grade 8 production technology module - james davisteacher-mr-davis.yolasite.com/resources/production...

Technology EducationProductionTechnology ModuleGrade 8

A Curriculum Guide2003

GOVERNMENTOFNEWFOUNDLANDANDLABRADOR

Division ofProgramDevelopment

Grade 8 Production Technology Module (2003) i

Table of Contents

Table of Contents

Acknowledgements ................................................................................................................ v

Section I: Program Overview and Rationale ................................................................ 1Background ............................................................................................................................... 1Overview and Rationale ........................................................................................................... 1Purpose of Curriculum Guide ................................................................................................... 2Context for Learning and Teaching ........................................................................................... 2Literacy Through Technology Education .................................................................................. 3Meeting the Needs of All Learners ........................................................................................... 4Effective Assessment and Evaluation Practices ....................................................................... 6

Section II: Curriculum Design and Components ..................................................... 9Program Components ................................................................................................................ 9Outcomes Structure .................................................................................................................. 9Essential Graduation Learnings .............................................................................................. 10General Curriculum Outcomes ............................................................................................... 11Key Stage Curriculum Outcomes ............................................................................................ 11

Section III: Specific Curriculum Outcomes ..............................................................15Overview ................................................................................................................................ 15

Unit 1 - Big Ideas ................................................................................................................ 15Unit 2 - Basic Skills ............................................................................................................. 15Unit 3 - Design Activity ...................................................................................................... 16

Specific Curriculum Outcomes ............................................................................................... 17Unit 1 - Big Ideas ................................................................................................................ 17Unit 2 - Basic Skills ............................................................................................................. 19Unit 3 - Design Activity ...................................................................................................... 20

The 4-column layout ............................................................................................................... 22Time Allocation ...................................................................................................................... 22Unit 1 - Big Ideas .................................................................................................................... 23

Overview ............................................................................................................................ 23Purpose .......................................................................................................................... 23Profile ............................................................................................................................ 23Implementation ............................................................................................................. 24

Evaluation of the Big Ideas Unit ........................................................................................ 24

Grade 8 Production Technology Module (2003)ii

Table of Contents

Outcomes and Strategies ..................................................................................................... 25Topic 1: Introduction to Production Technology ............................................................ 26Topic 2: Properties of Materials ...................................................................................... 28Topic 3: The Production Processes ................................................................................. 30Topic 4: Tools and Machines .......................................................................................... 32Topic 5: Aesthetics ......................................................................................................... 34Topic 6: Ergonomics, Health and Safety ......................................................................... 36Topic 7: Product Development ...................................................................................... 38Topic 8: Careers in Production ....................................................................................... 40

Unit 2: Basic Skills .................................................................................................................. 43Overview ............................................................................................................................ 43

Purpose .......................................................................................................................... 43Profile ............................................................................................................................ 43Implementation ............................................................................................................. 44

Evaluation of the Basic Skills Unit ..................................................................................... 44Outcomes and Strategies ..................................................................................................... 45

Topic 1: Interpretation of Technical Drawings ................................................................. 46Topic 2: Development of Technical Drawings ................................................................. 48Topic 3: Production Tools: Selection and Usage .............................................................. 50Topic 4: Production Planning and Implementation ........................................................ 54

Unit 3: Design Activity ........................................................................................................... 61Overview ............................................................................................................................ 61

Purpose .......................................................................................................................... 61Profile ............................................................................................................................ 62Implementation ............................................................................................................. 62

Organization and Management Issues ................................................................................. 63Planning for Design ........................................................................................................ 63Appropriate Problems .................................................................................................... 63

Student Design Teams ......................................................................................................... 64Purpose of Student Design Teams................................................................................... 64Student Design Teams vs. Professional Design Teams ...................................................... 65Effective Operation of Student Design Teams ................................................................. 65Key Issues for Managing Student Design Teams .............................................................. 65

Setting Up and Using Design Portfolios .............................................................................. 67General Information on Design Portfolio Contents ........................................................ 67Organizing the Design Portfolio ..................................................................................... 68Maintaining the Design Portfolio ................................................................................... 69

Evaluation of the Design Activity Unit .............................................................................. 70

Grade 8 Production Technology Module (2003) iii

Table of Contents

Outcomes and Strategies ..................................................................................................... 71Topic 1: The Design Team and The Design Portfolio ..................................................... 72Topic 2: Identification of the Problem Situation (Step 1) .............................................. 74Topic 3: Development of the Design Brief (Step 2) ....................................................... 76Topic 4: Investigation and Research (Step 3) .................................................................. 78Topic 5: Identification of Possible Solutions (Step 4) ..................................................... 80Topic 6: Selection of the Best Solution (Step 5) ............................................................. 82Topic 7: Development of the Solution (Step 6) ............................................................. 84Topic 8: Evaluation of the Solution (Step 7) .................................................................. 88Topic 9: Presentation of the Report (Step 8) .................................................................. 90

Evaluation of Unit 3 - Design Activity (Summary) ............................................................. 92Portfolios and Design Solution Collection ...................................................................... 92

Portfolio Collection ................................................................................................... 92Design Solution Collection ........................................................................................ 92

Evaluation of Design Activities ....................................................................................... 92Purpose ...................................................................................................................... 92Evaluation of the Design Process ................................................................................ 93

Grade 8 Production Technology Module (2003)iv

Table of Contents

Grade 8 Production Technology Module (2003) v

Acknowledgements

AcknowledgementsThe Department of Education for Newfoundland and Labradorgratefully acknowledges the contribution of the followingmembers, past and present, of the provincial IntermediateTechnology Education Working Group:

Mike AlexanderTeacherHoly Spirit High School, Conception Bay South

Albert CarrollTeacherXavier Junior High School, Deer Lake

Craig CookTeacherSt. Catherine’s Academy, Mount Carmel

Leon CooperProgram Development Specialist - Technology EducationDepartment of Education

Lynn Fitzpatrick-AntleProgram SpecialistBurin Peninsula School Board

Marion HollohanTeacherSt. Paul’s Intermediate School, Gander

Chris MillsTeacherClarenville Middle School, Clarenville

Frank ShapleighTraining OfficerSTEM~Net

Dr. Dennis SharpeProfessorFaculty of Education, Memorial University of Newfoundland

Jim TuffProgram Development Specialist - Technology EducationDepartment of Education

Diane WilliamsTeacherFatima Academy, St. Bride’s

Darren WoolridgeTeacherPoint Leamington Academy, Point Leamington

Grade 8 Production Technology Module (2003)vi

Acknowledgements

The Department of Education for Newfoundland and Labradoralso gratefully acknowledges the contribution of the intermediateteachers who so willingly piloted draft and interim editions of thecurriculum guide and learning resources to support the Grade 8ProductionTechnology Module.

Grade 8 Production Technology Module (2003) 1

Section I: Program Overview and Rationale

The Production Technology Module for Grade 8 is based,conceptually, philosophically and practically, on the AtlanticCanada Foundation for Technology Education Curriculum(2001). The teacher is directed to the Foundation document forspecific information that forms the basis for this and othertechnology education curricula in the province of Newfoundlandand Labrador.

The Production Technology Module is the second of fivemodules to be delivered at the Intermediate level. It isrecommended students complete the Production TechnologyModule first at the grade 8 level, as each module builds onknowledge and skills obtained in previous modules. The deliveryorder of modules is: Grade 7 Communications TechnologyModule, Grade 8 Production and Control Technology Modules,and Grade 9 Energy & Power and Biotechnology Modules.

Technology education is defined by outcomes and characterizedby courses and modular curriculum components. It encompassesall technological systems, processes, resources, and consequences.For practical purposes, technology education confines itself torepresentative samples of technological problems and systems.Historically, these have been in areas such as construction,manufacturing, communications, and power systems. Thiscurriculum enables students to work across a much broader rangeof problems and technological systems, includingcommunications, production, control, energy & power,biotechnology, and management.

Section IProgram Overview andRationaleBackground

Overview andRationale

Grade 8 Production Technology Module (2003)2


The focus of this curriculum is the development of students’technological literacy, capability, and responsibility (InternationalTechnology Education Association, 1996). Its primary strategy isto engage them in the design, development, management, andevaluation of technological systems as solutions to problems.

[Excerpted from the Foundation for the Atlantic CanadaTechnology Education Curriculum document (p. 1).]

The Purpose of the curriculum guide is to provide the teacherwith a clear picture of student expectations in the module. Theguide outlines the specific curriculum outcomes, suggestedlearning and teaching strategies, suggested assessment andevaluation strategies and resources for the module.

