hill Ryerson Ltd. (Ontario)

300 Water StreetWhitby, ONL1N 9B6

Tel: (905) 430-5000 Fax: (905) 430-5020

ControlEnergy and PowerProduction



ISBN/Order No: Class Pack: 019-08848Junior 400 Kit: 019-08845

Price: Class Pack: $119.95Junior 400 Kit: $59.95

Audience: General

General Description: Construction and modelling kit of moving gearsand parts that are contained inside transparent capsules. Theinterlocking parts snap together to make a variety of motorized land andwater models. The resource engages students in active learning ofmechanical and electrical principles.


Capsela

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9 10 11 126

✓

Supplier: Louise Kool + Galt Ltd.

Unit 11, 1149 Bellamy RoadScarborough, ONM1H 1H7

Tel: (416) 439-4322 Fax: (416) 439-1861

Communications



ISBN/Order No: (not available)

Price: $199.00

Audience: General

General Description: Twenty-two-minute video covers how humansensory organs convey information to the brain where it is decoded;what analog and digital coding means; optic fibre, wireless transmission;and the interconnection of computer faxes and modems. This videoprovides a good introduction to digital electronics.


Coding and Transmission

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11 126

Supplier: T. H. A. Media Distributors Ltd.

#307, 1200 West Pender StreetVancouver, BCV6E 2S9

Tel: (604) 687-4215 Fax: (604) 688-8349

B-10


ControlCommunicationsSelf and Society



ISBN/Order No: Student Text/Manual:0-87006-9616/0-87006-9624

Price: Student Text/Manual: $46.40/$12.56Instructor's Manual: $16.80

Audience: General

General Description: Student text, student activity manual, and aninstructor's manual introduce the variety of ways we use technology tocommunicate. Topics explored include design and problem solving,measurement systems, sketching, drafting, multiview drawings, anddimensioning.


Communication Systems

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Supplier: Irwin Publishing

1800 Steeles Avenue WestConcord, ONL4K 2P3

Tel: (905) 660-0611 Fax: (905) 660-0676

ControlCommunicationsEnergy and PowerProduction, Self and Society



ISBN/Order No: Text: 0-8273-5244-1Instructor's Guide: 0-8273-5246-8

Price: Text: $37.76Instructor's Guide: $25.16

Audience: General

General Description: Student text and instructor's guide focus on thedesign and problem-solving process and feature problem-solvingactivities. Material is applied to analyses of a variety of systems. Theinstructor's guide contains answer keys and transparency masters.


Design and Problem Solving in Technology

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11 126

Supplier: Nelson Canada

1120 Birchmount RoadScarborough, ONM1K 5G4

Tel: (416) 752-9100 Fax: (416) 752-9365

B-11


CommunicationsEnergy and PowerProductionSelf and Society



ISBN/Order No: Student Text: 0-07-549650-XTeacher's Resource: 0-07-549941-X

Price: Student Text: $28.01Teacher's Resource: $45.00

Audience: General

General Description: Canadian student text and instructor's guideemphasize design as the critical element driving the technologicalprocess. Problem-solving activities and career profiles are included.The guide provides evaluation tools, answers, and blackline masters.


Design and Technology

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11 126



Tel: (905) 430-5000 Fax: (905) 430-5020

CommunicationsEnergy and PowerProductionSelf and Society




Price: $69.00

Audience: GeneralGifted - open-ended problem solving and design

General Description: Thirty-two-minute Australian video exploresquestions in contemporary design using the camper trailer, or caravan,as the example. Architects from around the world were commissionedto create innovative designs for discussion. Manufacturers in turnproduced working prototypes.


A Design Project - Case Study: FourResponses to a Design Brief

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11 126

Supplier: Classroom Video Inc.

9005 Centaurus Circle, Unit CBurnaby, BCV3J 7N4

Tel: (604) 420-3066 Fax: (604) 420-3095

ControlEnergy and Power



ISBN/Order No: 70022

Price: $29.95

Audience: General

General Description: Resource kit provides an introduction topneumatics and hydraulics through theory and practical, hands-onactivities. Support structures and several circuits can be constructed.


Discovery Kits: Pumping it up withPneumatics

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

Supplier: Spectrum Educational Supplies

2102 Elspeth PlacePort Coquitlam, BCV3C 1G3

Tel: (604) 942-5835 Fax: (604) 941-1066

B-12






Price: $40.00 - $140.00

Audience: GeneralGifted - extension in activitiesLD - concept development, highly visual, appropriate vocabulary, other formsof communication such as group presentation, speaking versus writing

General Description: Multi-format resource introduces students tothe principal fields of technology. Visually rich, it provides challengingproblem-solving activities. Components include: introductory studenttext, student workbook, student video, annotated teacher's text,resource binder, teacher's video, computer test bank in Macintosh orMS-DOS format.


Experience Technology:Communication, Production,Transportation, Biotechnology

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9 10 11 126

✓



Tel: (905) 430-5000 Fax: (905) 430-5020

ControlEnergy and PowerSelf and Society



ISBN/Order No: Student Text/Manual:87006-9799/87006-9802

Price: Student Text/Manual: $36.80/$10.00Instructor's Guide: $15.84

Audience: General

General Description: Student text, non-reproducible student activitymanual, and an instructor's manual explore the topics of transportation,energy, and power from a historical to futuristic perspective.


Exploring Transportation

Grade Level:

K/1 2/3 4 5 7 8

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Tel: (905) 660-0611 Fax: (905) 660-0676

ControlEnergy and PowerProductionSelf and Society




Price: $145.00

Audience: General

General Description: Twenty-three-minute video provides anintroduction to hydraulic and pneumatic power systems withdiscussion of applications, social impact, and comparison of the twosystems.


Fluid Power Technology at Work

Grade Level:

K/1 2/3 4 5 7 8

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Tel: 1-800-565-3036 Fax: (416) 245-8660

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Price: $15.95 each

Audience: General

General Description: Four books cover mechanisms, structures,electronics, and pneumatics. Each book contains a collection of designproblems, skill-building activities, and a reference or research section.Designed for the British National Curriculum.


GCSE Technology

Grade Level:

K/1 2/3 4 5 7 8

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Supplier: Bacon & Hughes

13 Deerlane AvenueNepean, ONK2E 6W7

Tel: (613) 226-8136 Fax: (613) 226-8121





Price: $149.00

Audience: General

General Description: Twenty-five-minute video examines numerousstages in planning a video, developing ideas, storyboarding, and casting.Techniques such as lighting, in-camera editing, and animation aredemonstrated. Student-centred activities show how to plan andproduce using just one camera.


How to Make Great Videos - With Just aCamcorder

Grade Level:

K/1 2/3 4 5 7

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Tel: 1-800-565-3036 Fax: (416) 245-8660





Price: $750.00

Audience: General

General Description: Twenty-minute British video shows studentsworking in groups to design kitchens based on efficient use of space fortwo different situations. It walks the viewer through a series of stepsfor design and problem-solving strategies, while emphasizing scaledrawing and modelling.


In the Kitchen

Grade Level:

K/1 2/3 4 5 7

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Supplier: Marlin Motion Pictures Ltd. (Man.)

418 Waterloo StreetWinnipeg, MBR3N 0S8

Tel: (204) 489-6185 Fax: (204) 489-0347

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Price: $100.00 - $350.00

Audience: GeneralESL - visuals and manipulativesLD - hands-on activities

General Description: Modelling kit has more than 500 interlockingparts which snap together to make a variety of working, control-relatedmodels. Models can be interfaced with the computer in Macintosh orMS-DOS to perform control functions. Reference guides and aliterature pack are included.


Lego/Dacta Control Lab Starter Pack

Grade Level:

K/1 2/3 4 5 7 8

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Supplier: LEGO Canada Inc.

380 Markland StreetMarkham, ONL6C 1T6

Tel: (905) 887-5346 Fax: (905) 887-1274





Price: $148.00

Audience: GeneralESL - visuals and manipulativesLD - hands-on activities

General Description: Systems Set has 282 interlocking parts which snaptogether to make a variety of manufacturing related models such asconveyor, drill press, dough mixer, jewellery polisher. An activity packcomprises teacher guide and reproducible design briefs. Models can becustomized. The tool promotes active learning of mechanical andelectrical principles.


Lego/Dacta Manufacturing Systems

Grade Level:

K/1 2/3 4 5 7 8

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Supplier: LEGO Canada Inc.

380 Markland StreetMarkham, ONL6C 1T6

Tel: (905) 887-5346 Fax: (905) 887-1274




ISBN/Order No: Student Text: 8273-4907-6Teacher's Resource Guide: 8273-4909-2

Price: Student Text: $42.26Teacher's Resource Guide: $46.76

Audience: General

General Description: Student textbook begins with a generaldiscussion of technology in a changing world, resources for technology,problem solving, and systems. Subsequent chapters apply this toanalyses of a variety of real situations. A teacher's resource guidesupports the activity-based instruction.


Living with Technology, Second Edition

Grade Level:

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Tel: (416) 752-9100 Fax: (416) 752-9365

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ProductionSelf and Society




Price: $295.00

Audience: General

General Description: Twenty-six-minute video features the life ofElizabeth Gale, an 81-year-old furniture maker from Newfoundland.Completely self-taught and using just a few tools, she developed herown style of folk art furniture.


Making the Most of Things

Grade Level:

K/1 2/3 4 5 7

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Supplier: Moving Images Distribution

402 West Pender Street, Suite 606Vancouver, BCV6B 1T6

Tel: (604) 684-3014 Fax: (604) 684-7165





Price: (not available)

Audience: General

General Description: Fifteen-minute video illustrates primary andsecondary manufacturing processing including: casting and molding,forming, separating, conditioning, assembling, and finishing. Alsodiscussed are properties of manufactured materials.


Manufacturing Processes

Grade Level:

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Tel: 1-800-565-3036 Fax: (416) 245-8660

ProductionSelf and Society



ISBN/Order No: 700026 - 61


Audience: General

General Description: Seventeen-minute video uses dramatization toillustrate the requirements of manufacturing systems: materialresources, human resources, and capital resources. It exploresrenewable and exhaustible raw materials, industrial materials, andengineered materials.


Manufacturing Resources

Grade Level:

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Tel: 1-800-565-3036 Fax: (416) 245-8660

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Audience: General

General Description: Seventeen-minute video uses dramatization toillustrate manufacturing systems: continuous, intermittent, andcustom. Discussion includes a comparison of strengths and weaknesses,as well as requirements in terms of tools, equipment, and workers.


Manufacturing Systems

Grade Level:

K/1 2/3 4 5 7 8

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Tel: 1-800-565-3036 Fax: (416) 245-8660





Price: $750.00

Audience: General

General Description: Twenty-minute British video explores theprinciples behind a well-designed parking lot. It shows students ingroups brainstorming and working toward a conclusion and solution.


Parking Places

Grade Level:

K/1 2/3 4 5

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Supplier: Marlin Motion Pictures Ltd. (Ont.)

211 Watline AvenueMississauga, ONL4P 1P3

Tel: (905) 890-1500 Fax: (905) 890-6550





Price: $7.60 - $8.40 each

Audience: General

General Description: Collection of seven books organized aroundthree themes: "forces and energy," "material," and "communications."The books contain a large number of student activities and experimentsrelated to each concept.

