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2013

Technology Education7 and 8Guide

Website References

Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education of the content, policies, or products of the referenced website. The department does not control the referenced websites and subsequent links, and is not responsible for the accuracy, legality, or content of those websites. Referenced website content may change without notice.

Regional Education Centres and educators are required under the Department’s Public School Programs Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to <[email protected]>.

Technology Education 7 and 8

© Crown copyright, Province of Nova Scotia, 2013, 2019Prepared by the Department of Education and Early Childhood Development

This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia.

The contents of this publication may be reproduced in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education.

Technology Education 7 and 8Draft

June 2013

Technology Education 7 and 8

© Crown copyright, Province of Nova Scotia, 2013

Prepared by the Department of Education and Early Childhood Development

Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education and Early Childhood Development.

Cataloguing-in-Publication Data Main entry under title.

Technology Education 7 and 8/Nova Scotia. Department of Education and Early Childhood Development.

ISBN

Website References

Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education and Early Childhood Development of the content, policies, or products of the referenced website. The department does not control the referenced websites and subsequent links and is not responsible for the accuracy, legality, or content of those websites. Referenced website content may change without notice.

School boards and educators are required under the department’s Public School Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to [email protected].

iiiTechnology Education 7 and 8 — DRAFT May 2013

AcknowledgementsThe Nova Scotia Department of Education and Early Childhood Development gratefully acknowledges the contribution of the Junior High Technology Education workgroup to the development of this curriculum guide. Members of the committee include the following:

Joe Bellefontaine Cape Breton Victoria Regional School Board

Mike Bullerwell Annapolis Valley Regional School Board

Kilah Hayden Chignecto Central Regional School Board

Rob MacIlreith Halifax Regional School Board

Mike MacIntosh South Shore Regional School Board

Sharon Midwinter Chignecto Central Regional School Board

Jackie Rankin Strait Regional School Board

Monty Sheffield Annapolis Valley Regional School Board

Todd Wallace Tri-County Regional School Board

vTechnology Education 7 and 8 — DRAFT May 2013

ContentsIntroduction ...................................................................................................................1

Background ...............................................................................................................1

Aim ...........................................................................................................................1

Overview ...................................................................................................................3

Features of Technology Education 7 and 8 .................................................................3

Course Design and Components ...................................................................................3

Components .............................................................................................................4

Course Designation ...................................................................................................5

Course Delivery .........................................................................................................5

Assessing and Evaluating Student Learning ................................................................5

Principles of Learning .............................................................................................11

Contexts for Learning and Teaching ...........................................................................11

Learning Styles and Needs ......................................................................................13

Engaging All Learners .............................................................................................14

The Role of Information and Communication Technology ......................................15

The Technology Education 7 and 8 Learning Environment ......................................16

Technology Education 7 ..............................................................................................19

Introduction ............................................................................................................19

Module 1: Communications Technology .................................................................21

Module 2: Energy Engineering ...............................................................................25

Module 3: Inventions and Innovations .....................................................................29

Module 4: Production Technology ...........................................................................33

Technology Education 8 ..............................................................................................37

Introduction ............................................................................................................39

Module 1: Communications Technology .................................................................39

Module 2: Energy Engineering ...............................................................................43

Module 3: Inventions and Innovations .....................................................................47

Module 4: Production Technology ...........................................................................51

References ....................................................................................................................55

1Technology Education 7 and 8 — DRAFT May 2013

Introduction

BackgroundThe Department of Education and Early Childhood Development has made a commitment to provide broad-based technology education in the public school system to meet the needs of all students.

The International Technology Education and Engineering Association (ITEEA) states that technological literacy enables people to develop knowledge about and abilities for human innovation in action. As technological needs continually change globally, all citizens need to be technologically literate due to the need for them to be active participants in the decision-making processes related to all aspects of society. Students need technology education as part of 21st-century learning.

Standards for Technological Literacy: Content for the Study of Technology (International Technology and Engineering Education Association 2007) defines what students should know and be able to do in order to be technologically literate in the 21st century. Technology Education 7 and 8 was developed using those standards along with the Foundation for the Atlantic Canada Technology Education Curriculum (2001).

AimTechnology has created a world of constant change. Students who study broad-based technology become comfortable with change and solving real-world problems; they become objective about the use of technology.

Not only do students need to learn about technology, they also need to use technology to carry out activities that identify technological problems, and design and construct solutions to those problems. Students also need to experience technological processes to understand its breadth and depth as it relates to all career choices.


Course Design and Components

OverviewTechnology Education 7 and 8 are courses that involve using a hands-on approach to learning technological problem-solving concepts in the areas of Communications Technology, Production Technology, Energy Engineering, and Inventions and Innovations. Technology education provides all students with hands-on activities and introduces them to a broad spectrum of technological concepts, both in traditional and new processes. By the end of Technology Education 8, students will be expected to be able to use a range of technological tools, processes, and applications; integrate technology education with other academic disciplines; design and create devices and objects that solve technological problems; and explain the consequences of technology and how it affects society.

The essential skills of employees have changed. Roles and responsibilities of occupations and professions change significantly over the progression of one’s career. Technological problem-solving skills have become increasingly important, as are teamwork and a pragmatic approach to technology. Literacy and mathematics are essential skills that are integrated into technology education. Students will have the opportunity to work independently and collaboratively and will develop skills to adapt to rapid and continuous change, not only as it relates to technology, but as it relates to society.

Features of Technology Education 7 and 8Technology education is a design problem-solving course. Technology education is designed for all students in grades 7 and 8. Since the technology education facilities and resources vary throughout the province, the course is designed to offer some selection to schools as to the modules of study.

There are four modules in Technology Education 7 and four modules in Technology Education 8. Each module has a set of specific learning outcomes (SCOs) that are designed to be addressed through project-based learning or problem-based learning and should comprise approximately 20–25 hours each. Students shall have an opportunity to create design solutions as a way of meeting outcomes in each of the modules. In addition, the “threading outcomes” are those outcomes that are to be integrated throughout the modules that comprise the course and may be addressed more than once throughout the teaching and learning process. The threading outcomes can be addressed in any of the modules. Schools are encouraged to offer at least two out of four of the modules for each grade level.

It should be noted that the term module is intended as a broad-based approach to curriculum design and delivery as it applies to a unit of study. This is not to be confused with a self-directed proprietary product known as Modular Learning.

4 Technology Education 7 and 8 — DRAFT May 2013


Modules for each level of Technology Education 7–9:1. Communications Technology 2. Energy Engineering 3. Inventions and Innovations4. Production Technology Teachers are encouraged to create a fully integrated course where each of the four modules taught are in some way interconnected while addressing the threading outcomes.

The course design can be graphically represented as follows:Th

read

ing

O

utco

mes

Communications Technology

Energy Engineering

Inventions and Innovations

Production Technology

Components

Suggested Learning Environment

Students need access to a multi-activity technology education laboratory, or an innovations technology environment, which is a classroom that is outfitted with a variety of problem-solving tools and equipment. This should include production tools for manipulating wood or other materials in addition to computer technology and software appropriate for digitizing and editing photographs, video, completing design work, drafting, web publishing, and/or broadcasting.

Suggested Equipment

Technology education is not a computer course, but rather a course in which computers (as well as other equipment) play a part in solving problems related to design. It is important to note that the use of the computer for this course is not to be confused with technology integration applications or data processing, but rather for design and media engineering to support a variety of processes. The spaces in which this course is taught need to be flexible to allow for a variety of activities to take place in addition to computing, such as photography, video studio set up, sign printing and manufacturing, and screen printing.



