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About the course

This course enables students to apply a systematic process for researching, designing, building, and assessing solutions to address specific human and environmental challenges. Through their work on various projects, students will explore broad themes that may include aspects of industrial design, mechanical design, architectural design, control system design, and/or apparel design. Students will develop an awareness of environmental and societal issues related to technological design, and will learn about secondary and postsecondary pathways leading to careers in the field.

Technological Designs and the Environment 11

Course Credit

1

Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

None

Course Code

Department Head & Contact Information

TDJ3O

Course Type

Open

Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Technological Design Fundamentals

This unit introduces students to the design process, from concept to draft. It introduces students to the brainstorming process to solve a problem or to develop a new product to make the process more efficient, or to develop a game. They will examine different strategies to organize, plan, and develop a conceptual model. In this process, they will evaluate such things as material characteristics, material availability, skill set needed, financial impact, and relevance of the new technology by the time it is produced. They will explore various tools to communicate their ideas, such as free hand sketch, CAD drawings, mock-up models, word processors, and presentation softwares. They will look at the various specifications, governmental, and industrial standards that must be met and licensing and approval that are necessary. They will outline a project plan.

Estimated Hours of Instructions: 30 hours

Technological Design Skills

In this unit students are introduced to more advanced techniques to present their technical specifications that are necessary to present a proper technical drawing of the concept and product. They are introduced to the more specific design process, namely, concept, free-hand sketch, computer graphics, where possible computer analysis and simulation, then building a prototype. If the product fails at the computer simulation level, then they will look at ways to review the design. After success at the previous steps, students will explore the tools that are needed to make a proper prototype. They will investigate the skill sets that are needed to produce the prototype. Where possible, they will learn how to use the necessary tools to make the mock-up model a reality. Students will then be introduced to the testing and evaluation process. After these processes, students will reevaluate the product to see if improvements can be made.

Estimated Hours of Instructions: 30 hours

Technology, The Environment, And Society

In this unit students will examine the impact to society and the environment that their product may have. They will evaluate the product/process to mitigate any negative effects that it may have on society and the environment. Students will look at similar designs that exist or similar products on the market and explore ways to redesign their product to be more environmentally friendly. In the event of a process, they will look at ways to shorten the process (in manufacturing, this will reduce the carbon footprint). Students will explore other technologies that can be used to improve the energy efficiency of their product, thereby reducing the carbon footprint. They will explore their suppliers in order to make sure they are buying from the most environmentally friendly ones. Students will explore ways in which to best dispose of the waste products, with an emphasis on recycling. They will redesign their product so that most of their parts can be recycled at the end of the product's life. In the case of packaging, they will explore ways of using environmentally friendly options.

Estimated Hours of Instructions: 30 hours

Professional Practice And Career Opportunities

In this unit students will look at the health and safety issues that such a product may pose. For instance, is it overheated when charging? Does it have mechanical integrity for the load it is designed for? They will look at the training and education that a career in this field will entail. Students will also look at the necessary qualifications in this area to pursue higher studies.

Estimated Hours of Instructions: 9 hours

Project and Final Exam

The project (different from other projects) part of the final exam is 15% of the course and will be in the form of a group presentation (where possible). The other part of the final exam will be written for 15% of the course. It is the teacher’s prerogative to make the final exam 30% of the course.

Estimated Hours of Instructions: 9 hours (presentation) 2 hours (written exam)


Total 110 hours

Resources

The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:
● Access to a library or the Internet to do research
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations

A. TECHNOLOGICAL DESIGN FUNDAMENTALS

A1 demonstrate an understanding of factors and relationships that affect technological design and the design process;
A2 describe appropriate strategies, techniques, and tools for researching, organizing, planning, and managing design projects and related activities, with an emphasis on financial, human, and material resources;
A3 demonstrate an understanding of drafting standards, conventions, and guidelines for various types of drawings used to represent designs;
A4 demonstrate an understanding of a variety of tools, materials, equipment, and processes used to build, test, and evaluate models and prototypes;
A5 use appropriate terminology and communication methods to document, report, and present progress and results.

B.TECHNOLOGICAL DESIGN SKILLS

B1 use appropriate strategies and tools to research and manage design projects and related activities;
B2 apply appropriate methods for generating and graphically representing design ideas and solutions;
B3 create and test models and/or prototypes, using a variety of techniques, tools, and materials;
B4 use a variety of formats and tools to create and present reports summarizing the design process and to reflect on decisions made during the process.

C. TECHNOLOGY,THE ENVIRONMENT, AND SOCIETY

C1 demonstrate an understanding of environmentally responsible design practices, and apply them in the technological design process and related activities;
C2 describe the relationship between society and technological development.

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES

D1 describe and apply health, safety, and environmental practices related to technological design;
D2 identify career opportunities in fields related to technological design, and describe the training and education required for these careers.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009; Pg 34-37 Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.

This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.

The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.

Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.

Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%

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