Category: Teacher Resource

Q Science Series

Grade Level:

K/1 2/3 4 5 7

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9 10 11 126

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Supplier: Copp Clark Longman Ltd.

2775 Matheson Boulevard EastMississauga, ONL4W 4P7

Tel: (905) 238-6074 Fax: (905) 238-6075

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Production




Price: $19.00

Audience: General

General Description: Book explores the history and development ofstructures including buildings, bridges, dams, aqueducts, and roads.Clearly detailed scene-setting diagrams are used. A comprehensiveglossary is included.


The Random House Book of How ThingsWere Built

Grade Level:

K/1 2/3 4 5 7

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Supplier: Random House of Canada Ltd.

1265 Aerowood DriveMississauga, ONL4W 1B9

Tel: (905) 624-0672 Fax: (905) 624-6217

ControlProductionSelf and Society




Price: $500.00

Audience: General

General Description: Ten-minute video provides an introduction torobotics and the principles of robotics movements using industrialapplications as examples. It shows how Cartesian co-ordinates areapplied to program the robots for three-dimensional movement.Questions are posed to viewers during the video and highlighted byexamples.


Robots at Work

Grade Level:

K/1 2/3 4 5 7

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Supplier: Marlin Motion Pictures Ltd. (Man.)

418 Waterloo StreetWinnipeg, MBR3N 0S8

Tel: (204) 489-6185 Fax: (204) 489-0347

Production




Price: $180.00

Audience: General

General Description: Fifteen-minute video addresses the safeoperation and set-up of bench and pedestal grinders. It coversinstallation and testing of grinding wheels, grinding wheel classification,dressing, and safe grinding procedures.


Safe and Effective Grinding

Grade Level:

K/1 2/3 4 5 7 8 9

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Supplier: Safetycare Inc.

3354 Tennyson AvenueVictoria, BCV8Z 3P6

Tel: 475-6775 Fax: 475-6705

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Price: $295.00 each

Caution: Some experiments lack a solid approach to safety; teachers mustaddress concerns.

Audience: General

General Description: Four 30-minute titles in this British video seriesexplore the video recorder, the sewing machine, the vacuum cleaner,and the telephone. The series provides an entertaining look attechnology in our everyday lives. It uses a "mad scientist" whoexamines topics from historical and operational perspectives.


The Secret Life of Machines Series

Grade Level:

K/1 2/3 4 5 7 8

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Supplier: International Tele-Film Enterprises Ltd.

Suite #301, 5090 Explorer DriveMississauga, ONL4W 4T9

Tel: (905) 629-3133 Fax: (905) 629-1211

CommunicationsEnergy and PowerProduction



ISBN/Order No: 1-881431-44-4/20128

Price: $34.95

Audience: General

General Description: Reproducible investigations provide atechnological approach to math and science. The major focus is on anaerodynamics theme: concepts such as trigonometry and Bernoulli'sPrinciple are explored through a Technology Education problem-solvingapproach.


The Sky's the Limit with Math and Science

Grade Level:

K/1 2/3 4 5

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Tel: (604) 942-5835 Fax: (604) 941-1066

ControlEnergy and PowerSelf and Society




Price: Student Text/Workbook: $36.80/$11.20Instructor's Guide: $5.00

Audience: General

General Description: Textbook covers the fundamentals of smallengine construction, operation, maintenance, trouble-shooting,rebuilding, repairs, and related career opportunities. Hands-onactivities are suggested. A workbook and teacher's guide are available.


Small Gas Engines

Grade Level:

K/1 2/3 4 5 7 8 9

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Tel: (905) 660-0611 Fax: (905) 660-0676

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Communications




Price: $199.00

Audience: General

General Description: Twenty-two-minute video explores the historyand development of recording information, from book form to vinyl LPs,to laser and CD, as well as analog and digital storage systems. It explainsthe development of mechanical recording systems ranging from vinylLPs to laser-etched discs.


Storage and Retrieval

Grade Level:

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Supplier: T. H. A. Media Distributors Ltd.

#307, 1200 West Pender StreetVancouver, BCV6E 2S9

Tel: (604) 687-4215 Fax: (604) 688-8349

ControlEnergy and Power



ISBN/Order No: 1-8994-13-103/TTS-TFT

Price: $19.95

Audience: General

General Description: Book promotes practical ideas and conceptsrelated to power, energy and controls, especially electrical. Black andwhite design sketches provide information about using a variety ofmaterials, ranging from everyday to sophisticated, in order to encouragetechnological activities in the classroom.


Techniques For Technology

Grade Level:

K/1 2/3 4 5 7

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9

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Supplier: Technology Teaching Systems

Unit 2 - 45 Basalatic RoadConcord, ONL4K 1C5

Tel: (905) 660-3933 Fax: (905) 660-3056





Price: $16.99 each

Audience: GeneralGifted - opportunities for independent study

General Description: Collection of six books: Planes and Flight, LandTransportation, Space, Canals and Waterways, Ships and Shipwrecks, andBridges and Tunnels. Each book provides a historical and internationalapproach to its topic, and gives background information. Someactivities are suggested. Large, colourful visuals enhance the text.


Technology Craft Topics

Grade Level:

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Tel: (416) 752-9100 Fax: (416) 752-9365

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Tel: (604) 942-5835 Fax: (604) 941-1066

ControlCommunicationsEnergy and Power



ISBN/Order No: 0-02-954154-9

Price: $30.00

Audience: General

General Description: Book provides some philosophy of technologyeducation, implementation ideas, processes for evaluation, andnumerous project ideas that tie technology education to other curricularareas.


Technology I.D.E.A.S.: A Teaching ResourceBook

Grade Level:

K/1 2/3 4 5

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Supplier: Prentice Hall Ginn Canada (Ont.)

1870 Birchmount RoadScarborough, ONM1P 2J7

Tel: (416) 293-3621 Fax: (416) 299-2539





Price: $45.00 - $140.00

Caution: Measurements are imperial, not metric. Teachers will have toconvert these measurements for classroom activities in student text andstudent workbooks.

Audience: GeneralGifted - extension activities

General Description: Resource package provides an introduction totechnology through hands-on activities. Components include studenttextbook and workbook, teacher's annotated textbook and manual,resource binder, reproducible material, transparencies, tests, answerkeys, safety handbook, and career handbook. Software in Apple,Macintosh, or MS-DOS provides test banks.


Technology Today and Tomorrow,Second Edition

Grade Level:

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Tel: (905) 430-5000 Fax: (905) 430-5020





Price: Single Spoke: $110.00 eachHub and 4 Spokes: $595.00

Audience: General

General Description: Activities package consists of Macintosh orMS-DOS computer disks and print material organized into 12 units or"spokes": computer programming, lasers, engineering, aerospace,electronics, laser light show, aerodynamics/ propulsion, holography,aeronautics, wind energy, solar energy, and telecommunications/spacelinks. Activities can be delivered without the computer through theuse of program printouts.


Technology Wheel

Grade Level:

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Supplier: Advance School Equipment

Box 488Ponoka, ABT4J 1S8

Tel: 1-800-465-7737 Fax: 1-800-661-6676

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ISBN/Order No: Student Workbook: 1-873101-15-5/21672Teacher's Guide: 1-873101-16-3/21670

Price: Student Workbook: $24.95Teacher's Guide: $39.00

Audience: General

General Description: Student workbook and teacher's guide provide aframework for a hands-on approach to electronic components.Resource focusses on recognition and understanding of electroniccomponents, ability to read and work with simple schematic diagramsand real circuits, and developing manipulative skills.


Tracktronics: Opportunities for DesignUsing Electronics

Grade Level:

K/1 2/3 4 5 7

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Tel: (604) 942-5835 Fax: (604) 941-1066




ISBN/Order No: 1-56458-901-3

Price: $60.00

Audience: General

General Description: CD-ROM with an entertaining and interactivedesign features a program that provides information on a variety oftechnological topics using visuals and sound very effectively. Formatallows the student to move easily through various levels of scope anddepth. Requires Windows PC. Macintosh version under development.


The Way Things Work

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Tel: (905) 660-0611 Fax: (905) 660-0676

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APPENDIX CCROSS-CURRICULAR OUTLINES

APPENDIX C: CROSS-CURRICULAR OUTLINES

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The three principles of learning statedin the introduction of this IntegratedResource Package (IRP) support the

foundation of the Kindergarten to Grade 12Education Plan. They have guided all aspectsof the development of this document, includ-ing the curriculum outcomes, instructionalstrategies, assessment strategies, and learn-ing resource evaluations. In addition to thesethree principles, it is recognized that BritishColumbia’s schools include young people ofvaried backgrounds, interests, abilities, andneeds. In order to meet these needs andensure equity and access for all learners, thedevelopment of each component of thisdocument has also been guided by a series ofcross-curricular outlines. It is expected thatthese principles and cross-curricular outlineswill guide the users of this document as theyengage in school and classroom organizationand instructional planning and practice.

The following cross-curricular outlines havebeen used to focus the development andevaluation of the components of the IRP:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• First Nations Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

APPLIED FOCUS IN CURRICULUM

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 application of

theory makes school more relevant tostudents’ needs and goals. An appliedfocus strengthens the link between whatstudents need to know to functioneffectively in the workplace or in post-secondary education and what they learnin Kindergarten through Grade 12.

Implementation of an applied approachinvolves working with a wide range ofpartners including universities, colleges,institutes, employers, communitygroups, parents, and government.

The applied focus in curriculum isconsistent with the following statementsfrom the Kindergarten to Grade 12Education Plan:

All levels of the program are developedaround a common core of learning toensure that students learn to read,write, and do mathematics, solveproblems, and use computer-basedtechnology.

Employers expect graduates to be goodlearners, to think critically and solveproblems, to communicate clearly, tobe self-directed, and to work well withothers. The new workplace also requires people to be knowledgeableabout technology and able to searchout and apply information from manysources.

Some examples of an applied focus indifferent subjects are:

English Language Arts—increasingemphasis on language used in everydaysituations and in the workplace, such asfor job interviews, memo and letterwriting, word processing, and technicalcommunication (including the ability tointerpret technical reports, manuals,tables, charts, and graphics)


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Mathematics—more emphasis on skillsneeded in the workplace, including knowl-edge 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,using computers to produce tables andgraphs and for spreadsheets

Business Education—more emphasis on realworld applications such as preparingrésumés and personal portfolios, participat-ing in groups to solve business communica-tion problems, using computer software tokeep records, and using technology to createand print marketing material

Visual Arts—applying visual arts skills toreal world design, problem solving, andcommunications; exploring career applica-tions of visual arts skills; experimenting witha variety of new technologies to createimages; and a new emphasis on creating andunderstandng images of social significanceto the community.

This summary is derived from The Kinder-garten to Grade 12 Education Plan (Septem-ber 1994), and curriculum documents fromBritish Columbia and other jurisdictions.

CAREER DEVELOPMENT

Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, and commu-nity experiences to facilitate career andlifestyle choices. The main emphases ofcareer development are career awareness,career exploration, career preparation, careerplanning, and career work experience.