Teachers have found these items to be useful in delivering Technology Education in grades 7 and 8:• band saw • CNC manufacturing equipment• computers and peripherals• design software • drill press • hand tools (hammers, screw drivers,

squares, hand saws, chisels, etc.)• jointer • measuring tools• photographic equipment • power tools (drills, jigsaws, etc. )

• printing equipment • screen-printing equipment • scroll saw • sheet metal equipment (cold

processes) • table saw • thickness planer • video equipment • video, audio, and graphic editing

software • work benches with vices

Course DesignationAccording to the Nova Scotia Department of Education and Early Childhood Development Time to Learn document, technology education is one of the three elective subjects that schools are required to offer. Each grade level of technology education can be offered independent of the previous grade level. In other words, there is no prerequisite for each grade level. Technology education is a subject that is recommended for all students of all learning levels. For the safety of all students, it is recommended that technology education classes in grades 7 and 8 not exceed 20 students.

Course DeliverySchools are encouraged to offer all four modules at all three grade levels where scheduling and resources permit. Where this is not possible, it is acceptable to choose modules that can be offered at any grade level. Each grade level need not serve as a prerequisite within the module offerings.

Assessing and Evaluating Student LearningAssessment is the systematic process of gathering information on student learning.

Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgements or decisions based upon the information gathered.

The Principles of Assessment and Evaluation articulated in the document Public School Programs should be used as the basis of assessment and evaluation, policies, procedures, and practices.



Effective Assessment and Evaluation Practices

Effective assessment improves the quality of learning and teaching. It can help students to become more reflective and to have control of their own learning, and it can help teachers to monitor and focus their instructional programs.

Assessment and evaluation of student learning should accommodate the complexity of learning and reflect the complexity of the curriculum. Evaluation should be based on the full range of learning outcomes towards which students have been working during the reporting period, be proportionate to the learning experiences related to each outcome, and focus on patterns of achievement as well as specific achievement.

In reflecting on the effectiveness of their assessment program, teachers should consider the extent to which their practices

• are fair in terms of the student’s background or circumstances• are integrated with learning• provide opportunities for authentic learning• focus on what students can do rather than on what they cannot do• provide students with relevant, supportive feedback that helps them to shape

their learning• describe students’ progress toward learning outcomes• help them to make decisions about revising, supporting, or extending learning

experiences• support learning risk taking• provide specific information about the processes and strategies students are using• provide students with diverse and multiple opportunities to demonstrate their

achievement• accommodate multiple responses and a range of tasks and resources• provide evidence of achievement in which students can take pride• acknowledge attitudes and values as significant learning outcomes• encourage students to reflect on their learning, and to articulate personal learning

plans• help them to make decisions about teaching strategies, learning experiences and

environments, student grouping, and resources• include students in developing, interpreting, and reporting on assessment

Involving Students in the Assessment Process

When students are aware of the outcomes they are responsible for and the criteria by which their work will be assessed or evaluated, they can make informed decisions about the most effective ways to demonstrate what they know, are able to do, and value.

It is important that students participate actively in the assessment and evaluation of their learning, developing their own criteria and learning to judge a range of qualities in their work. Students should have access to models in the form of scoring criteria, rubrics, and work samples.



As lifelong learners, students assess their own progress, rather than relying on external measures (for example, marks) to tell them how well they are doing. Students who are empowered to assess their own progress are more likely to perceive their learning as its own reward. Rather than asking What does the teacher want?, students need to ask questions such as, What have I learned? What can I do now that I couldn’t do before? What do I need to learn next?

Effective assessment practices provide opportunities for students to• reflect on their progress toward achievement of learning outcomes• assess and evaluate their learning• set goals for future learning

Diverse Learning Styles and Needs

Teachers should develop assessment practices that affirm and accommodate students’ cultural and linguistic diversity. Teachers should consider patterns of social interaction, diverse learning styles, and the multiple ways oral, written, and visual language are used in different cultures for a range of purposes. Student performance takes place not only in a learning context, but in a social and cultural context as well.

Assessment practices must be fair, equitable, and without bias, providing a range of opportunities for students to demonstrate their learning. Teachers should be flexible in evaluating the learning success of students and seek diverse ways for students to demonstrate their personal best. In inclusive classrooms, students with special needs have opportunities to demonstrate their learning in their own way, using media that accommodates their needs, and at their own pace.

Using a Variety of Assessment Strategies

When teachers make decisions about what learning to assess and evaluate, how to assess and evaluate, and how to communicate the results, they send clear messages to students and others about what learning they value; for example, teachers can communicate that they value risk taking or lateral thinking by including these elements in determining marks.

Assessment involves the use of a variety of methods to gather information about a wide range of student learning and to develop a valid and reliable snapshot of what students know and are able to do that is clear, comprehensive, and balanced. The assessment process provides information about each student’s progress toward achievement of learning outcomes that teachers can use to assign marks, to initiate conversations with students, or to make decisions in planning subsequent learning experiences.

Teachers align evaluation and assessment practices with student-centred learning practices when they• design assessment and evaluation tasks that help students make judgments about

their own learning and performance• provide assessment and evaluation tasks that allow for a variety of learning styles

and preferences



• individualize assessment and evaluation tasks to accommodate specific learning needs

• work with students to describe and clarify what will be assessed and evaluated and how it will be assessed and evaluated

• provide students with regular and specific feedback on their learning

Assessment activities, tasks, and strategies include, for example,

• anecdotal records• artifacts• audio clips• checklists• conferences• certifications• demonstrations• exhibitions• rating scales• interviews (structured or informal)• inventories• investigations• learning logs or journals• media products• observations (structured or

informal)• peer assessments

• performance tasks• photographs• presentations• design portfolios• reports • projects• questioning• questionnaires• quizzes, tests, examinations • reviews of performance• sorting scales (rubrics)• self-assessments• surveys• video• work samples• written assignments

Design Portfolios

Technology Education 7 and 8 is a design problem-solving course. Design portfolios are a necessary part of assessing students’ abilities to meet outcomes related to specific design problems and to engage students in the assessment process and allow them to participate in the evaluation of their learning. The design portfolio is generated for each design challenge and can be a collaborative effort by the student team.

A professional portfolio is an individual collection that includes a selection of work created as part of the design process throughout the course. These are most effective when students have opportunities to reflect on and make decisions about their own learning. The student and teacher should collaborate to make decisions about the contents of the professional portfolio and to develop the criteria for evaluating the portfolio.

Portfolio assessment is especially helpful for the student who needs significant support. Teachers should use the portfolio to collaborate with the student in identifying strengths and needs, select learning experiences, and select work that best reflects the student’s progress toward achievement of learning outcomes.

It is important that students share their portfolios with others so that all students may see exemplars that represent a range of strategies for expression and levels of complexity in ideas and understanding.



Outlines and other evidence of planning allow students to examine their progress and demonstrate achievement to teachers, parents, and others.

Students should be encouraged to incorporate their design portfolios into their “lifework portfolio,” which demonstrates their achievements in a context beyond a particular course, including letters, certificates, and photographs, for example, as well as written documents.

Tests and Examinations

Traditional tests and examinations are not, by themselves, adequate to assess student learning. The format of tests and examinations can be revised and adapted to reflect key aspects of the curriculum. Some teachers, for example, have designed tests and examinations based on collaborative or small-group learning, projects, or portfolio learning. Creating opportunities for students to collaborate on a test or examination is an effective practice in the interactive classroom, to assess learning of a higher order than recall of information, for example, learning that requires synthesis, analysis, or evaluation.