The Grade 8 Production Technology Module, like allintermediate technology education modules, consists of threeunits: big ideas, basic skills and design activity. Teachers areencouraged to carefully examine the student expectations outlinedin the three units and plan lessons that accommodate theachievement of each of them.

Technology education curriculum in Atlantic Canada adheres tocertain principles that guide decisions shaping the continuousimprovement of learning and teaching. These principles guide thedesign and implementation of the curriculum and include:

• Authenticity

• Unity

• Constructivism

• Collaboration

• Autonomy

• Continuous Inquiry

• Continuous Improvement

• Continuous Learning

Purpose ofCurriculum Guide

Context forLearning andTeaching



Literacy ThroughTechnologyEducation

Teachers are encouraged to refer to the Foundation for theAtlantic Canada Technology Education Curriculum document(Contexts for Learning and Teaching section) for furtherelaboration.

Technological literacy encompasses a wide range of technologicalknowledge and skills. Students will be exposed to many facets oftechnology and will gain literacy through active participation inknowledge acquiring and skill developing activities presentedthroughout the implementation of the Grade 8 ProductionTechnology Module.

Taking ownership and responsibility for their own learning is asignificant element in the growth of a student’s technologicalcapability. Doing so implies choice and opportunities to developresponsible habits of thought and action. Students needopportunities to

• identify, assess, and make decisions about their use oftechnological resources

• assess their technological literacy/capability in the context ofspecific situations

• develop personal action plans to acquire specific technical skillsand capabilities

• safely use a wide variety of technological systems, tools, andother resources

• identify and address technological issues and situationsimportant to them

• design, develop, and articulate technological solutions to awide range of problems

• articulate ideas and take intellectual risks

• reflect on and evaluate their learning

• reflect on, evaluate, and express ideas and opinions on therelationship between technology and education and the role oftechnology education

• assess technology as a force for change in a variety ofworkplaces, jobs, occupations, and careers




The society of Atlantic Canada, like all of Canada, islinguistically, racially, culturally, and socially diverse. Our societyincludes differences in race, ethnicity, gender, ability, values,lifestyles, and languages. Schools should foster the understandingof such diversity. Foundation for the Atlantic Canada TechnologyEducation Curriculum is designed to meet the needs, values,experiences and interests of all students.

In a learning community characterized by mutual trust,acceptance, and respect, student diversity is both recognized andvalued. All students are entitled to have their personal experiencesand their racial and ethnocultural heritage valued within anenvironment that upholds the rights of each student and requiresstudents to respect the rights of others. Teachers have a criticalrole in creating a supportive learning environment that reflects theparticular needs of all students. Educators should ensure thatclassroom practices and resources positively and accurately reflectdiverse perspectives and reject prejudice attitudes anddiscriminatory behaviours.

To contribute to the achievement of equity and quality ineducation, curriculum must

• reflect students’ abilities, needs, interests, and learning styles

• expect that all students will be successful regardless of gender,racial and ethnocultural background, socio-economic status,lifestyle, or ability

• enable students to value individual variation among membersof their classroom community

To enhance students’ ability to appreciate diversity, instructionalpractices need to

• foster a learning environment which is free from bias andunfair practices

• promote opportunities to develop positive self-images thatwill enable students to transcend stereotypes and develop asindividuals

• promote communication and understanding among thosewho differ in attitude, knowledge, points of view, and dialect,as well as among those who are similar

Meeting the Needsof All Learners



• encourage and enable students to question their ownassumptions, and imagine, understand, and appreciate realitiesother than their own

• promote the equitable sharing of resources, including teacherattention and support

• encourage students to examine and critique materials,resources, and experiences for bias and prejudice

• examine historical and current equity and bias issues

• promote opportunities in non-traditional careers andoccupations

• encourage students to challenge prejudice and discrimination

Technology education curriculum outcomes provide aframework for a range of learning experiences for all students.Technology educators adapt learning contexts, includingclassroom organization, teaching strategies, time, and learningresources to provide support and challenge for all students, usingcurriculum outcomes in a flexible way to plan learningexperiences appropriate to students’ individual learning needs.Technology education provides opportunities for all students todevelop confidence in themselves as learners and to experiencelearning success.

[Excerpted from the Foundation for the Atlantic CanadaTechnology Education Curriculum document (p. 28-29).]



Assessment is the systematic process of gathering information onstudent learning.

Evaluation is the process of analysing, reflecting upon, andsummarizing assessment information, and making judgments ordecisions based upon the information gathered.

The assessment process provides the data, and the evaluationprocess brings meaning to the data. Together, these processesimprove teaching and learning. If we are to encourage enjoymentin learning for students, now and throughout their lives, we mustdevelop strategies to involve students in assessment and evaluationat all levels. When students are aware of the outcomes for whichthey are responsible, and the criteria by which their work will beassessed or evaluated, they can make informed decisions about themost effective ways to demonstrate their learning.

Assessment and evaluation are essential components of learningand teaching in technology education. Without effectiveassessment and evaluation it is impossible to know whetherstudents have learned, whether teaching has been effective, or howbest to address student learning needs. The quality of assessmentand evaluation in the educational process has a profound andwell-established link to student performance. Researchconsistently shows that regular monitoring and feedback areessential to improved student learning. What is assessed andevaluated, how it is assessed and evaluated, and how results arecommunicated send clear messages to students and others aboutwhat is really valued—what is worth learning, how it should belearned, what elements of quality are considered most important,and how well students are expected to perform.

Teacher-developed assessments and evaluations have a wide varietyof uses, such as

• providing feedback to improve student learning

• determining whether curriculum outcomes have been achieved

• certifying that students have achieved certain levels ofperformance

• setting goals for future student learning

• communicating with parents about their children’s learning

EffectiveAssessment andEvaluationPractices



• providing information to teachers on the effectiveness of theirteaching, the program, and the learning environment

• meeting the needs of guidance and administrative personnel



Section II: Curriculum Design and Components

Section IICurriculum Design andComponentsProgramComponents

The Production Technology Module is the second of fivemodules to be delivered at the Intermediate level. It isrecommended students complete the Production TechnologyModule first at the grade 8 level, as each module builds onknowledge and skills obtained in previous modules. Therecommended delivery order of modules is: Grade 7Communications, Grade 8 Production, Grade 8 Control, Grade9 Energy & Power and Grade 9 Biotechnology Modules.

Curriculum content and student activities are defined withrespect to a structure of curriculum outcomes (Figure 1). Theessential components of the outcomes structure are:

EGL’s. Essential Graduation Learnings are statements describingthe knowledge, skills, and attitudes expected of all students whograduate from high school.

GCO’s. General Curriculum Outcomes are statements thatidentify what students are expected to know and be able to doupon completion of study in a curriculum area.

KSCO’s. Key Stage Curriculum Outcomes provide additionaldetail for each of the GCOs. There are four Key Stages - KeyStage 1 (K-Grade 3), Key Stage 2 (Grades 4-6), Key Stage 3(Grades 7-9), and Key Stage 4 (Grades 10-12). Key StageCurriculum Outcomes provide a means to quickly assess progressin a subject area at the end of a level of schooling.

SCO’s. Specific Curriculum Outcomes are statements whichdescribe knowledge, skills, and attitudes, in measurable terms,that students should possess upon completion of a grade level orcourse (e.g., Grade 8 Production Technology Module).

OutcomesStructure



Essential Graduation Learnings are documented in the Outcomessection of the Foundation for the Atlantic Canada TechnologyEducation Curriculum (2001) document. The EssentialGraduation Learnings (EGL’s) are:• Aesthetic Expression. Graduates will be able to respond

with critical awareness to various forms of the arts and be ableto express themselves through the arts.

• Citizenship. Graduates will be able to assess social, cultural,economic, and environmental interdependence in a local andglobal context.

• Communication. Graduates will be able to use the listening,viewing, speaking, reading, and writing modes of language(s),and mathematical and scientific concepts and symbols, tothink, learn, and communicate effectively.

• Personal Development. Graduates will be able to continueto learn and to pursue an active, healthy lifestyle.

• Problem Solving. Graduates will be able to use the strategiesand processes needed to solve a wide variety of problems,including those requiring language, and mathematical andscientific concepts.

• Technological Competence. Graduates will be able to use avariety of technologies, demonstrate an understanding oftechnological applications, and apply appropriate technologiesfor solving problems.

• Spiritual and Moral Development. Graduates will be ableto demonstrate understanding and appreciation for the placeof belief systems in shaping the development of moral valuesand ethical conduct.