In the process of career development stu-dents 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 lifelonglearning

• an ability to prepare for multiple rolesthroughout life

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 activitiesfocussing on the students themselves and ona 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

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• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

Games, role-playing, drama, and appropriatecommunity volunteer experience can beused to help students actively explore theworld of work. Field experiences in whichstudents observe and interview workers intheir occupational environments may also beappropriate. 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 students withopportunities to prepare for and makeappropriate and realistic decisions. In devel-oping their student learning plans, they willrelate 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 and

skills through a variety of career explorationopportunities (e.g., job shadowing) is em-phasized at this level. Group discussion andindividual consultation can be used to helpstudents examine and confirm their personalvalues 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 the work-place, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and envi-

ronments 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 the work-place and society in general

• experience both theoretical and appliedlearning, which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans


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Descriptions of career development are drawn fromthe Ministry of Education’s Career Developer’s Hand-book, Guidelines for the Kindergarten to Grade 12 EducationPlan, Implementation Resource, Part 1, and the Career andPersonal Planning IRP, April 1995.

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 that differ-entiates ESL services from other schoolactivities.

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, because

of 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 be under-stood by the students.

Good practices to enhance the learning ofstudents 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 and internal-ize information before giving detailedanswers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

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This summary is drawn from Supporting Learners ofEnglish: Information for School and District Administra-tors, RB0032, 1993, and ESL Policy Discussion Paper(Draft), Social Equity Branch, December 1994.

ENVIRONMENT AND SUSTAINABILITY

Environmental education is defined as a wayof understanding human relationships withthe environment. It involves:

• students learning about their connectionsto the natural environment through allsubjects

• students having direct experiences in theenvironment, both natural and human-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 Environment andSustainability Themes

Integrating these themes into the curriculumhelps students develop a responsible attitudetoward caring for the earth. Studies thatintegrate environment and sustainabilitythemes provide students with opportunitiesto identify their beliefs and opinions, reflecton a range of views, and ultimately makeinformed and responsible choices.

The guiding principles that should be inter-woven in subjects from Kindergarten toGrade 12 are:

• Direct experience is the basis of humanlearning.

• Analysis of interactions helps humansmake sense of their environment.

• Responsible action is both integral to and aconsequence of environmental education.

Some organizing principles are:

• Human survival depends on complexnatural and human-built systems.

• Human decisions and actions have envi-ronmental consequences.

• Students should be provided with oppor-tunities to develop an aesthetic apprecia-tion of the environment.

The theme study units might include: Con-sumerism, School Operating Systems, Pollu-tion, or Endangered Species.

This summary is derived from A Plan for EnvironmentalEducation, Curriculum Branch, October 1995.

FIRST NATION STUDIES

First Nations studies focus on the richnessand diversity of First Nations cultures andlanguages. These cultures and languages areexamined within their own unique contextsand within historical, contemporary, andfuture realities. First Nations studies arebased on a holistic perspective that inte-grates the past, present, and future. FirstNations peoples are the original inhabitantsof North America 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.


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Value of Integrating First Nations Studies

• First Nations values and beliefs are du-rable and relevant today.

• There is a need to validate and substanti-ate First Nations identity.

• First Nations peoples have strong, dy-namic, evolving cultures that haveadapted to changing world events andtrends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.

• There is a need for informed, reasonablediscussion and decisionmaking 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 thatthe students will:

• demonstrate an understanding and appre-ciation for the values, customs, and tradi-tions of First Nations peoples

• demonstrate an understanding of andappreciation for unique First Nationscommunications systems

• demonstrate a recognition of the impor-tance of the relationship between FirstNations peoples and the natural world

• recognize dimensions of First Nations artas a total cultural expression

• give examples of the diversity and func-tioning of the social, economic, and politi-cal systems of First Nations peoples intraditional 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 styles oftwo or more First Nations cultures

English Language Arts—analysing portray-als and images of First Nations peoples invarious works of literature

Home Economics—identifying forms of food,clothing, and shelter in past and contempo-rary 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 career deci-sions should be based on a student’sinterest and ability, regardless of gender.

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• Gender equity incorporates a consider-ation of social class, culture, ethnicity,religion, sexual orientation, and age.

• Gender equity requires sensitivity, deter-mination, commitment, and vigilance overtime.

• The foundation of gender equity is co-operation and collaboration among stu-dents, educators, education organizations,families, and members of communities.

General Strategies for Gender-EquitableTeaching

• Be committed to learning about andpractising equitable teaching.

• Use gender-specific terms to marketopportunities—for example, if a technol-ogy fair has been designed to appeal togirls, mention girls clearly and specifically.Many girls assume that gender-neutrallanguage in non-traditional fields meansboys.

• Modify content, teaching style, and assess-ment practices to make non-traditionalsubjects more relevant and interesting forfemale and male students.

• Highlight the social aspects and usefulnessof activities, skills, and knowledge.

• Comments received from female studentssuggest that they particularly enjoy inte-grative thinking; understanding context aswell as facts; and exploring social, moral,and environmental impacts of 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, special oppor-tunities, and resources to encourage

students to excel in areas of study inwhich they are typically under-repre-sented.

• Design lessons to explore many perspec-tives and to use different sources of infor-mation; refer to female and male experts.

• Manage competitiveness in the classroom,particularly in areas in which male stu-dents typically excel.

• Watch for biasses (e.g., in behaviour orlearning resources) and teach studentsstrategies to recognize and work to elimi-nate inequities they observe.

• Be aware of accepted gender-biassedpractices in physical activity (e.g., in teamsport, funding for athletes, and choices inphysical education programs).

• Do not assume that all students are hetero-sexual.

• Share information and build a network ofcolleagues with a strong commitment toequity.

• Model non-biassed behaviour: use inclu-sive, parallel, or gender-sensitive lan-guage; 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 may ob-serve.

• 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 AND TECHNOLOGY

Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.


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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 information tech-nology curriculum has been developed to beintegrated into all new curricula to ensurethat students know how to use computersand gain the technological literacy de-manded in the workplace.

In learning about information technology,students acquire skills in information analy-sis and evaluation, word processing, data-base 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 of informa-tion technology structure and concepts

• 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 ap-

pearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

• Foundations—the basic physical skills,and intellectual and personal understand-ings required to use information technol-ogy, as well as self-directed learning skillsand socially responsible attitudes

• Explorations—defining a problem toestablish a clear purpose for search strate-gies and retrieval skills

• Transformations—filtering, organizing,and processing information

• Expressions—designing, integrating, andpresenting a message using text, audioand visual information, and messagedelivery

This information is derived from the draft InformationTechnology Curriculum K to 12 currently under develop-ment.

MEDIA EDUCATION

Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts and focusses on broad issuessuch as the history and role of media indifferent 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 variety ofsubjects.

Value of Integrating Media Education

Popular music, television, film, radio, maga-zines, computer games, and informationservices—all supplying media messages—are pervasive in the lives of students today.Media education develops students’ abilityto think critically and independently aboutissues that affect them. Media educationencourages students to identify and examinethe values contained in media messages. It

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also 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 pro-vide learning opportunities for media educa-tion. It is not taught as a separate curricu-lum.

The key themes of media education are:

• media products (purpose, values, repre-sentation, codes, conventions, characteris-tics, 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—critiquing advertis-ing and examining points of view

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.

Multicultural education involves:

• recognizing that everyone belongs to acultural group

• accepting and appreciating cultural diver-sity as a positive feature of our society

• affirming that all ethnocultural groups areequal within our society

• understanding that multicultural educa-tion is for all students

• recognizing that similarities across cul-tures 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 heritages of others

• promoting cross-cultural understanding,citizenship, and racial harmony

Anti-Racism Education

Anti-racism education promotes the elimina-tion of racism through identifying andchanging institutional policies and practicesas well as identifying individual attitudesand behaviours that contribute to racism.Anti-racism education involves:

• proposing the need to reflect about one’sown attitudes on race and anti-racism

• understanding what causes racism inorder to achieve equality

• identifying and addressing racism at boththe personal and institutional level


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• 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 Multiculturalism andAnti-Racism Education

Multiculturalism and anti-racism educationprovides learning experiences that promotestrength through diversity and social, eco-nomic, 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 importance ofcollaboration between students, parents,educators, and communities working towardsocial justice in the education system.

The key goals of multiculturalism and anti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative intercultural commu-nication in a pluralistic society

• to provide equal opportunities for educa-tional achievement by all learners, regard-less of culture, national origin, religion, orsocial 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, and tomeasure

Physical Education—developing an appre-ciation of games and dances from diversecultural groups

This summary is derived from Multicultural and Anti-Racism Education—Planning Guide (Draft), developed inthe Social Equity Branch in 1994.

SCIENCE TECHNOLOGY-SOCIETY

Science-Technology-Society (STS) addressesour understanding of inventions and discov-eries and how science and technology affectthe well-being of individuals and our globalsociety.

The study of STS includes:

• the contributions of technology to scien-tific knowledge and vice versa

• the notion that science and technology areexpressions of history, culture, and a rangeof personal factors

• the processes of science and technologysuch as experimentation, innovation, andinvention

• the development of a conscious awarenessof ethics, choices, and participation inscience and technology

Value of Integrating STS

The aim of STS is to enable learners toinvestigate, analyse, understand, and experi-

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ence the dynamic interconnection of science,technology, and human and natural systems.

The study of STS in a variety of subjectsgives students 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, inthe context of many societal and indi-vidual factors

• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes and techno-logical solutions

• contribute to responsible and creativesolutions using science and technology

The organizing principles of STS are: Humanand Natural Systems, Inventions and Discov-eries, Tools and Processes, and Society andChange. Each organizer may be developedthrough a variety of contexts, such as theeconomy, environment, ethics, social struc-tures, culture, politics, and education. Eachcontext provides a unique perspective forexploring the critical relationships that existand 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 the recentinfluence of technologies on listening, speak-ing, and writing (e.g., CDs, voice mail,computer-generated speech)

Physical Education—studying how technol-ogy has affected our understanding of therelationship between activity and well-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, emo-tional, or behavioural nature; or have learn-ing disabilities; or have exceptional gifts ortalents.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it. Opportuni-ties for success are enhanced when provin-cial learning outcomes and resources aredeveloped with regard for a wide range ofstudent needs, learning styles, and modes ofexpression.

Educators can assist in creating more inclu-sive learning environments by introducingthe following:• activities that focus on development and

mastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school and commu-nity, including the application of practical,hands-on skills in a variety of settings

• references to specialized learning re-sources, equipment, and technology

• ways to accommodate special needs (e.g.,incorporating adaptations and extensionsto content, process, product, pacing, andlearning environment; suggesting alter-nate methodologies or strategies; makingreferences to special services)

• a variety of ways, other than throughpaper-and-pencil tasks, for students todemonstrate learning (e.g., dramatizingevents to demonstrate understanding of a


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poem, recording observations in scienceby drawing or by composing and perform-ing a music piece)

• promotion of the capabilities and contribu-tions of children and adults with specialneeds

• 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 casesthe 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 adapted instruc-tion in still others. Adaptations and modifi-cations are specified in the student’s Indi-vidual Education Plan (IEP).