In learning activities that involve solving a design problem, for example, students might work collaboratively to clarify and define the task, and then work either collaboratively or individually to develop a solution. Students might be given a range of questions, issues, or problems, and work collaboratively to clarify their understanding of the assignments and plan responses in preparation for the examination for which only one of the questions, issues, or problems will be assigned.

The initial list of questions, issues, or problems can be developed by the teacher, negotiated by the teacher with students, or developed by students and screened by the teacher.

Process-based tests and examinations allow students to demonstrate knowledge and skills and apply strategies at multiple stages in learning processes, for example, in identifying problems, challenges, and opportunities; gathering, evaluating, and synthesizing information; generating options; and developing and evaluating solutions.

Traditional tests and examinations may present a number of problems in scheduling and resource allocation. Process-based tests and examinations may be undertaken in steps during several class periods over a number of days. Students have opportunities to revise, reflect on, and extend their knowledge and understanding. Teachers have opportunities to develop comprehensive assessments, to monitor and evaluate learning at multiple points in a process, and to use time flexibly.

CERTIfICaTIOn SIMuLaTIOn

In some courses, students will need to prepare to demonstrate their learning through entrance tests and examinations, or to obtain or upgrade a certification (such as Electricians or Chartered Accountants). Replicating this type of assessment in the classroom can help students prepare for the conditions and assessment formats they may encounter in workplace and post-secondary situations.



To make this kind of assessment an effective learning experience, teachers should define a specific context and purpose, for example, the operation of a device, the identification of materials, labels, or the demonstration of a technique or procedure.


Contexts for Learning and Teaching

Principles of Learning The public school program is based on principles of learning that teachers and administrators should use as the basis of the experiences they plan for their students. These principles include the following:

1. Learning is a process of actively constructing knowledge.

Therefore, teachers and administrators have a responsibility to• create environments and plan experiences that foster inquiry, questioning,

predicting, designing, exploring, collecting, educational play, and communicating• engage learners in experiences that encourage their personal construction of

knowledge, for example, hands-on learning, creative movement, building, artistic representation, and writing and talking learning activities

• provide learners with experiences that actively involve them and are personally meaningful

2. Students construct knowledge and make it meaningful in terms of their prior knowledge and experiences.

Therefore, teachers and administrators have a responsibility to• find out what students already know and can do• create learning environments and plan experiences that build on learners’ prior

knowledge• ensure that learners are able to see themselves reflected in the learning materials

used in the school• recognize, value, and use the great diversity of experiences and information

students bring to school• provide learning opportunities that respect and support students’ racial, cultural,

and social identities• ensure that students are invited or challenged to build on prior knowledge,

integrating new understandings with existing understandings

3. Learning is enhanced when it takes place in a social and collaborative environment.

Therefore, teachers and administrators have a responsibility to• ensure that talk, group work, and collaborative ventures are central to class

activities• see that learners have frequent opportunities to learn from and with others • structure opportunities for learners to engage in diverse social interactions with

peers and adults• help students to see themselves as members of a community of learners



4. Students need to continue to view learning as an integrated whole.

Therefore, teachers and administrators have a responsibility to• plan opportunities to help students make connections across the curriculum and

with the world outside and structure activities that require students to reflect on those connections

• invite students to apply strategies from across the curriculum to solve problems in real situations

5. Learners must see themselves as capable and successful.

Therefore, teachers and administrators have a responsibility to• provide activities, resources, and challenges that are developmentally appropriate

to the learner• communicate high expectations for achievement to all students• encourage risk taking in learning• ensure that all students experience genuine success on a regular basis• value experimentation and treat approximation as signs of growth• provide frequent opportunities for students to reflect on and describe what they

know and can do• provide learning experiences and resources that reflect the diversity of the local

and global community• provide learning opportunities that develop self-esteem

6. Learners have different ways of knowing and representing knowledge.

Therefore, teachers and administrators have a responsibility to• recognize each learner’s preferred ways of constructing meaning and provide

opportunities for exploring alternative ways• plan a wide variety of open-ended experiences and assessment strategies• recognize, acknowledge, and build on students’ diverse ways of knowing and

representing their knowledge• structure frequent opportunities for students to use various art forms—

music, drama, visual arts, dance, movement, crafts—as a means of exploring, formulating, and expressing ideas

7. Reflection is an integral part of learning.

Therefore, teachers and administrators have a responsibility to• challenge their beliefs and practices based on continuous reflection• reflect on their own learning processes and experiences• encourage students to reflect on their learning processes and experiences• encourage students to acknowledge and articulate their learning• help students use their reflections to understand themselves as learners, make

connections with other learning, and proceed with learning



Learning Styles and Needs Learners have many ways of learning, knowing, understanding, and creating meaning. Research into links between learning styles and preferences and the physiology and function of the brain has provided educators with a number of helpful concepts of and models for learning. Howard Gardner, for example, identifies eight broad frames of mind or intelligences: linguistic, logical/ mathematical, visual/spatial, body/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner believes that each learner has a unique combination of strengths and weaknesses in these eight areas, but that the intelligence can be more fully developed through diverse learning experiences. Other researchers and education psychologists use different models to describe and organize learning preferences.

Students’ ability to learn is also influenced by individual preferences and needs within a range of environmental factors, including light, temperature, sound levels, availability of food and water, proximity to others, opportunities to move around, and time of day.

How students receive and process information and the ways they interact with peers and their environment in specific contexts are both indicators and shapers of their preferred learning styles. Most learners have a preferred learning style, depending on the situation and the type and form of information the student is dealing with, just as most teachers have a preferred teaching style, depending on the context. By reflecting on their own styles and preferences as learners and as teachers in various contexts, teachers can• build on their own teaching-style strengths• develop awareness of and expertise in a number of learning and teaching styles

and preferences• identify and allow for differences in student learning styles and preferences• identify and allow for the needs of students for whom the range of ways of

learning is limited • organize learning experiences to accommodate the range of ways in which

students learn

Learning experiences and resources that engage students’ multiple ways of understanding allow them to become aware of and reflect on their learning processes and preferences. To enhance their opportunities for success, students need• a variety of learning experiences to accommodate their diverse learning styles and

preferences• opportunities to reflect on their preferences and the preferences of others to

understand how they learn best and how others learn differently• opportunities to explore, apply, and experiment with learning styles other than

those they prefer, in learning contexts that encourage risk taking• opportunities to return to preferred learning styles at critical stages in their

learning• opportunities to reflect on other factors that affect their learning, for example,

environmental, emotional, sociological, cultural, and physical factors• a flexible time line within which to complete their work



Engaging All Learners Learners require inclusive classrooms, where a wide variety of learning experiences ensure that all students have equitable opportunities to reach their potential.

In designing learning experiences, teachers must accommodate the learning needs, preferences, and strengths of individuals, and consider the abilities, experiences, interests, and values that they bring to the classroom. In recognizing and valuing the diversity of students, teachers should consider ways to • create a climate and design learning experiences to affirm the dignity and worth

of all learners in the classroom community• consider the social and economic situations of all learners• acknowledge racial and cultural uniqueness• model the use of inclusive language, attitudes, and actions supportive of all

learners • adapt classroom organization, teaching strategies, assessment practices, time, and

learning resources to address learners’ needs and build on their strengths• provide opportunities for learners to work in a variety of contexts, including

mixed-ability groupings• identify and apply strategies and resources that respond to the range of students’

learning styles and preferences• build on students’ individual levels of knowledge, skills, and attitudes• use students’ strengths and abilities to motivate and support their learning• provide opportunities for students to make choices that will broaden their access

to a range of learning experiences• acknowledge the accomplishment of learning tasks, especially those that learners

believed were too challenging for them

Teachers must adapt learning contexts, including environment, strategies for learning, and strategies for assessment, to provide support and challenge for all students, using curriculum outcomes to plan learning experiences appropriate to students’ individual learning needs. When these changes are not sufficient for a student to meet designated outcomes, an individual program plan may be developed. For more detailed information, see Special Education Policy.