Figure 1

KSCO

Cluster

GCO

EGL

Subject Area

Key Stage

Course

Organizer

Set of SCO’s T/L Strategies A/E Strategies Resources/Notes/

Vignettes/Activities

SCO

EssentialGraduationLearnings



Reference to the Foundation for the Atlantic Canada TechnologyEducation Curriculum (2001) document is encouraged.

Technology Education curriculum in the Atlantic Provinces isdefined in terms of five General Curriculum Outcomes(GCO’s). These define the intent and focus of the TechnologyEducation Program and apply from Kindergarten to Grade 12.They are:

• GCO 1: Technological Problem Solving. Students will beexpected to design, develop, evaluate, and articulatetechnological solutions.

• GCO 2: Technological Systems. Students will be expectedto evaluate and manage technological systems.

• GCO 3: History and Evolution of Technology. Studentswill be expected to demonstrate an understanding of thehistory and evolution of technology, and of its social andcultural implications.

• GCO 4: Technology and Careers. Students will be expectedto demonstrate an understanding of current and evolvingcareers and of the influence of technology on the nature ofwork.

• GCO 5: Technological Responsibility. Students will beexpected to demonstrate an understanding of theconsequences of their technological choices.

The Key Stage Curriculum Outcomes for Technology Educationare listed in the Outcomes section of the Foundation for theAtlantic Canada Technology Education Curriculum (2001)document. Key Stage Curriculum Outcomes (KSCO’s) expandthe intent of the GCO’s and summarize what is expected ofstudents during each of the four Key Stages. The Grade 8Production Technology Module adheres to the KSCO’s at theKey Stage 3 level (Grades 7-9).

Key Stage 3 Curriculum Outcomes listed are organized accordingto each of the five General Curriculum Outcomes (GCO’s) forthe Atlantic Canada Technology Education Curriculum.

By the end of grade 9, students will have achieved the outcomesfor entry to grade 6 (Key Stage 1 and Key Stage 2) and will alsobe expected to:

General CurriculumOutcomes (GCO’s)

Key StageCurriculumOutcomes(KSCO’s)



1.301 articulate problems that may be solved through technological means

• examine problem situations

• construct simple design briefs that include theproblem statement and conditions affecting thesolution

1.302 conduct design studies to identify a technological solution to a problem

• investigate related solutions

• document a range of options to solve the problem

• determine and justify the best option

• create a plan of action that includes technical sketches

1.303 develop (prototype, fabricate, make) technological solutions to problems

• identify appropriate tools and resources

• employ safe practices and resource conservation

• develop the solution with redesign as necessary toensure the design brief is satisfied

• document all activities and decisions

1.304 critically evaluate technological solutions and report their findings

• use established and their own criteria to evaluate theeffectiveness of both their own and others’technological solutions

• assess solution components and incorporate therequired changes during the design activity

• document and report their changes, the rationale forchange, and conclusions

1.305 communicate ideas and information about technological solutions through appropriate technical means

• create more sophisticated orthographic and isometricviews

• create alternate representations, such as computeranimations and physical models

GCO 1Technological ProblemSolving



2.301 operate, monitor, and adjust a representative range of technological systems

2.302 manage a representative range of technological systems

2.303 employ programming logic and control systems to sense, switch, and regulate events and processes

2.304 classify technological systems, using one or more schema, and determine their operational components and parameters (e.g., schema include general make-up, underlying principles and purposes, and sub-systems)

2.305 diagnose and repair malfunctioning systems

3.301 examine the historical evolution of technologies and predict future developments

3.302 investigate ways that science activities depend on technology and that inventions in technology depend on science

3.303 examine technological literacy and capability in modern society and their effects on citizenship and education

3.304 evaluate the effects of rapid change in technological systems on people in their schools and communities

3.305 account for effects of cultural diversity on technological solutions

• examine the effects of culture on traditionalproducts, and vice versa

• explore how products are designed differently fordifferent markets

• apply their understanding of cultural preferenceswhen developing technological solutions

GCO 2Technological Systems

GCO 3History and Evolution ofTechnology



4.301 examine the technologies of specific careers and workplaces, including the organizational structures of work environments and the effects of newer technologies

4.302 examine the roles of design and invention in business growth and economic development

4.303 develop strategies to assess their technological literacy/ capability and plan for continuous personal growth, using external criteria

5.301 demonstrate an understanding of the nature and purpose of legal and ethical rules and principles

5.302 develop personal rules of conduct that ensure healthy and safe practices

5.303 develop and demonstrate risk-management strategies for a variety of technological activities

GCO 4Technology and Careers

GCO 5Technological Responsibility


Section III: Specific Curriculum Outcomes

Section IIISpecific Curiculum Outcomes

The Specific Curriculum Outcomes (SCO’s) for the Grade 8Production Technology Module are derived from Key Stage 3(Grade 7-9) Key Stage Curriculum Outcomes (KSCO’s). TheSCO’s are organized into three units:• Unit 1 - Big Ideas• Unit 2 - Basic Skills• Unit 3 - Design Activity

Outcomes in each unit are listed within Unit topics.

Unit 1 - Big Ideas• Topic 1: Introduction to Production Technology• Topic 2: Properties of Materials • Topic 3: The Production Processes • Topic 4: Tools and Machines• Topic 5: Aesthetics• Topic 6: Ergonomics, Health and Safety • Topic 7: Product Development• Topic 8: Careers in Production Technology

Unit 2 - Basic Skills• Topic 1: Interpretation of Technical Drawings• Topic 2: Development of Technical Drawings• Topic 3: Production Tools: Selection and Usage• Topic 4: Production Planning and Implementation

Overview



Unit 3 - Design Activity• Topic 1: The Design Team and The Design Portfolio• Topic 2: Identification of the Problem Situation (Step 1)• Topic 3: Development of the Design Brief (Step 2)• Topic 4: Investigation and Research (Step 3)• Topic 5: Identification of Possible Solutions (Step 4)• Topic 6: Selection of the Best Solution (Step 5)• Topic 7: Development of the Solution (Step 6)• Topic 8: Evaluation of the Solution (Step 7)• Topic 9: Presentation of the Report (Step 8)

Each topic has one or more SCO’s associated with it. SuggestedTeaching and Learning Strategies and Assessment Strategies foreach topic are designed to provide introductory material for theteacher and foster lesson preparation.

Intermediate Technology Education Modules are sequential andsuccessive modules build upon knowledge and skills achieved inpreviously completed modules. It is expected that many of theProduction Technology Module SCO’s will be addressedrepeatedly throughout the Intermediate Control, Energy &Power, and Biotechnology Modules.



All of the Specific Curriculum Outcomes (SCO’s) for the Grade8 Production Technology Module are listed. The Key StageCurriculum Outcome(s) (KSCO’s) the SCO relates is includedat the end of each SCO statement, included in the brackets.Refer to the Key Stage Curriculum Outcomes section in Section IIof this curriculum guide.

Unit 1 - Big IdeasUnit 1 has twenty-three (23) Specific Curriculum Outcomes.

Students will be expected to:

1.01 trace the evolution of production technologies [3.301]

1.02 identify production tools and processes in daily use at thehome, school and community [3.304, 2.304]

1.03 identify examples of primary, secondary and tertiaryproduction processes [1.303, 2.304]

1.04 select particular production materials and list a range ofphysical properties to describe them [1.303]

1.05 evaluate the suitability of particular production materials fora particular purpose [1.303, 2.304]

1.06 identify methods used to achieve separating, combining,forming, conditioning and finishing production processes[1.303, 2.304]

1.07 identify the relationship between properties of particularproduction materials and the tools and techniques used toprocess them [1.303, 1.304]

1.08 identify the effects of production materials processing onpeople, the economy, and the environment [3.305, 5.302,5.303]

1.09 identify production tools and machines used for separating,combining, forming, conditioning and finishing processingtechniques [1.303, 2.304]

1.10 identify the procedures required to safely use specifiedproduction processing tools and machines [5.302, 5.303]

Specific CurriculumOutcomes



1.11 define aesthetics and explain its role in product design anddevelopment [1.304]

1.12 describe the effect aesthetics has on the acceptance orrejection of products by the consumer [1.304, 3.305]

1.13 describe the relationship between cultural preferences andthe aesthetics associated with product design [3.305]

1.14 define ergonomics and explain its role in product design anddevelopment [1.304]

1.15 state the consequences of ignoring ergonomic principleswhen designing a product for a particular use [1.304, 2.304,2.305]

1.16 identify the health and safety hazards associated withspecific production materials and processes [5.302, 5.303]

1.17 demonstrate an understanding of health and safetyprocedures to be employed when working with productiontools, machines and materials [5.302, 5.303]

1.18 demonstrate an understanding of the relationship betweenhuman needs and wants, and product development [1.301,1.302]

1.19 describe the effect of market force on the design,development and production of specific products [1.304,1.305. 3.304, 4.302]

1.20 differentiate between custom production and massproduction techniques and provide examples [2.304]

1.21 identify and explain the advantages, disadvantages andconsequences of custom production and mass productiontechniques [3.305, 2.304]

1.22 describe the role of quality control in product development[2.304]

1.23 identify and describe a range of production technologycareers [4.301]



Unit 2 - Basic SkillsUnit 2 has twelve (12) Specific Curriculum Outcomes.