Adapted Programs

An adapted program addresses the learningoutcomes of the prescribed curriculum butprovides adaptations so the student canparticipate in the program. These adapta-tions may include alternative formats forresources (e.g., Braille, books-on-tape),instructional strategies (e.g., use of interpret-ers, visual cues, learning aids), and assess-ment procedures (e.g., oral exams, additionaltime). Adaptations may also be made inareas such as skill sequence, pacing, method-ology, materials, technology, equipment,services, and setting. Students on adaptedprograms are assessed using the curriculumstandards and can receive full credit.

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 com-

mon signs and using the telephone. A stu-dent on a modified program is assessed inrelation to the goals and objectives estab-lished in the student’s IEP.

Ministry Resources for Teachers of Studentswith Special Needs

The following publications are currentlyavailable from the Learning ResourcesBranch or are under development and willbe made available soon:

The Universal Playground: A Planning Guide(Ministry of Education, 1991, FCG 129)

Hard of Hearing and Deaf Students—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1994, RB0033)

Special Education Services—A Manual ofPolicies, Procedures and Guidelines (Ministry ofEducation, 1995)

I.E.P. Planning Resource (Ministry of Educa-tion, 1995)

Students with Visual Impairments—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Gifted Students—A Resource Guide to SupportClassroom Teachers (Ministry of Education,1995)

Students with Intellectual Disabilities: A Re-source Guide to Support Teachers (Ministry ofEducation, 1995)

Teaching for Student Differences—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Resource Handbook for Adapted CurriculumSoftware (Ministry of Education, 1995)Awareness Series (Ministry of Education,1995)

This summary is derived from the Handbook forCurriculum Developers, February 1994, and SpecialEducation Services—A Manual of Policies, Procedures andGuidelines, June 1995.

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APPENDIX DASSESSMENT AND EVALUATION

D-3

ABOUT THIS APPENDIX

Prescribed learning outcomes, ex-pressed in measurable terms, providethe basis for the development of

learning activities, and assessment andevaluation strategies. After a general discus-sion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, and evalua-tion might come together in a particulartechnology education program. The genericassessment and evaluation tools at the end ofthis appendix provide further planningsupport for teachers.

ASSESSMENT AND EVALUATION

Assessment is the systematic gatheringof information about what students know,are able to do, and are working toward.Assessment methods include: studentself-assessments, reviews of performance,portfolio assessments, and conferencing.Assessment tools may include observation,daily practice assignments, quizzes, samplesof student work, pencil-and-paper tests,holistic rating scales, projects, and oral andwritten reports.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight, knowl-edge about learning, and experience withstudents, along with the specific criteria theyestablish, to make judgments about studentperformance in relation to prescribed learn-ing 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 redirect

efforts, make plans, and establish futurelearning goals.Evaluation may take different forms, de-pending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantially modi-fied, evaluation may be referenced toindividual goals. These modifications arerecorded in an 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, astudent’s performance is compared to estab-lished criteria rather than to the performanceof other students. Evaluation referenced toprescribed curriculum requires that criteriaare established based on the learning out-comes listed under the curriculum organiz-ers for technology education.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance 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, weight-

APPENDIX D: ASSESSMENT AND EVALUATION

D-4

ing criteria, using rating scales, or perfor-mance rubrics (reference sets) are three waysthat student performance can be evaluatedusing criteria.

Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and makeexplicit the links 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.

Criterion-referenced evaluation may bebased on these steps:

1. Identify the expected learning outcomes(as stated in the Integrated ResourcePackage).

2. Identify the key learning objectives forinstruction and learning.

3. Establish and set criteria. Involve students, when appropriate, in establishingcriteria.

4. Plan learning activities that will helpstudents gain the knowledge or skillsoutlined in the criteria.

5. Prior to the learning activity, informstudents of the criteria against whichtheir work will be evaluated.

6. Provide examples of the desired levels ofperformance.

7. Implement the learning activities.

8. Use various assessment methods basedon the particular assignment andstudent.

9. Review the assessment data, and evalu-ate each student’s level of performanceor quality of work in relation to criteria.

10. Report the results of the evaluations tostudents and parents.

FORMAL REPORTING OF STUDENT LEARNING

Legislation requires that teachers provideparents with three formal reports each year.The following are guidelines and sugges-tions for assigning letter grades. Lettergrades are used to indicate a student’s levelof performance in relation to expectedlearning outcomes. They may be assigned foran activity, a unit of study, a term, as a finalgrade at the end of the year, or at thecompletion of a course or subject.

The assignment of letter grades may bebased on these steps:

1. Identify learning outcomes for theactivity and unit to make clear what thestudent is expected to know and be ableto do. The provincial curriculum pre-scribes broad learning outcomes. Fromthese, the teacher establishes morespecific outcomes for the learning activi-ties.

2. Establish specific criteria for the unit andactivity. It is helpful for students to beinvolved in establishing criteria. In thisway, they understand what is expectedof them.

3. Develop different levels of performanceor models. Students are more likely to besuccessful when they clearly understandthe criteria and the level of performanceexpected.

4. Students participate in learning activitiesto allow them to practise the skills andacquire the required knowledge. Feed-back is provided to help the studentscontinue their learning. Practice exerciseshelp students meet the criteria andachieve the expected level of perfor-


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mance. Results from practice exercisessupport the student’s learning but shouldnot contribute to the term evaluation orfinal letter grade.

5. Give students opportunities to demon-strate their learning. Teachers may havestudents represent their learning in avariety of ways. Assessment data may becollected from tests, teacher observations,conferences, student self-assessments,written assignments, portfolios, orperformance tasks.

6. Evaluate students’ levels of performancein relation to the criteria. Base the evalua-tion of each student’s performance on theassessment data collected and comparethe data to the established criteria.

7. The teacher assigns a letter grade for aset of activities. The letter grade indicateshow well the criteria were met. Teachersoften include written feedback to stu-dents along with the letter grade. In thisway, students gain information necessaryto continue their learning.


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EVALUATION SAMPLES

The samples on the following pages illus-trate the process a teacher might use inapplying criterion-referenced evaluation intechnology education. The samples representa broad use of criterion-referenced evalua-tion, including individual pieces of work,units of study, and work completed over thecourse of a term.

There are three key stages to the process:

• planning for assessment and evaluation• defining criteria• assessing and evaluating student perfor-

mance

Planning for Assessment and Evaluation

This section outlines:

• background information to explain theclassroom context

• instructional tasks• opportunities that students were given to

practise learning• feedback and support that was offered

students by the teacher• ways in which the teacher prepared

students for the assessment

APPENDIX D: ASSESSMENT AND EVALUATION • Samples

Defining Criteria

This section illustrates the specific criteria,which are based on:

• learning outcomes• the assessment task• various reference sets

Assessing and Evaluating StudentPerformance

This section includes:

• assessment tasks or activities• support that the teacher offered students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

student performance

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GRADE 8

Topic: Introduction to Design, Tools, andMaterials

Prescribed Learning Outcomes:

Self and Society


• demonstrate confidence and positiveattitudes when solving problems that ariseduring the design process

• identify practical problems involvingtechnology in a variety of contexts

• work with others to solve problems thatcome up during the design process

Communications


• produce initial concept sketches and finaldrawings using a design process

• develop two- and three-dimensionalgraphics using manual and computer-assisted processes

• revise presentations based on suggestionsand comments from others

Production


• describe and use the process of productdesign

• identify and classify the properties ofmaterials used to manufacture products

• select materials based on a set of designspecifications

• identify ways to minimize waste andreuse products

• demonstrate safe work habits when usingtools, equipment, and technical processes

PLANNING FOR ASSESSMENT

• The classroom was divided into threeareas:- a group meeting and planning area,

with tables and chairs- a computer area, with a graphics and

word processing software program- a production area, with primarily hand

tools to cut, join, and form a wide rangeof materials

• The learning environment was designedto allow for the three facility areas to beused simultaneously, with groups rotatingthrough them. Once students completed arotation, groups moved freely among thethree areas to complete their groupproject.

• Each member in the group was asked toassume an expert role. These studentswere given special training and informa-tion by the teacher, which they wereexpected to pass on to their group.

• Each group participated in the followingfour sets of activities, the first three inseparate facility areas, and the last one inall areas of the learning environment, asneeded.

1. Using a design process and design portfolio

• In the group meeting and planning areastudents focussed on using a designprocess and developing a design portfoliowhile creating a mobile. Students addedinformation to their design portfolios asthey worked. Each portfolio includedideas, sketches and drawings, tests ofmaterials and processes, records of discus-sions, and any evaluations that had takenplace during the group work.

• The teacher developed a design portfolioworksheet to help students work through


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the stages of a design process. Thisworksheet contained all elements ofdesign: statement of the problem,generation of initial ideas, development ofpossible solutions, testing of ideas andprocesses, development of a plan forconstruction, construction of the solution,and evaluation of the solution.

• The statement of the problem included:- the design of a mobile using a support

beam (levers, cantilevers, pivot points,balance)

- placement of component parts (balance,mass, aesthetics, presentation of ideas)

- use of three-dimensional space (mobilestructure, design and construction ofcomponent parts)

- use of air currents to move the mobileand its component parts

2. Introduction to computer graphics

• In the computer area students used acomputer graphics program to generateoutlines and templates for the shapes theywould construct and hang from theirmobile. During the activity the students:- applied the computer graphics program

to the task- used basic drawing tools- located clip art and symbols- placed clip art on a printable page- sized clip art- printed their work

3. Working characteristics of tools and materials

• In the production area, students wereprovided with a wide range of materials:- rigid materials (e.g., sheet metal, wood,

plastic)- semi-rigid materials (e.g., styrofoam,

foam board, 1/16" welding rod,card stock)

- flexible materials (e.g., fabric, paper,foam, string)

• Students had access to the following tools:- pencils- hacksaws- hand drill and bits- sandpaper- tin snips- rulers- wood files- metal files- Whitney punches- handsaws (wood)- wire cutters- strip benders- pliers- scissors- spot welders

• Students were introduced to a widevariety of hand and portable power toolsthat could be used in the construction oftheir mobile.

• Students were encouraged to practiseusing tools safely on various materials todetermine:- the function of various tools- how to choose the proper tool according

to the material used and its final use orpurpose

- how to lay out, cut, bend, join, andfinish materials

4. Construction of a mobile

• Students put their learning from the firstthree activities together to construct amobile. Each group was responsible forthe construction of one mobile, which waslater hung from the ceiling in the class-room. The following task requirementshad to be met before the mobile could beconsidered complete and submitted forevaluation:


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- The design reflects a theme (i.e., festiveoccasions, the environment,sports, animals).

- The mobile has only one main supportrod.

- The mobile has at least two secondarysupport rods.

- Each of the secondary supports is adifferent distance from the hangingpoint.

- Each object on the mobile is a differentshape and material.

- The mobile is hung from the ceilingusing string.

- At least one object looks three-dimensional.

- The finished mobile includes an objectlisting each group member’s name, theteam name, the course, and the block.