A range of learning experiences, teaching and learning strategies, motivation, resources, and environments provide expanded opportunities for all learners to experience success as they work toward the achievement of designated outcomes. Many of the learning experiences suggested in this guide provide access for a wide range of learners, simultaneously emphasizing both group support and individual activity. Similarly, the suggestions for a variety of assessment practices provide multiple ways for students to demonstrate their achievements.



The Role of Information and Communication Technology

Vision for the Integration of Information

Some of the outcomes in Technology Education 7 and 8 are, by nature, technology dependent. Students need access to the information and communication technologies available in schools to facilitate learning across the curriculum and across the modules within this course.

The Nova Scotia Department of Education and Early Childhood Development has articulated five strands in the learning outcomes framework for the integration of information and communication technology within Public School Programs.

Basic Operations and Concepts: Concepts and skills associated with the safe and efficient operation of a range of information and communication technology.

Social, Ethical, and Human Issues: The understanding associated with the use of information/communication technology that encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster strong relationships with their peers and others who support their learning.

Productivity: The efficient selection and use of information and communication technology to perform tasks such as the exploration of ideas, data collection, data manipulation, including the discovery of patterns and relationships, problem solving, and the representation of learning.

Communication: Specific, interactive technology use supports student collaboration and sharing through communication.

Research, Problem Solving, and Decision Making: Students’ organization, reasoning, and evaluation of their learning rationalize their use of information and communication technology.

Technological Competencies

Information and communication technology is the vehicle that students use to explore and evaluate the world of communication. While technological competency is certainly one of the Essential Graduation Learnings within Technology Education 9, the role of technology is to facilitate the achievement of the outcomes of this course, rather than to be an end in itself. Through the use of information and communication technology, students create and design media, and learn to value, appreciate, and become critically literate participants in a technology-rich culture.

The essence of learning lies in the accessing, gathering, investigating, and managing data; problem solving; decision making; and creating and communicating new understandings in original works. If students are to understand the relationship between ideas and how they are communicated, educators need to develop



high-order problem solving and decision making in their students. Students need to be able to use information and communication technology effectively for all of these purposes. Educators need to model appropriate uses of information and communication technology with their students.

Students need to develop a comfort with information and communication technology and an understanding of what medium best suits a design in order to fully utilize the power that technology offers. While information and communication technology is a tool for change, it should not become simply a tool for doing the same old thing differently. Information and communication technology enables new forms of expression.

The Technology Education 7 and 8 Learning Environment

The Classroom

Learning in Technology Education 7 and 8 should take place in a variety of learning environments, such as a wood production laboratory, as well as a classroom that has space for a variety activities to take place, such as computing using new media, cameras, video cameras, screen printing, and other printing or sign making devices, various types of studio sets, and space for planning. Students should have access to a variety of tools and equipment that will allow them to design and construct devices. Work benches, tables and counter spaces are necessary for students to carry out group work and to work collaboratively to solve technological problems using tools and equipment related to the module of study.

The Learning Culture

It is important to establish a culture in the Technology Education 7 and 8 laboratory where critical thinking, problem solving, and collaboration are valued and encouraged. Students should perceive the teacher as an instructor when necessary, but more frequently the teacher should be perceived as a facilitator, guiding and encouraging students throughout the feedback process as they acquire problem solving, collaboration, and technical skills. The continuous evolution of technology requires the teacher to be a lifelong learner, to apply prior knowledge, to be actively curious, and to model these qualities for students.

The role of the student in the Technology Education 7 and 8 learning environment involves investigation, interpretation, collaboration, creation, and reflection. It is important that students feel comfortable discussing their ideas with others and are willing to share their opinions of others’ works. Students must be willing to take risks by presenting their ideas and design solutions in a public forum. It is important that students research a design idea first and then select a technological tool or tools to solve the problem.



By taking an active learning approach, teachers become part of the learning community and communicate to students that problem solving is a dynamic process with multiple paths to success. It is essential that students be free to collaborate and feel comfortable to take risks in their learning. Students should be encouraged to peer teach, and teachers should be comfortable learning alongside their students.


Technology Education 7

IntroductionTechnology Education 7 and Technology Education 8 are independent courses with four modules at each level: Communications Technology, Energy Engineering, Inventions and Innovations, and Production Technology. Each module has a set of outcomes at each grade level. In addition, there are a number of outcomes referred to as Fundamentals of Technology Education 7-9 Threading Outcomes. These are mandatory outcomes that must be addressed with students within at least one module of the course. When using the “Design Challenge” method of teaching technology education, the threading outcomes are very easily addressed within each challenge. Schools may offer as many modules as scheduling will permit, and teachers may address outcomes from within a variety of modules throughout the course at each grade level.

Curriculum Outcomes

General Curriculum Outcomes

Students will be expected to

GCO 1: design, develop, evaluate, and articulate technological solutionsGCO 2: operate and manage technological systemsGCO 3: demonstrate an understanding of the history and evolution of technology,

and of its social and cultural implicationsGCO 4: demonstrate an understanding of the consequences of their technological

choicesGCO 5: demonstrate an understanding of current and evolving careers and of the

influence of technology on the nature of work

Specific Curriuculum Outcomes

Fundamentals of Technology Education 7 (mandatory threading outcomes)

Students will be expected to5.1 work independently, co-operatively, and collaboratively to solve technological

problems5.2 demonstrate an awareness of ethics and environmental responsibility in

technological decision-making and work habits5.3 demonstrate preparedness for technological problem solving5.4 demonstrate safe and healthy practices with regard to materials, processes,

and equipment



5.5 document the design process5.6 independently demonstrate appropriate application of skills learned5.7 demonstrate measuring skills with accuracy and precision5.8 communicate ideas using 2-D and 3-D technical drawings and sketches5.9 use appropriate language and terminology as applied to technology education5.10 investigate connections between technology education, STEM (Science,

Technology, Engineering, and Math), and careers


Module 1: Communications TechnologyIntroduction

Communications Technology 7 is intended to allow students to become aware of and develop skills for using communication technologies. Students will follow plans, processes and instructions in technological problem solving using a variety of new media.

Specific Curriculum OutcomesStudents will be expected to1.1 interpret a plan to solve communications technology problems1.2 create solutions to communications technology problems using given media1.3 evaluate their design solutions, redesigning as necessary1.4 modify a variety of given communications technology media to solve a design

problem1.5 identify target audiences1.6 identify principles of design

Suggestions for Assessment

The Assessment Process

Before beginning any of the suggested activities, engage students in the assessment process by working together to do the following:

Co-construct criteria – students will take ownership of the project or assignment if they are involved in deciding how it will be assessed. This can be done by showing students a large variety of sample work so that students can see there are different ways to represent their knowledge while using the same criteria.

Provide regular feedback throughout the process – When students are involved in a project or assignment, they will continue to learn as they self-assess and as the teacher provides feedback to help inform what needs to be learned next.

When concepts are presented using The Design Process, students can easily work through the process while developing a design portfolio for each challenge. Students and teachers can work together to gauge student progress, allowing for feedback at various stages to ensure student success.