2.01 interpret and describe the basic components of simple 2-dimensional and 3-dimensional technical drawings [1.303,1.305, 2.304]

2.02 demonstrate an understanding of the basic principlesutilized in technical drawings (e.g., alphabet of lines,dimensioning and symbols) [1.303, 1.305, 2.304]

2.03 develop simple 2-dimensional and 3-dimensionalrepresentations that employ the basic principles of technicaldrawings (e.g., alphabet of lines, dimensioning andsymbols) [1.303, 1.305, 2.304]

2.04 select production tools and/or machines appropriate tospecific materials processing tasks [1.303]

2.05 determine the order of operation required to performmaterials processing tasks utilizing specified productiontools and/or machines [1.303]

2.06 identify and implement safe procedures when configuringproduction tools and/or machines [1.303, 5.302]

2.07 safely employ materials processing techniques andproduction tools/machines to separate, combine, form,condition and finish specified production materials [1.304,5.303]

2.08 determine and describe an optimal sequence of stepsrequired to fabricate and assemble the components of aproduct depicted in a specified technical drawing [1.302,1.303, 1.304]

2.09 determine and list the production materials required tofabricate a product depicted in a specified technical drawing[1.305, 2.304]



2.10 determine and list the production tools and/or machinesrequired to fabricate a product depicted in a specifiedtechnical drawing [1.305, 2.304]

2.11 determine and list the skills and capabilities required tofabricate a product depicted in a specified technical drawing[4.303]

2.12 safely and efficiently fabricate a product depicted in aspecified technical drawing [1.303, 2.301, 5.303]

Unit 3 - Design ActivityUnit 3 has twenty-one (21) Specific Curriculum Outcomes.


3.01 work cooperatively and collaboratively in design teams[1.301, 1.302, 1.303, 1.304, 1.305]

3.02 maintain a complete design portfolio of the design processand design activity [1.301, 1.302, 1.303, 1.304, 1.305]

3.03 identify real life production technology problem situationsand opportunities, and select one for further development[1.301]

3.04 develop a rationale for solving a particular productiontechnology problem, and effectively communicate thatrationale to others [1.301]

3.05 identify and clearly state production technology problems[1.301]

3.06 specify conditions and criteria that determine the design anddevelopment of a solution to a production technologyproblem [1.301]

3.07 generate a design brief for a specific production technologyproblem [1.301, 1.305]

3.08 investigate problems similar to the production technologyproblem presented/identified and assess their solutions[1.302, 1.304, 5.301, 5.303]



3.09 identify technological resources available to resolve theproduction technology design brief [1.302, 3.305]

3.10 engage in idea generating strategies to identify a range ofalternative solutions to solve the production technologyproblem presented/identified [1.302]

3.11 develop criteria for assessing production technology solutionoptions [1.302, 3.303, 5.303]

3.12 using established criteria, examine the productiontechnology solution options and select the most appropriate[1.302]

3.13 identify specific tools and resources that are required toeffectively develop the production technology solution[1.303, 4.303]

3.14 determine new skills that will need to be acquired toeffectively develop the production technology solution[1.303, 4.303]

3.15 create a plan of action that will guide the implementation ofthe production technology solution [1.302]

3.16 using safe practices, develop the production technologysolution, redesigning as necessary [5.302, 5.303, 1.303,1.305]

3.17 establish criteria for evaluating the production technologysolution [1.304]

3.18 evaluate the production technology solution, based onestablished criteria [1.304]

3.19 develop a presentation plan that is based on informationrecorded in the design portfolio [1.305]

3.20 develop a presentation that uses appropriate presentationtools and strategies, demonstrates how the design modelwas implemented, and identifies the implications of theproduction technology solution [1.305, 3.305]

3.21 present the design portfolio, the design solution and thedesign activity report to the class [1.305]



The 4-column layout in the curriculum guide spans across twopages and presents the necessary information to the teacher todeliver a particular course topic to the student. The 4-columnlayout consists of

I Specific Curriculum Outcomes. The set is one or moreSCO’s from the course that will be addressed by theorganizer. Each SCO also contains a listing of the KSCO’sto which it directly relates (the relative KSCO’s areincluded in brackets). The KSCO would be those for thesubject area the course fits.

II Suggested Teaching and Learning Strategies.Suggested Teaching and Learning Strategies arerecommendations for implementing the curriculum. Thissection could include Organization and Preparation andSample Student Projects and Activities sections.

III Suggested Assessment Strategies.Suggested Assessment and Evaluation Strategies arerecommendations for determining studentachievement. Suggestions are provided to assist the teacherwith the evaluation and assessment of student activity.

IV Resources. This column provides additional informationthat may be of help to the teacher in lesson planning.References to teacher and student texts and other resourcesare included here.

The teacher is encouraged to expand and elaborate upon theinformation presented in columns II, III and IV, as theinformation provided in those columns is meant to besuggestions.

The Grade 8 Production Technology Module Instructional ResourceGuide accompanying this curriculum guide provides additionalmaterial and resource support to the teacher. Concepts, strategies,and resources identified in the curriculum guide are elaboratedupon in the Resource Guide.

The Grade 8 Production Technology Module is designed to becompleted in a minimum of twenty-six (26) hours of class timeas a stand-alone module. Although the module requires studentsto construct physical objects, it does so by implementing a designand problem solving methodology. There are manyopportunities to connect to other subject areas, either throughone or more stages of the problem solving process, or through thevery nature of the production technology problem being solved.

Time Allocation

The 4-columnLayout


Section III: Unit 1 - Big Ideas

Unit 1

Big Ideas

Overview Purpose

The purpose of the big ideas section is to provide students withan introduction to the ideas, terminology and concepts coveredin the module. In this section, students will develop knowledgeof the following topics:

• Topic 1: Introduction to Production Technology• Topic 2: Properties of Materials • Topic 3: The Production Processes • Topic 4: Tools and Machines• Topic 5: Aesthetics• Topic 6: Ergonomics, Health and Safety • Topic 7: Product Development• Topic 8: Careers in Production Technology

Profile

This unit introduces the concept of production technology as apurposeful activity that employs a broad range of tools andmethodologies. Specific tools and methods will be introduced asexamples. In particular, students will be introduced to basicproduction technology concepts, processes and strategies.

The unit may include connections to other subjects, and willlikely include non-class activities, such as homework.

The section does not have “design and make” activities.


Section III: Unit 1 - Big Ides

Implementation

This section should be completed in not more than 6 hoursmaximum class time. Consideration should be given tointegrating parts of this section with Unit 2: Basic Skills and Unit3: Design Activity.

Evaluation ofthe Big IdeasUnit

The Big Ideas section is intended to introduce ideas, terminologyand concepts related to production technology. Evaluation willfocus primarily on student's understanding of this information.

Although activities and evaluation suggestions are offered witheach topic, it is not intended that significant detail be covered, orthat students engage in any great depth of treatment. Much ofthe content will actually be learned while engaging in the activitiesof Unit 2: Basic Skills and Unit 3: Design Activity.

The Big Ideas unit should account for 20% of the evaluation forthe Production Technology Module.



Outcomes and Strategies



Suggested Teaching and Learning StrategiesSpecific Curriculum Outcomes

Grade 8 Production TechnologyModule

Students will be expected to

Topic 1: Introduction to Production Technology

1.01 trace the evolution ofproduction technologies[3.301]

1.02 identify production toolsand processes in daily use atthe home, school andcommunity [3.304, 2.304]

1.03 identify examples ofprimary, secondary andtertiary production processes[1.303, 2.304]

Organization and Preparation

The impact of production technology is quite evident in thehome, the school and the community:

• A starting point for the teacher could involve theidentification of some of the local, regional or provincialtechnology production industries and companies with theintent of introducing the topic of production with relevantexamples.

• Teachers could provide opportunity for the students todiscuss some of the impacts of production technology at thehome and at the school (e.g., furniture production). Thediscussion may lead to the identification of the variousproduction technologies, tools and processes currently in use.