DEFINING THE CRITERIA

Co-operative Group Work

To what extent does the student:• participate willingly and constructively in

the group• initiate, develop, and sustain interactions

in the group• contribute ideas and build on the ideas of

others

Use of Tools and Materials

To what extent does the student:• identify common tools and their proper

uses• choose materials based on their character-

istics• use materials carefully to minimize waste• use safety equipment and follow safety

procedures

Use of Computers

To what extent is the student able to:• use correct start-up routines• demonstrate familiarity with the operating

system• use the mouse and keyboard• use correct computer terminology• efficiently apply a computer graphics

program to a task

Product

To what extent is the final product:• consistent with the task requirements and

design parameters• aesthetically pleasing• innovative in design

Problem Solving

To what extent does the student demon-strate:• engagement in the problem• appropriate use of background knowledge• effective problem-solving processes• the ability to represent solutions to the

problem

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

Design Work in Co-operative Groups

The teacher used two sections ("Social andIdeas") from “Group CommunicationsSkills” from the reference set EvaluatingGroup Communication Skills Across Curriculumto assess the way individual students con-tributed to the success of their designgroups. The teacher defined a scale point of 2as minimally acceptable. The teacher gath-ered information about student performanceby observing students as they worked andby collecting their own evaluations of theirgroup work.


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The student is able to initiate,develop, and sustain interactions sothat the group is able to worktogether harmoniously. The studentfrequently encourages the efforts ofother group members, often askingthem questions. The student iscomfortable–but not driven–toprovide leadership when needed,attempts to resolve conflicts amongother group members, is able to letgo of personal ideas to furthergroup progress, and approaches thetask with obvious enjoyment, oftenaccompanied by humour.

Rating Social Interaction Ideas Development

The student participates in all phasesof the activity, although contributionsvary according to relevant informationor experience. The student providesconstructive feedback, offers predic-tions and hypotheses, and posesintriguing questions. The student isable to offer clarification, elaboration,or explanation as needed, and buildsupon-and in some cases synthesizes-the ideas others offer. The studentmay use comparisons, analogies,examples, or humour to illustrate oremphasize a point.

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• Shapes the waythe group works.

• Develops andextends thegroup's work inideas anddevelopment.

The student is comfortable workingin a group and contributes to thesocial dynamics. The student maytake a leadership role in organizinghow the group will interact. Thestudent takes responsibility forgroup processes by facilitating andextending discussions, and bypersevering beyond initial solutions.The student is responsive to othergroup members and their ideas. Thestudent tends to interact effectivelywith the group but may not havemuch effect on how the othergroup members work with eachother.

The student contributes ideas,experience, and information that thegroup is able to use. The student mayhelp to develop ideas by providingdetails, examples, reasons, andexplanations. The student often makessuggestions, asks questions, or adjustspersonal thinking after listening toothers. The student may also rephrase,paraphrase, or pose questions as a wayof challenging or building on ideas fromother group members. The student isable to make relevant connections toother situations or ideas.

4

• Socialinteractionscomfortableand welldeveloped.

• Flexible and welldevelopedideas.

The student takes part in groupdiscussions and follows the basicrules for working with others: takingturns, listening while others arespeaking, and sometimes offeringrecognition or support. The studentmay ask for or offer requiredinformation. The student is willing toaccept group decisions and mayshare some responsibility for howthe group works.

The student contributes some sugges-tions and ideas to the group. Thestudent responds and sometimes addsto suggestions that others make,participates in brainstorming activities,shows interest in the ideas of others,and adds information. The student maynot defend personal ideas, and tends togive in quickly when someone dis-agrees.

3

• Socially engaged.

• Ideas areappropriate andrelated to thetask.

Design Work In Co-operative Groups

D-11


Rating Social Interaction Ideas Development

The student may begin to show someawareness of the responsibilities ofcontributing to a group, may some-times recognize and respond to theneeds and ideas of others, and mayshow appreciation or support. Atother times the student may havedifficulty taking turns or acceptingsuggestions from other students. Thestudent may remain uncommitted,focussing on personal needs ratherthan the group’s task.

The student contributes ideas thataddress the task, but these may beunconnected to the ideas of others.The student may offer several sugges-tions but appears unable to elaborate,explain, or clarify ideas. The studentoften relates the activity to personalexperiences by telling stories. Thestudent may think out loud, judgeothers’ ideas quickly, or drift off-taskeasily.

2• Inconsistent

social Interaction.

• Ideas oftendisconnected.

The student may not understand howpersonal behaviour affects others, andmay be disruptive, aggressive,uninvolved, or easily frustrated.

The student may remain silentthroughout the activity, contribute oneidea repeatedly, or recount personalexperiences unrelated to the grouptask. The student may not acknowl-edge or add to the contributions ofother group members, but mayrespond to direct questions or otherprompts from adults.

1• Largely unaware

of other's needs.

• Limited contribu-tion of ideas.

Tool and Material Use

The students’ performances with respect tothe safe and proper use of tools and materi-als was evaluated using the following perfor-mance scale:

OutstandingThe student makes exceptionally thoughtfulchoices of materials, uses tools with profi-ciency, is especially conscientious about thesafety of self and others, and assists in theorganization and maintenance of a safe,orderly work environment.

CompetentThe student chooses appropriate materialsand tools, uses tools correctly, uses the

proper safety equipment and procedures,and exhibits personal preparedness withrespect to clothes, shoes, hair, jewellery,sleeves, and so forth.

Unacceptable The student may be able to identify commontools but is unsure what tools to use forparticular tasks and materials. Materialschoices may be inappropriate. The studentmay not use proper safety measures or mayneed excessive supervision in order to do so.The student may be unaware of how per-sonal actions affect the safety of others.

Design Work In Co-operative Groups(Continued)

D-12


Product (Mobile)

Although the teacher placed more emphasison the design team process than on the finalproduct, the final product was evaluated byboth the teacher and the class using the samescale.

• uses correct start-up routines

• demonstrates familiarity with the operating system

• uses the mouse and keyboard

• uses correct computer terminology

• consistent with the task requirements and designand design requirements

• aesthetically pleasing

• innovative design

Key: 4—met the criterion at an outstanding level3—met the criterion at a good level2—met the criterion at a satisfactory level1—did not meet the criterion; needs moresupport or practice

Product Mobile

Computer Use

Computer Use

Over time, the teacher expects all students togain proficiency in using the computer toassist in designing products and communi-cating ideas. The teacher asks students to doa brief performance task. (e.g., “Choose apiece of clip art, draw a surrounding scene,and print your work.”) Performance isevaluated using the following scale:

Tasks Rating

D-13

Problem Solving

The teacher used the reference set Evaluating Problem Solving Across Curriculum to evaluatestudents’ problem-solving skills and abilities.


Individual Observation Sheet

Name __________________________________________ Grade/level ______________________

Date

Engagement

• interested

• involved

• defines problem

Problem

Date

Problem

Date

Problem

Date

ProblemDescriptors

Background Knowledge

• content knowledge

• focuses

• applies techniques(rules, methods, plans, algorithms)

• transfers knowledge

Process

• recognizes what to do

• applies strategies

• uses alternatives

• monitors progress

Representation

• restates problem

• communicates about process

• organizes solution

Comments ______________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Goal (s) _________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Problem Solving

KEY:

B = BeginningD = DevelopingM =Maturing

D-14

GRADE 9

Topic: Habitat Design


Self and Society


• contribute to group success by encourag-ing others to fulfil their responsibilities

• evaluate design ideas based on assess-ments by others

• demonstrate a willingness to look for anddevelop improved solutions to problemsthat arise during the design process

• demonstrate confidence and positiveattitudes when solving problems that ariseduring the design process

Communications


• communicate ideas for designing productsand systems using various drawingprojection methods, spreadsheets, graph-ics, or other media

• use information-gathering and communi-cation methods to solve problems duringthe design process and to create effectivepresentations

• develop two- and three-dimensionalgraphics using manual and computer-assisted processes

• identify how information and conceptsfrom other fields of knowledge are used inthe design process

Production



• investigate and select materials to meetdesign specifications

• devise and use assembly-sequencediagrams and flow charts to explain aprocess or system

• select and use a variety of finishes onproducts to improve their appearance anddurability

• select and safely use hand and power toolsin the manufacture of products


• Students were asked to design and modela functional habitat for an identifiedoccupant. Completed submissions were toinclude a floor plan, rendered exterior andinterior views, and a model. This activityprovided opportunities for students toengage in critical thinking, technicaldesign, communication, and graphics andmodelling techniques. The design solu-tions they developed included a cabin, asmall house, and an animal house.

• Students initially worked in small groupsto brainstorm ideas, including a list of theneeds of different occupants and designideas based on a selected occupant. Thisinformation formed the parameters forproblems involving design. Each groupwas asked to present their three best ideasto the class.

• Students worked individually to gathernecessary information and to providepreliminary sketches that they presentedto their groups for feedback. Students thenworked individually to:- revise their preliminary plans based on

feedback- complete a final floor plan, by hand or

using a computer- complete rendered images, by hand or

using a computer- experiment with a variety of materials

to determine their suitability formodelling

- select tools, materials, and processes to


D-15

produce a final product- present their model and a flow chart of

their design stages to the class (e.g., oral,video, multimedia, computer).

• As students worked, they developeddesign portfolios in which they collectedtheir researched design ideas, a series ofdevelopmental designs, feedback on theirdesigns, and reflective notes. Sometimesthe teacher provided a framework for thereflections. For example, these sentencestems were provided for the finalreflection:- Three alternatives I considered when I

started planning my project were____.- One part of the project I had to plan

ahead for was____.- One design issue I had to find back-

ground information on was____.- One thing about my habitat I would

change if I made it again is____.- One piece of advice I would give some-

one else designing a habitat for this useris____.


Design Portfolios

To what extent is the student able to:

• identify design issues and explore alterna-tive solutions

• access a variety of information sources tosolve problems involving design

• develop sketches and drawings thatclearly communicate design ideas

Presentations

1. Presentation• explanations clear and easy to understand• relevant background information pre-

sented• ideas sequenced in a logical way

2. Flow Chart• reflects a logical progression of construc-

tion steps• highlights key points in the manufactur-

ing process• shows details

3. Model• satisfies user needs• is aesthetically pleasing• is innovative in design


PERFORMANCE

Design Portfolios

The teacher placed considerable emphasis onthe design portfolios, collecting them twicefor evaluation—once after the studentreceived feedback on preliminary designsketches from the group, and once at the endof the project. In both cases the designportfolios were evaluated using a perfor-mance scale. If a student was able to use thefeedback from the first evaluation to get ahigher grade on the second one, the teachergave the student the higher grade. If thestudent received the same or a lower markon the second evaluation, the grades fromthe two evaluations were averaged.

ExcellentThe student's divergent approach to design-ing shows confidence. An exceptionallybroad range of design issues have beenidentified, thoroughly researched, wellexplained, and dealt with in innovativeways. Drawings are exceptionally profes-sional in appearance. Reflections are insight-ful and indicate a thorough and deep com-mitment to, and valuing of, design work.