Suggested Activities for Design Challenges

PRInT PRODuCTIOn CHaLLEngE

Printing as a design activity can take many forms, from stamping with clay or linoleum to multiple-colour silk-screening. Foam sheet block printing is a relatively easy and inexpensive way to get students familiar with block printing techniques, which can produce some impressive results. It will help students develop graphic design skills and get excited about producing colour multiples of a production. Designs are transferred to craft foam sheets and cut out, are glued “backwards” onto cardboard, inked with a roller, and then used as block matrices for printing. Supplies and situations will vary but useful supplies include carbon paper, exacto knives, printmaking ink, and block printing rollers. Design challenges might include book covers, posters, t-shirts, signage, cloth bags, cards, and magazine covers.

BuTTOn DESIgn

Button design can be a popular design activity with students as it easily allows for individualization, includes a hands-on component and a take-away product. After designing, buttons are easily assembled using a button-making press. Approaches to this activity can vary widely but might include a focus on audience, design principles, and design software skills development. A colour printer, button templates, and vector graphic design software such as the open-source program Inkscape could be an asset. Themes for button designs can be tailored to specific situations and student abilities. Possible ideas for button designs include school or community based campaigns and events, Olympic medals, app icon design, logos, and client-based production.

DREaM BEDROOM DESIgn

Students can begin to develop basic drafting skills using computer assisted design software to develop a plan of their current bedroom using scale measurements. This can lead to a design challenge where students can design their dream bedroom within a given set of criteria.

Other Ideas

• Animated gif design• Audio Editing – radio advertising• Basic photo composition• Digital Imaging• Google sketch up tutorials• Introductory Technical Drawing• Olympic medal design• Slide show storytelling/gaming• Video Editing - storyboarding techniques, basic video shooting techniques



Suggestions for Learning and TeachingTeachers can• Provide instruction about and model skills necessary for success• Create short learning challenges related to the overall design challenge to help

students build skills• Work with students to identify the difference between target audiences and

students’ personal design preferences• Prepare a series of exemplars of good design work that appeal to a variety of

target audiences• Prepare tools and materials to provide students with a variety of laboratory

experiences related to communications, such as computer hardware, software, peripheral devices, and printing equipment

• Demonstrate the communication systems or processes in the laboratory that could be used or are available to solve design problems

• Provide students with real-world examples of communications technology products, jobs, companies, techniques, etc.

• Establish with students realistic resources and expectations for completing communication technology projects (e.g., equipments, costs, time)

• Demonstrate specific production techniques as required for student projects (e.g., camera use, software, peripheral devices, drafting and design implements, screen printing processes, lighting techniques)

• Demonstrate proper principles of design and provide multiple exemplars• Invite guest speakers from various related careers to visit classes to discuss and

demonstrate skills and opportunities in their field• Discuss responsible and proper use of modern technologies (eg., internet use, cell

phones, and other personal communication devices, cameras, video, copyright laws)

Resources/Notes

Print Resources

Williams, Robin. The Non-Designer’s Design Book, 3rd Ed. Peachpit Press. 2008

Notes

Principles of Design: Contrast, Repetition, Alignment, Proximity


Module 2: Energy Engineering

OverviewEnergy Engineering 7 offers students an opportunity to explore mechanical devices that use sources of energy and motion.

Specific Curriculum OutcomesStudents will be expected to2.1 interpret a plan to solve energy engineering problems2.2 construct an energy engineering solution2.3 identify solutions to energy engineering problems2.4 demonstrate mechanical advantage using a simple machine2.5 identify devices that change motion in real-world technological solutions2.6 identify mechanical advantage in real-world technological solutions2.7 investigate the forces affecting structures or control systems







Suggested Activities

MECHanICaL TOyS

Children’s toys are an interesting way to introduce students to change in motion and energy transfer. In this activity students will “open the hood” on simple mechanical movements in toys and then follow a plan to recreate a child’s toy which employs a



change in motion and transfer of energy. Examples of simple mechanical toys would include those which use cams to change the motion of moving parts, those which use levers, linkages, wind power, balancing, and those which employ gears.

MOvE IT CHaLLEngE

Snowmobiling is a great winter pastime in our climate. However, with unpredictable warm trends, the ice snowmobiles travel on becomes weak without notice. After returning from ice fishing one afternoon, your snowmobile goes through the ice and rests 1 meter below on the bottom of the lake. Your task is to design a device that will hook the snowmobile and raise it to the ice surface.

BaLLOOn POWERED vEHICLE

Students are challenged to construct a simple vehicle that covers the greatest distance, powered only by a balloon. Students should be provided with a basic plan and given the opportunity to explore such topics as bearings, friction reduction, traction, and tire sizes. Other versions of this project could include elastic powered cars, hovercrafts or paddle boats.

Other ideas

• Hot air balloons• Sail boat design• Solar cars• Raft design

Suggestions for Learning and TeachingTeachers can• Create a scenario where students will have to solve an energy engineering

problem (real or fictional)• Provide videos or other resources about how products are designed and

constructed• Provide multiple exemplars of systems and/or parts of systems that may be used

to solve design problems related to Energy Engineering• Set up field trips to energy production facilities• Provide instruction about energy distribution and transfer• Provide instruction about energy conversion and mechanical advantage• Discuss energy security and how students can become more energy conscious• Teach student show to participate in energy engineering challenges• Provide opportunities to research forms of alternative energy and how it applies to

the local area• Engage students in investigations about where power comes from and how it is

generated in their local area



Resources/Notes

Notes

Simple Machine: a device that can be used as a mechanism to provide mechanical advantage to affect the magnitude or direction of a force.

There are 6 simple machines: lever, wheel and axle, pulley, inclined plane, wedge, screw

The four forces are: tension, compression, shear, and torsion.

Mechanical advantage: the measure of force achieved when using a tool or device (the advantage a person gains from using a machine to make the job easier).

Search terms and extensions that may be useful: Automata, kinetic toys, whirligigs, weathervanes, cams in toys, balancing toys, marble machine, kinetic sculpture


Module 3: Inventions and Innovations

OverviewInventions and Innovations 7 is intended to allow students to become aware of various inventions and innovations within the world of technology. Students will interpret plans and create models or prototypes of inventions with the goal of improving them.

Specific Curriculum OutcomesStudents will be expected to3.1 interpret a plan to develop a system3.2 create a model or prototype of an existing invention3.3 differentiate the components of simple technological systems3.4 examine and communicate the importance and impact of invention and

innovation3.5 develop improvements to an existing product3.6 investigate the manufacturing process of a product3.7 engineer a prototype to solve a design challenge










POWERED MaCHInES

Entry level programming can be coupled with design and construction using Lego Robotics or Lego Technic. Students design and construct structurally sound devices which complete a specific task such as draw bridges, elevators, pneumatic lifts.

BLuEPRInT REaDIng

The ability to read and interpret a plan is a key component in designing and problem solving. Students should be exposed to breaking down the components and gathering information on a finished product. Using a predetermined blueprint and a series of questions, students have to break down the blueprint to find sizes of the individual parts and the systems present within the product or device.

THE POSTaL POTaTO CHIP

Students are asked to design and construct a package for a single potato chip. The package will then be posted in the mail (or simulated) to the technology teacher. Limitations could include size and weight restrictions based on postal rates, contents, reusable materials, etc.