• Teachers could highlight for the student some of the majorproduction endeavors at the provincial level in recent times(e.g., production of offshore oil drilling infrastructures)

Sample Student Projects and Activities

• Development of a timeline that highlights the major timeperiods in the evolution of production technologies.

• Development of a list of commonly used production toolsand processes employed within the home (e.g., scissors,sewing machines, mixers, simple hand tools, tape, etc.).

• Identification of a particular product and explaining how thatproduct was produced at the primary, secondary and tertiarylevels. A good example could be obtained from the fishingindustry:

• Primary Processing: Fish is harvested from the sea• Secondary Processing: Harvested fish is processed

into fish fillets• Tertiary Processing: Fish fillets are sold to

the public as part of fish burgers.



ResourcesSuggested Assessment Strategies

Technology Interactions (Harmsand Swernofsky) pp. 14-29,140-146.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.63-64, 77-78, 145-146, 161-162, 197-198, 213-214.

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 9-12, 237-239,297-313.

Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 9-13, 57-60, 64-66, 89.

Design and Technology (Garratt)pp. 273-309.

Grade 8 Production TechnologyModule Instructional ResourceGuide

Strategies

Teachers should determine students’ ability to:

• Identify and list the major milestones associated with theevolution of production technologies, including the evolutionof production technology materials and processing techniques

• Recognize production tools and technologies, their functions,and procedures for using them.

• Differentiate between primary, secondary and tertiaryproduction processes and give examples of each

Criteria for Assessment

Teachers should assess and evaluate the students’ understanding ofthe material by using criteria such as:

• Accuracy of information• Range and scope of information• Understanding of the material• Communication style/skills• Quality of report and other materials• Level of language and indication of technological literacy• Group and individual dynamics• Accountability of individuals within the group







Teachers could:

• Collect examples of each of the various material types (e.g.,wood, metal, plastics, etc.) and demonstrate/display theirproperties to the class. For example, some properties ofwood include: tensile strength, compression strength, shearstrength, permeability, durability, density, shaping/forming/conditioning ability and decorative/aesthetic features.

• Provide a collection of examples of material types forstudents to examine and describe.


• As part of teams, students could identify and select acollection of objects from one category of materials andpresent a profile of their properties to the class.

• Development of a chart by students, individually, that showsthe properties of a specified list of materials. As part of theactivity, students could compare and contrast the propertiesof each type of material.

• Development of a checklist or criteria by students,individually or in groups, to determine the suitability ofvarious materials for assisting in the accomplishment of aparticular task (e.g., What properties of materials and whatmaterials are best suited for the production of an offshorefishing vessel? - Develop a checklist of the requirements ofsuch a vessel and the type of materials that would besuitable).

• Completion of the Linking to the Workplace (p. 156) activityin the Technology Interactions student reference text is apossible activity for SCO 1.05. The automobile provides anexcellent example of a product that is produced by thecombination of a variety of materials.

1.04 select particular productionmaterials and list a range ofphysical properties todescribe them [1.303]

1.05 evaluate the suitability ofparticular productionmaterials for a particularpurpose [1.303, 2.304]

Topic 2: Properties of Materials




Technology Interactions (Harmsand Swernofsky) pp. 138-140,156.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.77-78, 161-162, 213-214.

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 239-263.

Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 57-60.



Strategies

Teachers should determine students’ ability to recognizeproduction materials and their properties by:• Setting up a collection of materials that are

numbered.• Providing students with a response sheet with columns for

numbers, material names, and materials properties.• Having students identify the materials and list three

properties of each.• Having students assess physical materials for suitability

to a list of uses or applications• Determining students’ ability to recognize

production tools and equipment, theirfunctions, and procedures for using them










• Teachers could provide students with a basic list of methodsfor combining, separating, forming/shaping, conditioningand finishing production materials through the utilization ofa variety of physical materials. Examples could include:

• use of a nail, screw, staple, or glue to combinematerials, including wood, plastic, metal,etc.

• use of a knife, chisel, plane, or saw to cut (separate)wood, plastic, paper, or other material

• Use of heat and steam to form/shape wood, plastic,metal, or other material

• Use of chemicals to condition wood, plastic,metal, or other material

• Use of sandpaper, buffing compound, or paint tofinish metal, wood, plastic, or other material

• Teachers could identify and describe local, regional,provincial, national or international environmental issuesrelated to production technology


• Individual students could select one product and provide areasonable and likely sequence of processes and methodswhich could have been used to make it (e.g., how is a popcan made?).

• Students could develop a presentation for the class,individually or in groups, that demonstrates the tools andtechniques used for separating, combining, forming/shaping,conditioning and finishing a particular material.

• The topic of recycling can be used as a catalyst for students toexplore the effects materials processing has on theenvironment. Students could develop a chart which showsthe benefits and consequences of the processing of variousmaterials (e.g., the processing of paper leads to air and waterpollution. The benefits are the paper products and theconsequences are related to the pollution created.).

1.06 identify methods used toachieve separating,combining, forming,conditioning and finishingproduction processes [1.303,2.304]

1.07 identify the relationshipbetween properties ofparticular productionmaterials and the tools andtechniques used to processthem [1.303, 1.304]

1.08 identify the effects ofproduction materialsprocessing on people, theeconomy, and theenvironment [3.305, 5.302,5.303]

Topic 3: The Production Processes




Technology Interactions (Harmsand Swernofsky) pp. 142-146.


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 237-271, 300-313.


Design and Technology (Garratt)pp. 196-272, 273-309.


Strategies


• Recognize and distinguish between the materials processingtechniques: separating, combining, forming, conditioning andfinishing, and to identify the purpose of each

• Recognize that different materials (e.g., wood, metals andplastics) may each require different tools and techniques forseparating, combining, forming, conditioning and finishing

• Recognize instances of materials processing in the home,school and the community

• Identify local examples of the effects/consequences ofmaterials processing










• Teachers could develop a presentation that:

• Provides examples of production tools/machines byshowing the physical tool/machine, or by using aidssuch as pictures, diagrams, or videos.

• Describes and explains the function of each tool/machine

• Teachers should review and prepare a presentation on the material on Safety: Top Priority in the Technology Interactions - Teacher’s Resource Guide (pp. 43-60), and areencouraged to utilize other available information thataddresses the topic of production safety. The topic of safetywill require further elaboration when students engage inactivities and projects in Unit 2 - Basic Skills and Unit 3 -Design Activity.


• Student selection of a product and determination of whichcategories of tools were most likely used to create thatproduct

• Student selection of a single production tool anddevelopment of a detailed description of how the toolfunctions and how it is used.

• Student design and development of safety awareness posters/presentations for particular tools/machines or a group oftools/machines. The project can be presented to the class and“posted” in the classroom/lab for the duration of the module.

• Development of a presentation that focuses on safetyprocedures employed in industry (e.g., safety clothing andemployee training)

1.09 identify production toolsand machines used forseparating, combining,forming, conditioning andfinishing processingtechniques [1.303, 2.304]

1.10 identify the proceduresrequired to safely usespecified productionprocessing tools andmachines [5.302, 5.303]

Topic 4: Tools and Machines




Technology Interactions (Harmsand Swernofsky) pp. 15-16,138-146, 152.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.43-60, 63-64, 77-78, 145-146,161-162, 197-198, 213-214.

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 138-139, 264-271;297-313.

Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 57-60, 64-66.



Strategies


• Identify and describe specific production tools/machines• Describe the function of specific production tools/machines

and determine the processing techniques they are designed toemploy

• Specify the production materials specific production tools/machines are designed to process

• Identify and explain the safety procedures to be followedwhen working with specific production tools/machines andwhen engaging those production tools/machines in specificproduction materials processes









Topic 5: Aesthetics

1.11 define aesthetics and explainits role in product designand development [1.304]

1.12 describe the effect aestheticshas on the acceptance orrejection of products by theconsumer [1.304, 3.305]

1.13 describe the relationshipbetween cultural preferencesand the aesthetics associatedwith product design [3.305]


Teachers could:

• Present information on the aspects of aesthetics addressedduring the design of a particular product and the factors thatinfluence the adoption of specific aesthetic characteristicsrelative to that product

• Provide examples of different designs for a particular product(e.g., automobiles, watches, etc.). A class discussion couldidentify the aesthetic appeal of each design in the context ofits time period and other factors, including culturalpreference

• Provide examples of a variety of products of a particularproduct category (e.g., juice containers) and initiate a classdiscussion on the aesthetic strengths and waeknesses of eachof the product designs


• Design, development and delivery of a presentation thatprovides an analysis, based on aspects of aesthetics, of aresearched object/product. Students could search magazines,web sites, buildings (take pictures) for objects/products thatthey can analyze in terms of the elements of aesthetic design.The class could discuss each of the findings and compare/contrast the aesthetic appeal of each of the objects/products.