Very GoodA wide range of design issues are dealt within depth. Background information from a


D-16

variety of sources is incorporated. Drawingsare detailed and easy to follow. There isevidence that a variety of design ideas wereexplored. Reflections indicate an ability toidentify and respond to strengths and weak-nesses identified by self and others.

GoodThe student is able to identify some designissues and deal with them in personal plans,although complex issues may be dealt withat a superficial level. There is evidence of theuse of background information from generalknowledge or research. A variety of sketchesand drawings are included, although somemay be difficult to follow. Reflections indi-cate that the student can recognize the prosand cons of design solutions, and oftenjustify reflective comments, such as “Goodbecause____.”

SatisfactoryDesign ideas are presented and developed tosome extent, although these may not alwaysbe realistic. User needs are identified, andsome are incorporated into the design. Issuesidentified and dealt with may be obvious orsuperficial. Drawings are included but maybe difficult to understand. The student isable to identify some strengths and weak-nesses but may not act on them or on feed-back from peers.

Minimally AcceptableSome design ideas are presented, althoughthese may be poorly developed or hard tofollow. There has been some attempt toconsider user needs, but the design solutionsmay be incomplete or impractical. Drawingsmay be incomplete. Some reflection ispresent, but the student may not always berealistic about strengths and weaknesses.

In Progress/FailingFew if any design ideas are presented ordeveloped. Drawings are absent or incom-

plete. There is little or no evidence that thestudent is able to identify user needs oraccess background information. Reflectionmay be absent or unconnected to the prob-lem involving design.

Presentations

The students’ presentations to the class wereassessed using the scale on the followingpage. Self-assessment and scores given bythe teacher and peers were combined toarrive at the student’s grade. Having thesame number of criteria for each aspect ofthe presentation ensured that they receivedequal weighting.


D-17


Presentation

• explanations clear and easy to understand

• relevant background informationpresented

• ideas sequenced in a logical way

Flow Chart

• reflects a logical progression of construction steps

• highlights key points in the manufacturing process

• shows details

Model

• satisfies user needs

• is aesthetically pleasing

• is innovative in design

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 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

Tasks Rating

D-18

GRADE 9

Topic: Electronic Communications System


Production


• use a design process to modify products toimprove their appearance, usefulness, andfunction

• investigate and select materials to meetdesign specifications

Control


• demonstrate an understanding of theoperating principles used in variouscontrol devices

• design and contruct a system that uses acontrol device

• use troubleshooting strategies to locate thesource of malfunctions in a system

• modify electric, electronic, pneumatic, andmechanical control devices for particularapplications

Energy and Power


• construct devices that convert and trans-mit various forms of energy


• Students worked in pairs to design andmake an electric or electronic controlsystem and a code to communicate be-tween two parties. Students were requiredto develop and submit a design portfolio,a prototype, and a code sheet.

• Students worked with their partners tobrainstorm possible methods of communi-cating through sight, sound, and so forth.

They were then asked to design a circuitthat would operate four or five signallingdevices from an isolated location, as-semble the unit, test it, and troubleshoot.They were required to keep a record oftheir design and troubleshooting in theirdesign portfolios, as well as a list of thetypes of motion controls required toperform given tasks within the activity.

• Students devised a code for communicat-ing through the system and practisedusing it. They designed and made anappropriate enclosure for their device. Theculminating activity was a performancetest in which each pair demonstrated theirdevice, and their classmates evaluated itsperformance.


Design Portfolios


• identify design issues and explore alterna-tive solutions

• access a variety of information sources tosolve problems involving design

• develop sketches and drawings thatclearly communicate their design ideas

• identify strengths and weaknesses in theirwork, and incorporate feedback to im-prove their designs

Troubleshooting


• approach a problem systematically• identify interrelationships between vari-

ous parts• identify the effect of a failed component

on the system• explore alternative solutions• use appropriate tools and testing

equipment


D-19

Prototype

To what extent does the prototype demon-strate:

• quality construction and attention to detail• efficiency• aesthetic appeal• innovation in design

Problem Solving

To what extent does the student demon-strate:• engagement in the problem• appropriate use of background knowledge• effective problem-solving processes• ability to represent solutions to the prob-

lem


D-20

ASSESSMENT AND EVALUATION OF STUDENT

PERFORMANCE

Design Portfolios

Student design portfolios were assessedusing a design portfolio performance scale.(See Grade 9: Habitat Design for a example.)


Troubleshooting Skills

The teacher observed students troubleshoot-ing and evaluated their skills using thefollowing observation checklist:

Prototype

The teacher worked with the class as a whole to develop criteria for a performance test of theircommunication devices. Each pair made copies of their code sheet for their classmates.Students evaluated their peers using the following scale:

Troubleshooting Skills

Approaches the problemsystematically

Identifies the relationshipsbetween various parts

Identifies the impact of a failedsystem component

Explores alternative solutions

Uses appropriate toolsand testing equipment

Always Sometimes Not Observed

Evaluating a Prototype

Performance• efficiency of device

• effectiveness of demonstration

• efficiency of code

Quality of construction and attentionto detail

Innovation in design

Excellent Good Fair Poor

shaunlum

Text Box

explanations clear and easy to understand

D-21


Problem Solving

The teacher asked students to evaluate the problem-solving processes they used while workingon this problem involving design using the “Student Self-Evaluation Checklist” from the refer-ence set Evaluating Problem Solving Across Curriculum.

Student Self-Evaluation Checklist

S tudent _________________________________________________________________________

Date ____________________________________________________________________________

Problem ________________________________________________________________________

Myinterest insolving theproblem:

• I was not very interested in theproblem.

• I did not understand theproblem.

• The teacher had to help memany times.

• I wanted to solve the problem.

• I had some difficulty under-standing the problem.

• I asked the teacher for helpsometimes.

• I was very interested in theproblem.

• I understood the problem.

• I worked independently.

Myknowledgeabout theproblem:

• I didn't know very muchabout the problem.

• I didn't know where to getthe information I needed.

• I knew some things about theproblem.

• I knew how to find someinformation, but I still neededmore.

• I was very familiar with theideas of the problem.

• I knew how to find theinformation I needed.

Myunderstandingabout how tosolve theproblem:

• I wasn't sure how to solvethe problem.

• I had no idea whichstrategy to use.

• I gave up.

• I had some idea of how tosolve the problem.

• I didn't know what to do whenmy strategy didn't work.

• I felt frustrated but kepttrying.

• I knew what to do to solve theproblem.

• I knew which strategy to use,and if it didn't work, I was ableto try another.

• I tried unusual ways to solvethe problem.

Myexplanation ofthe problemand solution:

• It was hard to explain theproblem.

• It was hard to explain how Isolved the problem.

• I don't think I solved theproblem.

• My solution was disorganized.

• I could explain most of theproblem.

• I was able to explain how Isolved the problem.

• I solved the problem, butthe solution wasn'torganized.

• I could explain all the detailsof this problem.

• I was able to explain how Isolved the problem and how Iknew what to do.

• I solved the problem, and mysolution was organized.

Goal setting_____________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Problem Solving

D-22

GRADE 10

Topic: Designing and Building a Box to CollectMoney for a Food Bank


Self and Society


• demonstrate a willingness to find uniquesolutions to problems that arise during thedesign process

• demonstrate the ability to use communityresources to help solve problems thatcome up during the design process

• demonstrate confidence and positiveattitudes when solving problems thatoccur during the design process

Communications


• use information gathering and com-munication methods to solve problemsinvolving technology and to createeffective presentations

Production


• devise a production process• use hand and power tool techniques to

process materials in order to improve theappearance, usefulness, and function ofproducts

• demonstrate safe work habits when usingtools, equipment, and technical processes,and encourage the same in others

• use a design process in productionactivities

• match material to specific product require-ments


• Students were asked to work individuallyto design and construct donation boxes forcontributions to the local food bank. Thecompleted boxes were put in local banks.Students were expected to follow a designprocess such as the one outlined in thediagram below, with particular emphasison applying the process to respond toclient and user needs. Students recordedtheir design processes in a designportfolio.

• Students developed interview questionsand interviewed clients (volunteer work-ers at the food bank) and users (tellers atthe banks) in order to develop criteria anddesign parameters.

• Students found that the typical client(food bank worker) listed the followingdesign criteria:- attractive- colourful- eye-catching- name and logo of food bank accurately

displayed on two sides• They found that the typical user (bank

teller) listed the following design criteria:- slot large enough for a loonie- clear window- can be opened and closed again easily- reasonably secure

User Need Sketch Feedback Prototype Modify

Sharewith

Clients

Modify

Test

Reportto

Clients

Product

Design Resources

PlanConstruct

Manufacture


D-23

- durable- stable- well labelled- original in design- within specified maximum dimensions

• From these criteria students developeddesign parameters and initial conceptsketches that they took back to their clientsand users for feedback before completingtheir designs and building the boxes.

• Food bank workers and bank tellers wereasked to evaluate the students’ designconsultations and the finished donationboxes.


Designing for specific clients or users

To what extent was the student able to:

• develop interview questions that elicitclient and user criteria

• conduct effective interviews with clientsand users to determine their needs

• base design parameters on client and userneeds and wishes

• use feedback from clients and users toimprove designs

• produce a product that meets or exceedsclient and user expectations

Production

To what extent does the student demon-strate:

• the ability to select appropriate materialsand tools

• the ability to establish a production se-quence

• the use of equipment and tools in a safeand effective manner

• satisfaction in producing a well-finishedproduct

Problem Solving

To what extent does the student demon-strate:

• engagement in the problem• appropriate use of background knowledge• effective problem-solving processes• the ability to represent solutions to the

problem


PERFORMANCE

Design portfolios, client and user evalua-tions, and finished products were collectedand evaluated using the following holisticscale, which emphasized the importance ofconsultations with clients and users in thedesign process.

OutstandingInterview questions and interviews relatingto the design problem are exceptionallythoughtful and thorough, resulting in asuperior set of design parameters. Feedbackfrom clients and users is especially well usedto improve the design, even when the designissues raised are complex. The finishedproduct meets all the design criteria sup-plied by the clients and users—often inhighly innovative ways. Clients and usersremark that the product exceeds their expec-tations, or that bank customers single it outfor praise.

GoodThe list of criteria developed from the inter-views is complete. Feedback from clientsand users has been incorporated, althoughsome design issues may have been dealtwith in more depth than others. All criteriaare met in the finished product, and clientsand users express satisfaction or pleasurewith it.


D-24

SatisfactoryAn adequate list of criteria has been devel-oped from interviews and incorporated intothe design, although some design solutionsmay be simplistic or superficial. Clients andusers are satisfied with the finished productand use it, although they may not be veryenthusiastic about it.

UnacceptableInterview questions and interviews are briefor unfocussed and may not provide neces-sary information. Several problems involv-ing design remain unsolved. The finishedproduct did not meet client and user identi-fied criteria to the extent that the box was notusable or its use had to be discontinued.

Problem Solving

As students worked on this problem involv-ing design, the teacher observed and re-corded their performances as problemsolvers using the “Individual ObservationChecklist” from the reference set EvaluatingProblem Solving Across Curriculum. (SeeGrade: 8 Introduction to design, Tools, andMaterials.)