Other ideas

• Egg drop/car design• Paper bridge design• Pneumatic and hydraulic device construction• Product redesign• New uses for old things• Linkages for useful devices

Suggestions for Learning and TeachingTeachers can• Create a scenario where students will have to interpret a plan to create a solution

to an invention-related problem• Provide the students with videos on how products are designed and constructed• Provide real world examples of devices that can be used to change motion• Present video to students about the manufacturing of a product• Tour a local manufacturing facility

Students can• Speculate the purpose of unidentified parts or products (What is it? activity)• Research examples of local inventions and inventors• Develop cams, cogs, pulleys, and levers as systems• Take broken or functional items apart to see how they were constructed and

reverse-engineer the product



• Investigate poorly designed products and make suggestions for improvement• Investigate how feedback can be given in devices and how that feedback can be

used to control the device• Create a prototype of an invention or innovation such as a tripod• Show and tell a technological item (how it works; how it’s made)

Resources/Notes

Notes

A technological system includes input, process, output, feedback.

Search terms and extensions that may be useful: System, “How its Made”, “How it Works”, Invention, Innovation



Module 4: Production TechnologyOverview

Production Technology 7 is intended to introduce students to tools and machines found within a production laboratory. In addition to safety, the basic processes used to combine, separate, measure, form and condition materials are the focus at this level.

Specific Curriculum OutcomesStudents will be expected to4.1 demonstrate an understanding of all safety features of production technology

machines and equipment used to solve design problems4.2 demonstrate safe and effective use of a variety of production technology tools

and processes4.3 demonstrate an understand of safe management of wood dust4.4 interpret a plan to solve production technology problems4.5 construct solutions to production technology problems4.6 evaluate solutions to production technology problems4.7 safely use basic hand tools, power tools, and equipment to create a product

that solves a design problem4.9 use fasteners to combine materials4.10 use environmentally friendly finishing techniques to enhance the aesthetics or

functionality of a product










SCROLL SaW SKILL BuILDIng – a HELPIng HanD!

A scroll saw is a practical and versatile tool that students can use to practice skills and create solutions to design problems. Intarsia is an excellent design activity for developing skills using the scroll saw. Using a simplified form of Intarsia, students can create and cut out a design on the scroll saw using thin backing board. The main design piece can then be cut out and cut into smaller pieces – preferably 5 to 10 pieces. Next, the top edges of the main design pieces can be sanded to round them over, painted, and then glued back onto the backing board to create a unique pattern that has a 3-D look. As an example, students could do ‘A Helping Hand’ intarsia, where students trace their hands onto a piece of stock, cut it out on the scroll saw and use it to create an intarsia piece of their own hands. Cutting out the hand shape is great practice on the scroll saw, and deciding on the design and finish of the intarsia is a good design task. Other scroll saw activities can include wooden puzzles, games, toys, and personalized name sign design.

PERMa-PLaquIng

Students can take a printed photograph that they shot themselves and mount it on MDF (medium density fibreboard) or other stock to create a frame. This is a relatively easy project that will require the students to do some precision measurement and cutting of their photograph. Students can use other tools and processes to create an edge on the ‘frame’ and a keyhole in the back.

The teacher may want to construct a jig for the students to use for making the keyway, and cut the blanks out of 5/8” or 3/4” MDF. Photographs can be mounted with a mixture of 50% water and 50% white glue.

TEa-LIgHT HOLDER (SCRaP WOOD PROJECT)

Students can choose any random piece of scrap wood to create a design for holding a tea-light or a small clay pot. Using the scroll saw or band saw, students can cut out the chosen design, while planning the hole for the tea-light candle or clay pot. Students will use a 1½ inch Forstner Bit to drill holes less than ½ inch deep. Note: it is a good idea to have students drill the holes first. Students can then sand and finish as design permits.

Other Ideas

• Key holder design• Napkin holder design• Personalized name or initials• Repetitive part puzzles such as Tower of Hanoi• Tic-tac-toe boards (or related game design)• Toy ducks



Suggestions for Learning and Teaching

Safety

Safety is an integral part of the technology education environment. Students must demonstrate that they can employ safe methods before they are provided with opportunities to use tools and equipment. .

Teachers should begin the production module with instruction on the following:• Establish safety rules and guidelines for a production environment• Provide the four steps of instruction: provide demonstration to the full-class,

provide demonstration to individuals, student provides teacher demonstration of safe use of a machine, and student asks permission each time of use.

• Demonstrate basic hand tool, power tool, and machine use to safely transform production materials into useful products.

• Maintain records of student safety test scores as well as anecdotal records of student safety behaviour in the laboratory.

• Provide personal protective equipment for all students in the laboratory

Students can demonstrate their safety knowledge by doing the following:• Complete safety quizzes on specific machines identified until 100 per cent score is

achieved• Demonstrate appropriate skills for using equipment through conferencing with

the teacher• Conduct safety assessments of the production laboratory• Complete first-aid training (if possible)• Demonstrate safe working habits at all times• Use personal protective equipment at all times

Resources/Notes

Print Resources

Levy, R.(1991). Making Mechanical Marvels in Wood. New York, NY: Stirling Publishing.

Notes



IntroductionTechnology Education 7 and Technology Education 8 are independent courses with four modules at each level: Communications Technology, Energy Engineering, Inventions and Innovations, and Production Technology. Each module has a set of outcomes at each grade level. In addition, there are a number of outcomes referred to as Fundamentals of Technology Education 7-9 Threading Outcomes. These are mandatory outcomes that must be addressed with students within at least one module of the course. When using the “Design Challenge” method of teaching technology education, the threading outcomes are very easily addressed within each challenge. Schools may offer as many modules as scheduling will permit, and teachers may address outcomes from within a variety of modules throughout the course at each grade level.

Curriculum Outcomes

General Curriculum Outcomes

Students will be expected toGCO 1: design, develop, evaluate, and articulate technological solutionsGCO 2: operate and manage technological systemsGCO 3: demonstrate an understanding of the history and evolution of technology,

and of its social and cultural implicationsGCO 4: demonstrate an understanding of the consequences of their technological

choicesGCO 5: demonstrate an understanding of current and evolving careers and of the

influence of technology on the nature of work

Specific Curriculum Outcomes

Fundamentals of Technology Education 8 (mandatory threading outcomes)

Students will be expected to5.1 work independently, co-operatively, and collaboratively to solve technological

problems5.2 demonstrate an awareness of ethics and environmental responsibility in

technological decision-making and work habits5.3 demonstrate preparedness for technological problem solving5.4 demonstrate safe and healthy practices with regard to materials, processes, and

equipment5.5 document the design process



5.6 independently demonstrate appropriate application of skills learned5.7 demonstrate measuring skills with accuracy and precision5.8 communicate ideas using 2-D and 3-D technical drawings and sketches5.9 use appropriate language and terminology as applied to technology education5.10 investigate connections between technology education, STEM (Science,

Technology, Engineering, and Math), and careers


Module 1: Communications Technology

OverviewCommunications Technology 8 is intended to allow students to continue to develop skills related to the use of communication technologies, and apply these skills by working through technological problem solving using a variety of new media.

Specific Curriculum OutcomesStudents will be expected to1.1 modify a plan to solve communications technology problems1.2 create solutions to communications technology problems using a variety media1.3 evaluate their design solutions, redesigning as necessary1.4 demonstrate effective use of a variety of communications technology media1.5 characterize target audiences and determine effective medium1.6 apply the principles of design








RaDIO DRaMa

Students can work in conjunction with the English teacher to create a short 1-page script for a radio drama podcast and then use audio recording software (such as Audacity) to record it. Students can then incorporate sound effects into the project



by downloading them or create their own using Foley artistry techniques. Foley artistry is the art of making sound effects for radio, movies or television. Sound mixing and sound editing are introduced in this project as well.