• Development of a report on a particular object/product thatis used by people worldwide but has differing aestheticproperties (e.g., automobile, house, clothing/fashion). Thereport could include the possible reasons, including social orcultural, that help explain the differing aesthetic properties ofthe object/product.

• Researching and developing a report of products that havefailed in the marketplace because of their aestheticcharacteristics




Strategies

Teachers should determione students’ ability to:• Define and describe aesthetics as it relates to production

technology• Identify aspects of aesthetics evident in particular objects/

products• Provide a rationale, based on their understanding of aesthetics,

explaining why people prefer particular products over others• Identify the effects of cultural preferences on the development

of products for particular marketplaces, based upon theirunderstanding of aesthetics




Technology Interactions (Harmsand Swernofsky) pp. 39, 147,154-155,


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 45, 225-235.


Design and Technology (Garratt)pp. 11, 20-37, 280.







Topic 6: Ergonomics, Health and Safety

1.14 define ergonomics andexplain its role in productdesign and development[1.304]

1.15 state the consequences ofignoring ergonomicprinciples when designing aproduct for a particular use[1.304, 2.304, 2.305]

1.16 identify the health and safetyhazards associated withspecific production materialsand processes. [5.302,5.303]

1.17 demonstrate anunderstanding of health andsafety procedures to beemployed when workingwith production tools,machines and materials[5.302, 5.303]


Teachers could:

• Provide examples of products and discuss the ergonomicprinciples of the product (e.g., student chairs, computerkeyboard, etc.)

• Present basic information on health and safety issues in thecontexts of product design and development. Include in thepresentation issues that deal with the consequences of notincorporating sound ergonomic practices.

• Develop and/or deliver safety tests to students and providesafety certification for students who pass the test. Teachersshould review and prepare a presentation on the material onSafety: Top Priority in the Technology Interactions - Teacher’sResource Guide (pp. 43-60), and are encouraged to utilizeother available information that addresses the topic ofproduction safety.

• Bring a speaker to the class to talk about safety practicesemployed in a particular job or workplace.

• Plan a field trip to a workplace or industrial site where healthand safety issues have to be addressed in obvious ways.

In the next unit, Unit 2 - Basic Skills, there will be opportunityto demonstrate safe procedures and practices for production tooland equipment use. To be effective, any safety procedurerequired to be implemented by students must be appropriatelymodelled by the teacher.


• Examination of common objects (e.g., toothbrushes, pens,chairs, tables, and glasses) to determine how ergonomics wasor should have been used in their design

• Development of a list and detailed description of all theergonomic factors that should be considered in the design ofa specific product for human usage

• Analysis of objects used by people with physical injuries ordisabilities to determine how ergonomics have been or couldbe employed to make the objects function better for thosepeople.




Strategies

Teachers should determine student's ability to:• Define and describe ergonomics as it relates to production

technology• List the ergonomic factors that must be considered when

designing particular products• Describe how to improve a product’s functionality by

applying sound ergonomic principles• Assess common injuries that occur (for example repetitive task

injuries) when ergonomic principles are ignored• Identify health hazards related to separating, combining,

forming, conditioning and finishing of woods, metals andplastics (e.g., dust - respiratory illness; flying debris - physicalinjury; chemical odor - respiratory irritation; fast movingcutters - physical injury; lifting heavy objects - physical injury)

• Identify and discuss the consequences of implementing unsafeprocedures when working with materials and materialsprocessing tools and techniques

• State a rationale for the use of safe practices within aproduction facility




Technology Interactions (Harmsand Swernofsky) pp. 39-40, 45,248-263, 414.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.43-60, 65-66; 87-88, 147-148,177-180, 201-204, 225-226.










Topic 7: Product Development

1.18 demonstrate anunderstanding of therelationship between humanneeds and wants, andproduct development[1.301, 1.302]

1.19 describe the effect of marketforce on the design,development andproduction of specificproducts [1.304, 1.305.3.304, 4.302]

1.20 differentiate between customproduction and massproduction techniques andprovide examples [2.304]

1.21 identify and explain theadvantages, disadvantagesand consequences of customproduction and massproduction techniques[3.305, 2.304]

1.22 describe the role of qualitycontrol in productdevelopment [2.304]


Teachers could provide examples of products that are

• Made as one of a kind (e.g., hand-knitted clothing, a house,designer jewellery, boats),

• Produced in limited quantities (e.g., class picture, baseballbats for pro athletes, clothing - school reunion t-shirt, dayplanner for the school, lithographs)

• Mass produced (e.g., cars, clothing, boots, appliances, treats,food, books, computers)

• Highly influenced by market forces (e.g., particular clothingstyles, candy and candy packaging, jewellery)

• Subject to rigorous quality control practices (e.g., food,aircraft parts, building materials, medical equipment andsupplies)


• Completion of an analysis of several common products todetermine if they were custom produced or mass produced.Students could share and discuss their findings with eachother.

• Development of a wordprocessing table that lists anddescribes products from the perspectives of: functionality/practicality (human needs and wants), market demand(fashionable/trendy), production technique employed(custom or mass), and consequences associated with theparticular production technique employed.

• Development of a presentation that summarizes the qualitycontrol measures that need to be applied in the production ofa particular product or group of products.




Strategies

Teachers should determine student's ability to:

• Distinguish between need, want, and opportunity• Recognize relationships between needs, wants and

opportunities and the availability of goods (physical products)and services

• Examine objects and make a reasoned determination of themost likely method of production - one of a kind, small scaleproduction, or mass production

• Recognize the influences of market supply and demandassociated with the production of products

• Identify and describe common quality control measuresemployed in the production of particular products


Teachers should assess and evaluate the students’ understanding ofthe material by using criteria such as:• Accuracy of information• Range and scope of information• Understanding of the material• Communication style/skills• Quality of report and other materials• Level of language and indication of technological literacy• Group and individual dynamics• Accountability of individuals within the group

Technology Interactions (Harmsand Swernofsky) pp. 145-150,173-175, 213.











Topic 8: Careers in Production Technology

1.23 identify and describe a rangeof production technologycareers [4.301]


• Throughout the province of Newfoundland and Labradorthere are many companies and industries involved with theproduction and manufacturing of products. Teachers coulddevelop and present a list of local or regional production andmanufacturing industries to the students that will provide abasis for identifying production technology careers.

• Teachers could consult career planning experts at the schoollevel or district level for information related to current careeropportunities in the field of production and relatedtechnologies.


• Students may have already completed some project andactivity work related to careers through participation in othercourses and be in a position to adapt some of their findingsto the Production Technology Module. This could includeediting of existing work to meet the intent of SCO 1.23.

• Because of the wide range and abundance of productiontechnology careers a possible activity might involve students(working in teams) developing and presenting informationon a particular career to their classmates. The presentationcould utilize a single medium or a variety of media (e.g.,electronic presentation, poster, web site, brochure,demonstration). It is possible for the class, as a whole, todevelop a broad overview of some of the careers in existence.

• Compilation of a list that includes short descriptions of thecharacteristics and requirements for particular productiontechnology careers. A list of careers could include:

• Carpenter• Welder• Fish Processor• Production Designer• Machinist• Occupational Health and

Safety Inspector

• Quality Control Inspector• Industrial Machine Repair

Technician• Bricklayer• Metal Fabrication

Technologist




Strategies

Teachers should determine student's ability to:

• List and describe some of the production technology careersavailable regionally, provincially, nationally and internationally

• Describe the wide range of production technology careersavailable, including those involved with primary, secondaryand tertiary production processes



• accuracy of information• range and scope of information• understanding of the material• communication style/skills• quality of report and other materials• level of language and indication of technological literacy• group and individual dynamics• accountability of individuals within the group

Technology Interactions (Harmsand Swernofsky) pp. 28, 64,156, 178, 244, 262, 324, 346,388.