Student’s final products were assessed usingthe Design Project Assessment Checklist.


D-25


Design Project Assessment Checklist

Name: _______________________________________________________Course: ___________________________________________ Block: ____Project: ______________________________________________________

COMMENTSFraming a Design Brief

a) brief and specifications poorly developed 1b) help required to produce brief and identify specifications 2c) produces simple brief, specifications broadly stated 3d) produces satisfactory brief and specifications 4e) well-developed design brief and detailed specifications 5

Investigation and Research

a) minimal research and investigation conducted 1b) research conducted but lacking depth 2c) research presented from several sources 3d) satisfactory research conducted with minimal assistance 4e) research comprehensive, well organized, and well documented 5

Generation of Ideas

a) only one idea presented 1b) two ideas generated, only one seriously considered 2c) a variety of ideas generated 3d) a variety of ideas generated with distinct differences 4e) several ideas generated that meet design specifications 5

Developmental Work

a) little evidence of developmental work 1b) some developmental work based on one idea 2c) developmental work illustrates design details 3d) accurate sketches, drawings, and renderings presented 4e) high-quality drawings detailing final design 5

Planning

a) minimum evidence of planning 1a) identifies key stages of planning process 2b) key stages organized in logical sequence 3d) detailed requirements identified for each stage 4e) detailed planning includes flow charts 5

Evaluation and Testing

a) evaluation irrelevant or largely superficial 1b) evaluation based on aesthetic and functional qualities only 2c) evaluation includes self-criticism and relevant observations 3d) valid judgments with recommendations for improvement 4e) detailed evaluation that is relevant, concise, and objective 5

TEACHER COMMENTS

D-26

MANAGING ASSESSMENT INFORMATION

Teachers keep track of changes in eachstudent's learning in a variety of ways. Thetechniques they use to monitor developmentenable them to make informed decisionsabout teaching, learning, and the evaluationof learning. The following collection of ideasillustrates some of the ways that teacherskeep track of change and use this informa-tion to monitor student development intechnology education.

Evidence of growth in technology educationcan be collected in three ways:

• by observing students in the processes ofdoing and making products

• by listening to their comments, observa-tions and questions they raise

• by reviewing their products

Valid judgments about individual studentsrequire repeated opportunities toobserve, listen to, and review their work.

Student Journals

Assessment of student performance may besupported through the use of journals.Student journals are a useful tool for encour-aging students to reflect on their experi-ences. Journals may be quite structured, orthey may be a general review of the events ofthe week in the class. Entries may commenton a specific activity or topic, or provide abroad reflection on progress or on an issue.

Journals are an important aspect of commu-nication between the student and teacher.Students may ask questions, indicate suc-cesses, or identify areas where they needfurther assistance to develop skills.

Teachers can respond to student journals in aletter, with a short comment in the journal,or by talking to the student.

Design Portfolios

A design portfolio is a purposeful collectionof a student’s work that shows the student’seffort, progress, and achievement over time.

Design portfolios provide teacher with oneinformation, they need for a comprehensiveassessment of students' development as theyidentify problems or needs and progresstoward the process of designing and makingtheir solutions. Design portfolios are animportant part of career planning, particu-larly in engineering, graphic arts and otherareas that are design oriented.

There is no one, single format for adesign portfolio. Teachers and students tailor

their design portfolios to the purposes for whichthey are used.

APPENDIX D: ASSESSMENT AND EVALUATION • Generic Tools

Concept SketchesPrototype

Final DrawingFinal Product

Research

Design Portfolio

D-27


Start

Step 1Identify a needor oportunity

Step 2Framing a design

brief

Hasneed been clearly

addressed?

Step 3Investigationand research

Step 4Generation

of ideas

Appropriateof ideas

generated?

Step 5Choosing a

solution

Doessolution

satisfy designbrief?

Step 6Developmental

work

Designdetails clearly

communicated?

Step 7Planning

Are the plans welldeveloped?

Step 8Making or

modeling solution

Step 9Testing andevaluating

Designsolution meetsspecifications

Finish

Step 10Modification

No

No

NoNo

No

No

D-28

Developing the Design Portfolio

Developing a design portfolio is aninteractive process that requires ongoingreference to the original design brief whilethe students are actively involved. Theprocess results in modifications and thereviewing of previous stages as studentswork toward a solution.

Ideas for design portfolios:

• Identify a need or opportunity. A situa-tion with a recognized need or opportu-nity is examined.

• Frame a design brief. A concise problemstatement is formulated that clearly identi-fies: 1) what the student will do and 2)what the successful solution or productwill do. As well, the design brief lists therequirements of the work, such as size,materials, cost, aesthetics, and safetyissues.

• Investigate and research. Data or infor-mation that relates directly to the problemis collected from a wide variety of sources.

• Generate ideas. Students record theirinitial ideas for possible solutions usingnotes and sketches.

• Decide on a solution. The various designpossibilities are considered and the designthat best meets the requirements stated inthe design brief is chosen for furtherdevelopment.

• Developmental work. Through the use ofdetailed, working drawings and render-ings, students refine initial design ideas toproduce a final design.

• Planning. The key stages of productionare identified and organized in a logicalsequence. This may require the develop-ment of flow charts.

• Produce the solution. Students begin to

produce the final solution or product.Students document problems encounteredin the production phase of the develop-ment.

• Test and evaluate. Students test andreflect on the results to assess the suitabil-ity of their design solutions.

• Modify the solution or product. Studentsmake changes to their original designbased on the results of the testing. Modifi-cations made should be recorded in thedesign portfolio.

• Summary and Evaluation. Studentsreview their portfolios and make judg-ments about the achievement of theirgoals.

Sample Design Portfolio

The following is an example of a designportfolio developed by students in grades 8and 9. This example is excerpted from thereference set Evaluating Problem SolvingAcross Curriculum.

Design Brief: Design and build a metal vehiclethat fits inside a 12.5 cm track, prepare a radio orTV ad, make a poster, include an accounting ofcosts, write a research and discovery report, andhold a race to see how far the vehicle rolls down aramp (gravity power).

The project was done over several months.The teacher explained to the students whateach term in a design flow chart meant, gaveexamples of actual problems being con-structed and discussed possible ways ofapplying each step to design and construct aparticular project.

As the students worked through their prob-lems, they often approached the teacher withquestions. He responded to their questionswith a question-”I don’t know, what do youthink?”; “What do you see as your options


D-29

here?”; “Where might you find an answer tothat problem?”; “Who in this class mightbest know the answer to that question?”;“Who might you call on the telephone toarrive at a possible solution to your prob-lem?”; upon a creative solution, the teachermight say “Good idea; why did you decideto do it that way?”

Teacher Observations;

“Evan and Cory worked well together withlots of focussed discussions, and with a fewfriendly disagreements. All activity wasproductive. They stayed focussed on theproblem and enjoyed the time of “not know-ing,” brainstorming, and figuring out things.Each time a new problem emerged, theytackled it energetically. When they wereunsure of technical information, they wererelentless in their search and always hadspecific questions to ask. When they foundthat something didn’t work—like thewheels—they accepted it as a matter ofcourse and looked for a new solution. Allplanning and drafting was detailed andcomplete.”

“Evan is a particularly gifted artist. Hisability to develop very complex prototypedrawings, working drawings and poster wasabove anyone else in the program.”“While the problem the students dealt withwere primarily technical, an important sub-problem we dealt with daily was cooperativelearning skills.Both students had complimentary gifts-onein technical and artistic areas, the other inleadership skills. Their strong views andideas ended sometimes in ‘“friendly dis-agreements.” Working through these dis-agreements was an integral part of theoverall pattern.”


D-30


Samples of Student Work are not availableas the scanned images do not translate toPDF format

D-31


D-32


D-33

Interviews

Interviews provide valuable informationabout students’ understanding, thoughts,and feelings about technology educationsubjects. Interviews may give the student anopportunity to reflect on the unit of studyand the teacher a chance to gather informa-tion about the student’s knowledge andattitudes, as well as to diagnose studentneeds. Interviews may take the form of aplanned sequence of questions that leads toan open-ended discussion or they mayrequire independent completion of specificquestions. Informal interviews between theteacher and student should take place on aregular basis throughout instruction.

Observation Sheets

Observation sheets may be used to assessstudents during individual or co-operativeactivities. Teachers should focus their assess-ment by selecting only a few attributes foreach observation. This information is usefulwhen reporting on individual studentprogress.

Checklists

Checklists allow the teacher to observe theentire class “at a glance.” They provide aquick reference for keeping track of specificinformation about student attitudes, knowl-edge and skills. Checklists allow the teacherto create an individual record-keepingsystem organized in a variety of ways.Information might include date, skill-profi-ciency legends, or a simple checkmarkidentifying a yes or no. Checklists can beuseful in developing a learning profile of achild that indicates growth over time. Check-lists may be created to gather informationabout student co-operation, participation,attitude, leadership, or skill development.


D-34

Questions Teacher Notes

• How do you feel about your solution?

• Did you have any new thoughts when __________________?

• How did you go about _________________?

• Tell me another way of doing _________________?

• What sources/resources did you use?

• What was the most interesting thing you found out?

• What would happen if _________________?

• Why did you _________________?

• What would you do differently next time?

• Tell me about _________________.

• Tell me what you learned from _________________.

• Is there anything you would like to change in your product?

• What is the best part/aspect of your product?

Interviews


D-35

Observation Sheet 1

Name(s):

Date ActivityObservedbehaviour

Comments forImprovement


D-36

• restates salientfeatures of problem

• may communicatesome of theprocesses used

• solution may becomplete, but notthorough andorganized

• has difficultyrestating problem

• has difficultycommunicatingprocesses used

• solution is disor-ganized, partial, orincorrect

Individual Assessment Checklist

Student __________________________________________________________________________

Problem _____________________________________ Date ____________________________

Problem _____________________________________ Date ____________________________

Problem _____________________________________ Date ____________________________

Developing

• seems to want tosolve problem

• has some difficultydefining problem

• may seek frequentreinforcement

• shows interest

• clarifies problem

• approaches problemactively andthoughtfully

• works independ-ently

1 2 3 1 2 3

Maturing CommentsBeginning

BackgroundKnowledge

• shows little interest

• has difficultydefining problem

• works too quickly

• gets sidetracked

• needs frequentreinforcement tostay engaged

1 2 3

Process

Representation

Problem Solving

Engagement

• is unsure of what tolook for

• has gaps in contentknowledge

• needs explanation

• has narrow focus

• seldom transfersknowledge/strategies

• can identify somerequired contentknowledge

• has some gaps incontent knowledge

• focus may benarrow/may seekout information

• may transferinformation/strategies

• relates priorknowledge

• gives clear evidenceof content knowl-edge

• recognizes andfinds missinginformation

• transfers informa-tion/-strategies

• is unsure ofapproach toproblem

• is aware when onwrong track, but notsure what to do

• frustrated, but looksfor help

• uses appropriatestrategies

• is aware when onwrong track andchanges strategies

• uses unique orunusual strategies

• may lose sight ofproblem

• is not aware whenon the wrong track

• gives up/doesn'tchange strategies

• communicatessubtle features ofproblem

• communicatesthinking andprocesses used

• solution is thor-ough, organized,appropriate, andmay be original

2

1

3


APPENDIX EACKNOWLEDGMENTS

APPENDIX E: ACKNOWLEDGMENTS

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Many people contributed their expertise to this document. The project co-ordinator wasDouglas Halladay of the Curriculum Branch, working with ministry personnel and ourpartners in education. The ministry would like to thank all who participated in this process.