Other broadcasting challenge ideas can include:• Radio advertising• Pre-recorded school announcements• Pre-recorded class presentation

gREEn BuILDIng DESIgn

Students can use computer assisted design (CAD) software (such as Google Sketchup Pro) to design the exterior to a large building (school, hotel, resort, shopping mall). The building must fit in with the local surrounding area in terms of design and feel. It should use local building materials where possible and be as green as possible. This project will allow students to examine new building techniques and technologies such as a green roof, rain water collection for toilet use (gray water), light sensors, automatic blinds, heat recovery, electrical generation.

Other CAD design challenges can include:• Design a grade 8 wing of the school• Design a cottage floor layout for your family within a certain square footage limit

PHOTOSTORy

In this activity students use photo editing software (such as Microsoft Photostory) or a video-editing application to create a small still-picture “slideshow” production for a specific target audience. Students will demonstrate their planning skills through storyboarding and problem-solving while learning about story structure, audience, photography, graphic design, music integration, copyright, and sound recording. After projects have been storyboarded, students compose or select photographs and imagery to tell the story. Music, narration, text, and effects can be added which enhance and complete the production. Project ideas may include do-it-yourself/how-to instructions, safety/machine demonstrations, and storytelling/documentary productions. In addition to taking photographs students may enhance photos with vector graphic software and animations.

Other Ideas

• Advertisements• Package design• Technical drawing• Video editing

Suggestions for Learning and TeachingTeachers can• Work with students to identify the difference between target audiences and

students’ personal design preferences• Prepare a series of exemplars of good design work that appeal to a variety of

target audiences



• Prepare tools and materials to provide students with a variety of laboratory experiences related to communications, such as computer hardware, software, peripheral devices, and printing equipment

• Demonstrate the communication systems or processes in the laboratory that could be used or are available to solve design problems

• Provide students with real-world examples of communications technology products, jobs, companies, techniques, etc.

• Establish with students realistic resources expectations for completing communication technology projects (e.g., equipments, costs, time, etc.)

• Demonstrate specific production techniques as required for student projects (e.g., camera use, software, peripheral devices, drafting and design implements, screen printing processes, lighting techniques, etc.)

• Demonstrate proper principles and elements of design and provide multiple exemplars

• Invite guest speakers from various related careers to visit classes to discuss and demonstrate skills and opportunities in their field

• Discuss responsible and proper use of modern technologies (eg., Internet use, cell phones and other personal communication devices, cameras, video, copyright laws)

Resources/Notes

Print Resources


Notes

Principles of Design: Contrast, Repetition, Alignment, Proximity


Module 2: Energy Engineering

OverviewEnergy Engineering 8 offers students an opportunity to continue to develop skills related to energy engineering problems. Students will apply these skills by working through technological problems that utilize energy and/or motion.

Specific Curriculum OutcomesStudents will be expected to2.1 modify a plan to solve energy engineering problems2.2 construct an energy engineering solution by using a or creating a modified

plan2.3 examine solutions to energy engineering problems2.4 demonstrate practical applications of mechanical advantage 2.5 operate and analyze devices that change motion2.6 create and operate devices that use mechanical advantage2.7 investigate the forces affecting structures or control systems










MOuSETRaP CaR COMPETITIOn

A situation could be presented to students such as: A local mousetrap manufacturer has an overstock of mousetraps. In order to increase sales, they have asked your class to create a toy car that is powered only by a mousetrap. Students are asked to modify the plans provided to create a car that travels at least 3 metres. As a class, students should decide on any design limitations they wish to impose on the competition. Teachers should provide students with two or three examples of potential car designs that they are able to modify. Modifications to this challenge could include speed, farthest distance, creative innovation, inclined planes, etc.

CaTaPuLTS/TREBuCHETS

Note: This activity integrates with the Inventions and Innovations Module.

Kinetic and Potential Energy are key components in this activity. Along with structural design, students will be required to harness the energy of an elastic band, spring, or other items possessing potential energy to design and construct a catapult that will toss a projectile into a target from a predetermined distance.

COMPRESSED aIR-POWERED CaRS

Students will design and manufacture a car that uses compressed gas (either compressed air or CO2 cartridges) as a method of propulsion to move the car 15 feet in the shortest amount of time possible. Upon completion, each group will provide the instructor with a design portfolio, and a working Prototype.

Other Ideas

• Air powered rockets • Boat propeller design• Bottle rockets• Earthquake towers• Gravity magnetic levitation• Kites• Marble roller coaster design• Rockets• Solid fuel rockets• Structures

Suggestions for Learning and TeachingTeachers can• Create a scenario where students will have to solve an energy engineering

problem (real or fictional)• Provide videos or other resources about how products are designed and

constructed• Provide multiple exemplars of systems and/or parts of systems that may be used

to solve design problems related to Energy Engineering• Set up field trips to energy production facilities



• Provide instruction about energy distribution and transfer• Provide instruction about energy conversion and mechanical advantage• Discuss energy security and how students can become more energy conscious• Teach students how to participate in energy engineering challenges• Provide opportunities to research forms of alternative energy and how it applies to

the local area• Engage students in investigations about where power comes from and how it is

generated in their local area

Resources/Notes

Resources/Notes

Internet

Hundred Yard Paper Rocket Launcher http://www.instructables.com/id/100-Yard-Paper-Rocket-Launcher/

Earthquake Tower http://filebox.vt.edu/users/sfagg/teched/pdf/earthquake_tower_challenge.pdf

Notes

Search terms and extensions that may be useful: kinetic energy, potential energy, automata, kinetic toys, whirligigs, weathervanes, cams in toys, balancing toys, marble machine, kinetic sculpture


Module 3: Inventions and Innovations

OverviewInventions and Innovations 8 is intended for students to continue developing skills related to inventions and innovations within the world of technology. Students will apply innovative ideas and concepts while solving technological problems using a variety of skills and techniques.

Specific Curriculum OutcomesStudents will be expected to3.1 modify a plan to develop a system3.2 create a model or prototype of an existing invention3.3 explain a complex system in terms of its subsystems3.4 examine and communicate the importance and impact of inventions and

innovation3.5 develop improvements to an existing product3.6 document the life cycle of a manufactured product3.7 engineer a prototype to solve a design challenge3.8 diagnose and repair malfunctioning systems










LEgO TECHnIC / ROBOTICS

Computer control can be coupled with design and construction as students integrate Lego robotics to build a structurally sound device to raise and lower and swing left and right to complete a specific task (such as a drawbridge, elevator or robotic arm).

PRODuCT auTOPSy (SySTEMS anaLySIS)

Education comes from the building and taking apart! This design challenge can take many forms, including having students dissect a broken product that they bring from home. Students can work in pairs to dissect a product that can fit into a shoebox. Students can then form cutaways or exploded models, take pictures to document the process and research and report or present on how the product/parts are made. This activity will expose students to how the inner workings of products function, helping them gain an appreciation of the manufacturing, assembly, function, repair, maintenance and disposal of parts, systems and the overall product.

CaTaPuLTS/TREBuCHETS

Note: This activity integrates with the Energy Engineering Module.

Along with structural design, students will be required to harness the energy of an elastic band, spring, counter weight or other items to design and construct a catapult that will toss a projectile to a target from a predetermined distance.

BaLL In a CuP CHaLLEngE

Teams of students are given two ping pong balls, an empty paper towel roll, a large cup and are challenged to design and construct a system where the ball bounces off different surfaces and lands in the cup. Students will be given 1 full period to construct their system. The team with the highest score wins the challenge. Students can use anything in the room (with permission) as part of their system. Points are scored based on the number of bounces combined with the number of surfaces hit. Students must use the stationary paper towel roll to start the ball rolling and cannot interact with it at any other point. Students may want to use video to accurately score attempts.