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) (no direct reference)

Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) (nodirect reference)

Design and Technology (Garratt)(no direct reference)



Section III: Unit 2 - Basic Skills

Section III

Unit 2: Basic Skills

Overview Purpose

The purpose of the basic skills section is to provide students withan introduction to the basic tools and techniques to be employedthroughout the remainder of the module’s implementation.Students will develop basic skills related to:

• interpretation and development of technical drawings• selection of materials for production• usage of simple tools and/or machines for the purpose of

production• preparation of materials and facilities for the purpose of

production

Topics include:• Topic 1: Interpretation of Technical Drawings• Topic 2: Development of Technical Drawings• Topic 3: Production Tools: Selection and Usage• Topic 4: Production Planning and Implementation

Profile

Students will be involved with:

• The interpretation and development of technical drawings:

• orthographic views

• isometric representations

• line types

• measurements (dimensions)



Evaluation ofthe Basic SkillsUnit

• The use of basic tools and production techniques for use withwood, plastics, metals and/or other material that consider:

• layout

• separating

• combining

• forming

• conditioning

• finishing

• Participation in individual and design team activities

Implementation

This section should be completed in not more than 6 hoursmaximum class time. Consideration should be given tointegrating parts of this section with Unit 1: Big Ideas and Unit 3:Design Activity.

Evaluation of Basic Skills (Unit 2)

Unit 2 is intended to introduce tools and basic tool skills relatedto production. Evaluation will focus primarily on students’understanding of the tools and procedures, and to some extent,on the development of basic skills.

The Basic Skills unit should account for 20% of the evaluationfor the Production Technology Module.



SuggestedTeaching and Learning StrategiesSpecific Curriculum Outcomes




Teachers could:

• Prepare and present a collection of physical objects (e.g.,simple wooden blocks) and provide students with theobjects’ corresponding isometric (3-dimensional) andorthographic (2-dimensional) representations (the technicaldrawings).

• Provide “real world examples” of how isometric andorthographic drawings are utilized in the design anddevelopment of products (e.g., a house plan, or blueprint, isa good example of a technical drawing).

• Prepare a presentation that reviews the alphabet of lines,dimensioning and symbols. Students would have beenintroduced to the concepts through their participation in theGrade 7 Communications Technology Module.


• Assignment of technical drawing labels to prepared technicaldrawings (e.g., label all Visible Object Lines with the letterVOL)

• Conduct an investigation of a series of technical drawings todetermine commonalities evident in all technical drawings.Research findings can be presented to other class members.

• Compare the contents of a technical drawing to the physicalobject(s) it depicts (e.g., study the technical drawing of asimple bird house and compare it to the physical model ofthat bird house, noting how the drawing conveys the variousproperties of the birdhouse).

Topic 1: Interpretation of Technical Drawings

2.01 interpret and describe thebasic components of simple2-dimensional and 3-dimensional technicaldrawings [1.303, 1.305,2.304]

2.02 demonstrate anunderstanding of the basicprinciples utilized intechnical drawings (e.g.,alphabet of lines,dimensioning and symbols)[1.303, 1.305, 2.304]




Strategies

Teachers should determine students ability to:

• Read and understand the information depicted in 2-dimensional, orthographic drawings by identifying top, frontand side views of simple objects

• Read and understand the information depicted in 3-dimensional, isometric drawings views by identifying thevarious components depicted

• Interpret the meaning of a technical drawing by describingthe object(s) it represents and identifying the individual partsof the object, including all dimensions

• List and describe the basic principles of all technical drawings(e.g., alphabet of lines, dimensioning and symbols)




Technology Interactions (Harmsand Swernofsky) pp. 48-65(CAD), 166-169.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.67-68, 149-152, 201-204(CAD).



Design and Technology (Garratt)pp. 7, 14.




SuggestedTeaching and Learning StrategiesSpecific Curriculum Outcomes



Topic 2: Development of Technical Drawings

2.03 develop simple 2-dimensional and 3-dimensional representationsthat employ the basicprinciples of technicaldrawings (e.g., alphabet oflines, dimensioning andsymbols) [1.303, 1.305,2.304]


Teachers could:

• Model appropriate isometric and orthographic drawingdevelopment techniques with students

• Prepare and/or introduce students to a sequential set oftechnical drawing tutorials

• Research and prepare drawing materials for student use (e.g.,paper, grid paper, pencils, rulers)


The list of activities below may be introduced in this section,Unit 2 - Basic Skills, and further developed as part of the designactivity in Unit 3 - Design Activity. The completion of themodule’s major design activity will involve students elaboratingon skills derived from the completion of activities similar to theones listed below:• Completion of a complete a series of sequenced sketching

exercises that incorporate the principles of technical drawings.Practice activities can be undertaken to develop the drawingof the following:

• horizontal lines

• vertical lines

• angular lines

• 45 degree lines

• 30 degree lines

• circles

• ellipses• Completion of a sequenced series of complete Isometric and

Orthographic drawings based on:

• partially completed Isometric drawings

• partially completed Orthographic drawings

• specified physical objects (e.g., blocks of wood)




Strategies


• Develop 2-dimensional (orthographic) drawings thatincorporate appropriate symbols and representspecified objects accurately

• Develop 3-dimensional (isometric) drawings thatincorporate appropriate symbols and representspecified objects accurately

• Demonstrate skill in accurately developing technicaldrawings

• Create sketches representing individual parts of specifiedobjects




Technology Interactions (Harmsand Swernofsky) pp. 48-65(CAD), 166-169.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.67-68, 149-152, 201-204(CAD).



Design and Technology (Garratt)pp. 7,14.








Teachers should:

• Prepare and discuss expected safety conduct rules to beemployed when utilizing production tools and machineswith students and potential consequences of ignoring them

• Demonstrate/model safe procedures for utilizing specificproduction tools and machines

• Demonstrate/model proper and safe production tool/machine care and maintenance

• Set up a series of workstations to expose students to the skillsand procedures required for safely separating, combining,forming, conditioning and finishing specific productionmaterials

• Provide opportunity for students to safely perform aselection of material production processing activities

Safety must be constantly emphasized and demonstrated!


Students should perform activities from each of the productioncategories listed below - some sample activities are provided.Activities should be kept brief and simple.

• Layout

• Transfer a layout from a plan to a productionmaterial. Paper and card stock can be substituted forwood, metal or plastic to practice layout.

• Plan the cutting sequence for a layout pattern

• Plan the bending sequence for a box that is to bemade from sheet metal or other productionmaterial. Lay out the sketch/drawing of the box onpaper and cut and fold the paper as marked todetermine if the sequence of steps is optimal.

• Separating

• Sawing with a handsaw, coping saw, hack saw, jigsaw, scroll saw (wood, metal and plastic)

Topic 3: Production Tools: Selection and Usage

2.04 select production tools and/or machines appropriate tospecific materials processingtasks [1.303]

2.05 determine the order ofoperation required toperform materials processingtasks utilizing specifiedproduction tools and/ormachines [1.303]

2.06 identify and implement safeprocedures when configuringproduction tools and/ormachines [1.303, 5.302]

2.07 safely employ materialsprocessing techniques andproduction tools/machinesto separate, combine, form,condition and finishspecified productionmaterials [1.304, 5.303]

(continued on page 52)




Strategies

Teachers should:

• Determine students’ production tool/machine skills by havingthem

• Safely complete production tasks specified by theteacher

• Describe the processes required to fabricate individualcomponents of an object specified in a technicaldrawing

• Specify a list of production tools/machines requiredto fabricate individual components of an objectspecified in a technical drawing

• Identify skills (in general terms such as ‘saw tolength’, or ‘bend the plastic’) required to fabricate thecomponents of a specified product and todetermine if the required skills will have to beacquired

• Complete a representative series of productionactivities that safely employ separating, combining,forming, conditioning and finishing productionprocesses, utilizing specified materials


Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.43-60, 77-78, 161-162, 213-214.










(continued from page 50)

• Utilization of a knife for freehand cutting,whittling, or cutting along a metal straightedge

• Utilization of a chisel - use two handed, and usewith a mallet (always with materials clamped)

• Utilization of rasps and files to abrade and shapewood, metal and/or plastic

• Utilization of drills to bore holes (e.g., hand drills,bit brace, electric drill, drill press) into wood, metaland/or plastic

• Combining

• Nail driving and removal

• Screw driving and removal (e.g., manually, or with apower tool)

• Pop Riveting exercises

• Fastening items together with glue, epoxy, cement;or, utilization of a needle and thread (fabric, leather)

• Fastening items together with staple gun, twine, line,rope, or tape; or, wire fastening/connecting withsolder and soldering iron

• Forming

• Bending/gluing of layers of veneer (or paper) usinga “male-female” mold combination

• Bending of thin sheet metal

• Plastic heating and bending

• Epoxy casting / concrete casting

• Conditioning

• Employing appropriate materials conditioningprocessing to available production materials

• Finishing

• Application of several coats of paint, varnish orshellac to a material, preparing the surface beforeeach coat

Topic 3: Production Tools: Selection and Usage (cont’d)

2.04 select production tools and/or machines appropriate tospecific materials processingtasks [1.303]

2.05 determine the order ofoperation required toperform materials processingtasks utilizing specifiedproduction tools and/ormachines [1.303]

2.06 identify and implement safeprocedures when configuringproduction tools and/ormachines [1.303, 5.302]

2.07 safely employ materialsprocessing techniques andproduction tools/machinesto separate, combine, form,condition and finishspecified productionmaterials [1.304, 5.303]







Teachers could:

• Select one the items listed below, or others, to fabricate aspart of a skill building activity:

• trophy

• plaque

• bird feeder

• candle holder

• whistle

• ornament

• Prepare technical drawings, materials and other resources inadvance of class, including basic stock preparation (cutting torough size).