Donna AllanSchool District No. 22 (Vernon)

Fred AndrewsSchool District No. 35 (Langley)

Chris BastoneSchool District No. 44 (North Vancouver)

Fran BeckowSchool District No. 63 (Saanich)

Paul BoscariolSchool District No. 42 (Maple Ridge)

Ken CaigSchool District No. 38 (Richmond)

Donna ChanSchool District No. 37 (Delta)

Phil CrawfordSchool District No. 35 (Langley)

John DanielSchool District No. 38 (Richmond)

Hans DewitSchool District No. 42 (Maple Ridge)

Eric DickieSchool District No. 23 (Central Okanagon)

Maureen DockendorfSchool District No. 41 (Burnaby)

Lori DriussiSchool District No. 41 (Burnaby)

Dave EddySchool District No. 36 (Surrey)

Jim EllingsonSchool District No. 02 (Cranbrook)

Phil EsworthyBritish Columbia Institute of Technology

Ron FazackerleySchool Distinct No. 23 (Central Okanagon)

David FraserSchool District No. 41 (Burnaby)

Sandra FuggerSchool District No. 23 (Central Okanagan)

Tom GeogheganSchool District No. 72 (Campbell River)

John GrainSchool District No. 23 (Central Okanagon)

Gervin HalladaySchool District No. 57 (Prince George)

Bill HendersonSchool District No. 34 (Abbotsford)

Frank HeymanSchool District No. 39 (Vancouver)

Linda HoshizakiSchool District No. 20 (Summerland)

Carol IresonIndependent (Kelowna)


E-4

Ken IresonSchool District No. 20 (Summerland)

David KalaskiSchool District No. 39 (Vancouver)

Shane KenneallySchool District No. 39 (Vancouver)

Linda LaidlawSchool District No. 41 (Burnaby)

Lindsay LangillSchool District No. 35 (Langley)

Jillian LewisSchool District No. 41 (Burnaby)

Bill LoganUniversity of British Columbia

Bruce LoganSchool District No. 23 (Central Okanagon)

Robert MerriamBritish Columbia Institute of Technology

David MewSchool District No. 37 (Delta)

Helen MorrishSchool District No. 11 (Trail)

Eric MunsbergerSchool District No. 42 (Maple Ridge)

John MurphySchool District No. 37 (Delta)Dan NormanSchool District No. 66 (Lake Cowichan)

Ross NorringtonSchool District No. 62 (Sooke)

Carol Ann OrtegaSchool District No. 01 (Fernie)

Craig ReitchelSchool District No. 43 (Coquitlam)

Kathy RichardsonSchool District No. 41 (Burnaby)

Rick RussellSchool District No. 42 (Maple Ridge)

Vern SandbergSchool District No. 37 (Delta)

Bob SchererSchool District No. 23 (Central Okanagan)

Lennor StiedaSchool District No. 63 (Saanich)

Walter SwetlishoffSchool District No. 07 (Nelson)

Brian TivySchool District No. 43 (Coquitlam)

Hope ToddSchool District No. 38 (Richmond)

Peter TrantBritish Columbia Institute of Technology

Terri WhiteIndustry Representative

Wayne WilliamsonSchool District No. 41 (Burnaby)

Graeme WilsonSchool District No. 33 (Chilliwack)

E-5


The Ministry of Education gratefully acknowledges the contributions of the people who partici-pated in the review and evaluation of the learning resources.

Donna AllanSchool District No. 22 (Vernon)

Allen CazesSchool District No. 39 (Vancouver)

Gregg ParsonsSchool District No. 39 (Vancouver)

Gordon LiSchool District No. 41 (Burnaby)

Paul BoscariolSchool District No. 42 (Maple Ridge)

Beverly F. LenihanSchool District No. 61 (Victoria)

Dan PatrickSchool District No. 71 (Courtenay)

APPENDIX FGLOSSARY

APPENDIX F: GLOSSARY

F-2

F-3


aerodynamic Designed to move through air with minimalresistance.

aesthetics A quality dealing with the appearance of an object.

applications software Software designed to accomplish a specific task, suchas desktop publishing or word processing.

ASCII American Standard Code for Information Interchange;allows computer equipment from differentmanufacturers to exchange data.

automation Techniques of self-regulation and self-control forsystems that reduce the amount of human supervisionrequired for a machine or process.

backup An extra copy of a program or information stored on adisk or tape.

baud rate The speed at which data is transmitted over a commu-nications line; used to transmit data between devices,such as computer-to-computer or computer-to-terminal.

boot To start a computer or system; to load an operatingsystem into a computer and begin operation.

brainstorming A stage used in the design and problem-solving pro-cess to generate a number and variety of ideas in anoncritical atmosphere.

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

CD-ROM Compact Disk Read Only Memory; a device that uses arigid disk to store information in a form that can beread by a computer.

CO2 powered Propelling a device with a cylinder of compressedcarbon dioxide.

combining A production process used to join or add materialstogether in a permanent or temporary fashion (e.g.,glue, nails, screws, welding, soldering).


F-4

communication process Conveying a message or idea to someone; in technol-ogy education the focus is on the use of visual andelectronic media.

computer program A set of instructions in a language understood by acomputer; used to direct the operations of a computer.

CAD or CADD Computer-Aided Design (and Drafting): a precision-drawing software program that speeds up the designprocess by making it easier to create and modify draftdesigns.

conservation Using energy efficiently; finding alternatives to existing energy forms; improving energy conversionmethods (e.g., reducing friction, engine tune-ups).

control Methods used to regulate a system or device.

control device Any device that senses, switches, or regulates anoperation (e.g., switch, valve, brake).

control system A system that senses, switches, or regulates an opera-tion.

conversion A technological process that changes energy from oneform to another (e.g., energy is converted into heatduring combustion in an engine; rotary motion isconverted into reciprocal motion using a crank).

database A collection of data that is structured and organizedinto a chosen format; a computer database makes iteasy to create, retrieve, and resort data stored elec-tronically.

design brief A concise problem statement developed by a studentor teacher that identifies what the student will do andwhat the successful solution will achieve.

design portfolio A record of the development of a project from incep-tion to completion.

design principles Qualities of balance, layout, measurement, colour,scale, and projection.

F-5


design process A planning and decision-making process that pro-duces a solution.

electricity A form of energy that flows along a path and canproduce heat, light, magnetism, motion, or a chemicalchange.

electromechanical A machine process or device that is controlled electri-cally.

electronics The branch of physics that deals with the production,activity, and effects of electrons in motion; the branchof engineering that deals with the design and manu-facture of devices that control the flow of electrons,such as the microprocessors used in computers; work-ing with small electronic components (e.g., computers,stereos).

energy The capacity for doing work; types include mechanical(e.g., motion), chemical, electric, thermal, nuclear, andradiant (e.g., light and sound); may be classified asnon-renewable (e.g., fossil fuels), or renewable (e.g.,biomass, human and animal muscle, wind, solar,geothermal, water).

engineering principles The method of operation used to plan, build, andmanage engines, machines, roads, and structures.

ergonomics The field of matching technological products to humandimensions, needs, and characteristics.

finishing A production process by which the appearance orinternal structure of a product or material is changedto improve its durability, strength, usefulness, oraesthetics.

flow chart A pictorial representation of a sequence of events.

forming A production process by which the shape of a materialis changed without adding or removing anything (e.g.,reshaping plastic, bending wire).


F-6

graphics Diagrams, pictures, and electronic images and theiruse to convey a message.

hydraulics Using fluids to transmit and regulate the forces in amachine or device.

information processing The conversion of data into information by sorting inuseful ways.

information/communication systems The use of a device or method to collect, process, store,or deliver information using electronic, graphic,photographic, or mechanical means.

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

Internet A global information network linking thousands ofsmaller computer networks.

kinetic energy The energy of a mass in motion (e.g., pendulumswinging, spring unwinding).

learning log A record of activities completed during an assignment.

machine An assembly of parts used to change the amount,speed, or direction of a force for a useful purpose.

manufactured materials Materials that do not exist in nature (e.g., steel, fabric).

media Various forms of communication (e.g., video, paper,film, computer imagery).

modem A computer device that transmits and receivesinfor-mation over a telephone line.

monitor The part of the feedback loop that has to do withobserving the output of a system.

multimedia The combination of text, sound, and video used topresent information.

network A connected system of software and hardware thattransmits data.

F-7


operating system (OS) Software that allows a computer to function by con-trolling all its application programs (e.g., DOS, OS2,Macintosh OS, UNIX).

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

parameters Restrictions affecting the design of a product or system(e.g., size, cost, materials).

pneumatics Using air or gas pressure to operate mechanicaldevices.

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

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

program A sequence of movements, steps, or instructions that asystem follows to accomplish a task.

prototype A model used to test and evaluate a design before finalproduction.

RAM Random Access Memory; the main working memoryof a computer.

ROM Read Only Memory; a type of computer memory inwhich information can be accessed, but not stored.

regulating Varying the flow, amount, and direction of all forms ofenergy (e.g., human, fluid, mechanical, electrical, heat)in systems.

resources Components necessary to design, build, and maintaintechnology (e.g., people, information, materials, toolsand machines, energy, capital, time).

robotics Programmable, multifunctional devices that performphysical tasks.

Rube Goldberg device A complex device that does a simple task.


F-8

safety equipment Devices used to protect workers (e.g., goggles, gloves,guards, ventilation).

scale The relative size of a plan, drawing, or model.

sensing Detecting, interpreting, and monitoring energy withelectric, electronic, fluid, and mechanical devices.

sensor A subsystem used to obtain information or data (e.g.,light, temperature, number, movement).

separating A production process in which a shape is changed byremoving something (e.g., etching a printed circuitboard, cutting wood).

sequential pictorials plans A series of images representing steps used to completea task.

simple machines Basic devices or mechanical powers on which othermachines are based (e.g., lever, wedge, pulley, wheeland axle, inclined plane, screw).

store and retrieve Compiling information in some form of memory andrecovering the data as required (e.g., storing sound andimages on video tape and playing it back).

storyboard A series of images that describe sequenced events in avisual production (e.g., video, film, animation, play);used in the the planning process of these productions.

switching Any method (e.g., mechanical, electronic) used to turnthe flow of energy on and off in a system (e.g., lightswitch, keyboard).

synthetic materials Materials created through chemical synthesis (e.g.,plastics, fiberglass).

system A regularly interacting or interdependent group ofitems forming a unified whole.

systems and control The application of devices and processes to manage,sort, control, and organize.

F-9


technical drawings Drawings that contain the detailed informationrequired to produce an object or system (e.g., measure-ment, scale, material, finishing information).

WHMIS Workplace Hazardous Materials Information Systems;product safety information issued by the BC Workers’Compensation Board.

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