Other Ideas

• Assistive technology product design• Electronic circuit design• Ergonomic product design• Geodesic domes• Modeling with various materials• Prosthetics design• Structures



Suggestions for Learning and TeachingTeachers can• Create a scenario where students will have to modify a solution to an

invention-type problem• Provide the students with videos on how products are designed and constructed• Provide examples of devices that can be used to change motion• Give students short design activities to foster creativity and innovative thinking• Organize a class trip to the Nova Scotia Museum of Industry

Students can• Research examples of local and Canadian inventions and inventors• Develop cams, cogs, pulleys, and levers as systems• Investigate poorly designed products and make suggestions for improvement• Investigate how feedback can be given in devices and how that feedback can be

used to control the device• Create a prototype of an invention or innovation• Show and tell a technological item (how it works; how it’s made)

Resources/Notes

Print

Catlin, D. (1994). Inventa Book of Mechanisms. London: Valiant Technology Ltd. www.valiant-technology.com

Catlin, D. (1994). Inventa Book of Structures. London: Valiant Technology Ltd. www.valiant-technology.com

Internet

Westpoint Bridge Designer http://bridgecontest.usma.edu/download2012.htm

How Stuff Works http://www.howstuffworks.com/

Nova Scotia Museum of Industry http://museum.gov.ns.ca/moi/en/home/default.aspx

Notes


Module 4: Production Technology

OverviewProduction Technology 8 is intended to help students further develop skills related to processing materials using a variety of tools and processes while developing their own designs using the safest possible methods.

Specific Curriculum OutcomesStudents will be expected to4.1 demonstrate an understanding of all safety features of production technology

machines and equipment used to solve design problems4.2 demonstrate safe and effective use of a variety of production technology tools

and processes4.3 demonstrate an understanding of safe management of wood dust4.4 modify a plan to solve production technology problems4.5 construct solutions to production technology problems4.6 evaluate solutions to production technology problems4.7 safely use a variety of hand tools, power tools, and equipment to prepare stock4.8 construct an aesthetically pleasing finished product that solves a design

problem4.9 use a variety of fasteners to combine materials or assemble a product4.10 use environmentally friendly finishing techniques to enhance the aesthetics or

functionality of a product










STORagE anD DISPLay

A storage and display design challenge gives students the opportunity to modify a design and construct a simple shelf unit without having to start from scratch. Students are given the plans for a simple 5-piece display shelf (2 sides, top, shelf and back). Students then have the opportunity to re-design the plan as they wish, possibly include shaker pegs or other features using processes available within the lab based on their own design requirements.

TISSuE BOx COvER CHaLLEngE

Students are challenged to create a 5-sided wooden or metal tissue box cover. Students can change the sizes to match the tissue boxes found in their home. Students can modify a plan to their own aesthetic preference. Modifications could include scroll cut patterns, printed designs using various print processes, or a variety of fastening techniques.

fIngER JOInTED PHOTO fRaME PROJECT

Students construct a multiple jointed picture frame using the technique of finger joints to connect each piece to the other. A gluing up pattern has an emphasis on cutting accurately, layout, and gluing together. Pre-cut material at 22mm (7/8”) square is supplied to students to cut to various lengths. After the pieces are glued together and planed, the center is cut out and routed to accept a picture. *(See notes for gluing up diagram.)

gaME DESIgn

There is a vast amount of wooden puzzles and games that students can make in the Tech Ed production laboratory. Many of these use a minimal amount of materials and have plans readily available online. Puzzles made from wood are a particularly good design challenge because they require varying degrees of precision depending on the complexity of the design. Some examples are 3-Piece Wooden Knot, 6-Piece Wooden Burr, 7-Piece Soma Cube. There are also many examples of wooden games that students can make including the Rubber Band Game, Ring Toss, Towers of Hanoi, Wooden Ring Release, Peg Jump, and Washer Toss. Students can design and make their own game or puzzle or they could work as a group to manufacture them as a batch production project. Often puzzle and/or game design can integrate with the Inventions and Innovations or Energy Engineering modules.

Other Ideas

• 3D signs (scroll saw or router processes)• Clocks• Concrete garden stones• Door hangers



• List holder• Molding with plastic• School improvement projects

− Paint brush holders − Pencil holders − Recipe holders − Scissor holders − Signage

Suggestions for Learning and Teaching

Safety

Safety is an integral part of the technology education environment. Students will demonstrate that they can employ safe methods before they are provided with opportunities to use tools and equipment. Students will also be able to identify the reasons behind the safety rules and guidelines and be able to assess the laboratory for safety issues.

Teachers should begin the production module with instruction on the following:• Establish safety rules and guidelines for a production environment• Provide the four steps of instruction: provide demonstration to the full-class,

provide demonstration to individuals, student provides teacher demonstration of safe use of a machine, and student asks permission each time of use.

• Demonstrate basic hand tool, power tool, and machine use to safely transform production materials into useful products.

• Maintain records of student safety test scores as well as anecdotal records of student safety behaviour in the laboratory.

• Provide personal protective equipment for all students in the laboratory

Students can demonstrate their safety knowledge by doing the following:• Complete safety quizzes on specific machines identified until 100 per cent score is

achieved• Demonstrate appropriate skills for using equipment through conferencing with

the teacher• Conduct safety assessments of the production laboratory• Complete first-aid training (if possible)• Demonstrate safe working habits at all times• Use personal protective equipment at all times



Resources/Notes

Notes

Finger Jointed Photo Frame Project

Design Layout


References

Print

Bunch, B., & Hellemans, A. (1993). The Timetables of Technology. New York: Simon & Shuster. www.simonsays.com

Casey, S. (1997). Women Invent! Two Centuries of Discovery That Have Shaped Our World. Chicago: Chicago Review Press.

Catlin, D. (1994). Inventa Book of Mechanisms. London: Valiant Technology Ltd. www.valiant-technology.com

Catlin, D. (1994). Inventa Book of Structures. London: Valiant Technology Ltd. www.valiant-technology.com

Edward Britton. Bringing Technology Education into K-8 Classrooms: A Guide to Curricular Resources About the Designed World.

Egan, L. (1997). Inventors and Inventions. New York: Scholastic. www.scholastic.com

Erlbach, A. (1997). The Kids’ Invention Book. Minneapolis, MN: Lerner Learning Company.

Jones, C. (1991). Mistakes That Worked. New York: Doubleday. www.randomhouse.com

Levy, R.(1991). Making Mechanical Marvels in Wood. New York, NY: Stirling Publishing.

Romanek, T. (2001). The Technology Book for Girls and Other Advanced Beings. Tonawanda, NY: Kids Can Press. www.ibby-canada.org.

VanCleave, J. (1993). Machines. New York: John Wiley & Sons. www.wiley.com


Internet

Earthquake Tower http://filebox.vt.edu/users/sfagg/teched/pdf/earthquake_tower_challenge.pdf

Gimp: Open source image manipulation software http://www.gimp.org/

How Stuff Works http://www.howstuffworks.com/

Hundred Yard Paper Rocket Launcher http://www.instructables.com/id/100-Yard-Paper-Rocket-Launcher/


References

Inkscape: Open source vector graphics software http://inkscape.org/

International Technology Education and Engineering Educators Association http://www.iteaconnect.org/

Nova Scotia Museum of Industry http://museum.gov.ns.ca/moi/en/home/default.aspx

Teach Engineering www.teachengineering.org

Virginia Tech http://filebox.vt.edu/users/sfagg/teched/html/activities_problemsolving.htm

Westpoint Bridge Designer http://bridgecontest.usma.edu/download2012.htm

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