• Have students participate in the above as a guided activity,which has all students working in design teams anddeveloping the same project

• Have students follow the sequence of actions outlined inSample Student Projects below. Provide students withworking drawings, plans of action, and other resources.

• Demonstrate/model each step of a particular project’sproduction implementation

• Model/demonstrate appropriate safe practices that must beemployed when working with selected production tools and/or machines

• Model/demonstrate appropriate safe practices that must beemployed when fabricating a product

It is important to note that the outcomes listed as part of Topic 4:Production Planning and Implementation can be achieved asseparate skill building activities or combined with the outcomesthat are part of Unit 3: Design Activity, particularly those statedin Unit 3, Topic 7: Development of the Solution.

Topic 4: Production Planning and Implementation

2.08 determine and describe anoptimal sequence of stepsrequired to fabricate andassemble the components ofa product depicted in aspecified technical drawing[1.302, 1.303, 1.304]

2.09 determine and list theproduction materialsrequired to fabricate aproduct depicted in aspecified technical drawing[1.305, 2.304]

2.10 determine and list theproduction tools and/ormachines required tofabricate a product depictedin a specified technicaldrawing [1.305, 2.304]

2.11 determine and list the skillsand capabilities required tofabricate a product depictedin a specified technicaldrawing [4.303]

2.12 safely and efficientlyfabricate a product depictedin a specified technicaldrawing [1.303, 2.301,5.303]


• kite

• jewellery holder

• door stop

• picture display holder

• coin bank

• memo holder




Strategies

Teachers should:

• Assess students’ ability to correctly interpret informationdetailed in a specified technical drawing for the purpose offabricating the object(s) depicted

• Assess students’ ability to properly plan, develop andimplement a safe procedure for fabricating a designatedproduct

• Assess students’ ability to determine the production materials/tools/machines and skills/knowledge required to fabricate adesignated product

• Determine students’ ability to safely employ appropriateproduction processing techniques to fabricate a designatedproduct




Technology Interactions (Harmsand Swernofsky) pp. 138-157,380, 386-387.













When constructing the product according to the technicaldrawing and plan of action, students will perform activitiessuggested within the categories listed below. The actual activitiesperformed will depend on the product being fabricated,including the materials and production tools/machines utilized,the processing techniques utilized, and the level of finishrequired.

• Layout

• Review of plans

• Marking and preparation of the processingmaterials

• Evaluation of the layout plan by peers and theteacher

• Separating - Initial Cutout

• Identification of tools and cutting sequences

• Receipt of instruction on production tool/machine/materials usage

• Understanding of safety practices associated withparticular production tool/machine usage

• Safe separating of the processing materials

• Forming

• Identification of components, if any, that need to bealtered by bending or other forming procedures

• Identification and selection of a forming jig, ifrequired

• Receipt of instruction on production tool/machine/materials usage

Topic 4: Production Planning and Implementation (cont’d)













• Understanding of safety practices associated withparticular production tool/machine usage and safeforming of production materials

• Combining

• Testing of processing materials for fit by doing a“dry” (trial) assembly, and then incorporating therequired adjustments, if necessary

• Identification and selection of appropriatecombining techniques and materials to be utilized

• Identification and selection of proper productionmaterials assembly sequence

• Receipt of instruction on production tool/machine/material usage

• Understanding of safety practices associated withparticular production tool/machine/materials usage

• Safe combining and assembling of the processingmaterials

• Conditioning (if required)

• Preparation of surface for conditioning

• Receipt of instruction on production tool/machine/material usage

• Understanding of safety practices associated withparticular production tool/machine/materials usageand safe conditioning of the production materials

• Finishing

• Preparation of surface for finishing and receipt ofinstruction on production tool/machine usage

• Understanding of safety practices associated withparticular production tool/machine/materials usageand incorporation of safe finishing of the productionmaterials

• Application of appropriate finish materials

Topic 4: Production Planning and Implementation (cont’d)







Section III: Unit 3 - Design Activity

Unit 3

Design Activity

Overview Purpose

The purpose of the Design Activity unit is to provide studentswith experience designing and fabricating a complete product byemploying a technological problem solving strategies. Studentswill develop capability with the design process for developingtechnical solutions by employing the fundamental processesassociated with production technology.

Topics include:

• Topic 1: The Design Team and The Design Portfolio• Topic 2: Identification of the Problem Situation (Step 1)• Topic 3: Development of the Design Brief (Step 2)• Topic 4: Investigation and Research (Step 3)• Topic 5: Identification of Possible Solutions (Step 4)• Topic 6: Selection of the Best Solution (Step 5)• Topic 7: Development of the Solution (Step 6)• Topic 8: Evaluation of the Solution (Step 7)• Topic 9: Presentation of the Report (Step 8)

Note:The Grade 8 Production Technology Module’s Unit 3 -Design Activity is based on the structure and content of theGrade 7 Communication’s Technology Module’s Unit 3 -Design Activity. The design activity is a majorcomponent of all Technology Education curricula and itsimplementation will employ similar strategies throughoutthe entire Technology Education Program’s delivery.



Profile

The Design Activity constitutes the major activity of the Grade 8Production Technology Module.

Typical activities/processes include:

• Usage and maintenance of design portfolios• Application of the design process to the fabrication of

products• Identification of useful problems, and problems which

students are capable of solving• Identification of resources, including tools and materials• Investigation and research of possible solutions to production

design problems• Identification of possible solutions to production design

problems• Selection of the most appropriate solution to an identified

production problem• Development of the solution through the construction of the

product• Evaluation and/or testing of the product, the solution• Presentation of a report on the design problem, the process,

and the solution• Relationship building to other subject areas• Participation in design teams

Implementation

This unit should be completed in not less than 14 hoursminimum class time. Additional time may be used if theminimum 26 hours for the module are expanded, possiblythrough integration with other subject areas.

This design activity may be related directly to an activity orproblem in another discipline.

This is primarily a design team activity, but it is reasonable toexpect individual students to maintain a design portfolio, or beresponsible for specific parts of the design team portfolio andproduct development/production processes.



OrganizationandManagementIssues

Planning for Design

Planning for design in the Grade 8 Production TechnologyModule needs to address the following:• Student exposure to problem situations and sample design

briefs with flexibility to accommodate the actual needs of thestudent

• Student access to space that can accommodate a wide rangeof production activities—including fabrication areas

• Student access to production tools and materials appropriateto the problems that students will be solving

• Distribution of clear instruction concerning the designprocess/procedure guidelines for students

• Distribution and explanation of appropriate evaluationcriteria to the students - course and design activity

• Distribution of design portfolio guidelines and managementstrategies to students

• Development of a plan for students to manage the designprocess

• Development of design team development and maintenancestrategies for students

• Development of a clear timeline for students, specifyingcompletion dates for each phase of the process

Appropriate Problems

One of the most difficult tasks for the teacher is determiningwhat is an appropriate problem for students to solve. Studentscan attempt to solve many of the problems that professionaldesigners attempt. However, a grade 8 student cannot beexpected to develop a solution with the same level ofsophistication as a professional designer or even a student enrolledin a senior high technology education course. As an example, thestudent and professional designer can each attempt to solve aproblem for a common client but the solutions will differ intheir complexity. The main difference between each of thosesolutions is determined by the expectations for the solution.



StudentDesign Teams

A number of factors may be manipulated to affect solutionexpectations to design problems, including:• Statement of the Design Brief. A design brief is used to

focus the efforts of the design team. It states the problem,limits that are on the solution, and what the solution mustdo. It can be worded to make the process very open (e.g., anysolution is possible), or narrow (e.g., solutions must comefrom a narrow range of possibilities).

• Statement of Design Work Evaluation. Teachers shouldinform students so they understand how they are beingevaluated - what will they get marks for and what will costthem marks. Help them understand that they are buildingcapability with technological problem solving, and that theyare being graded on this more than the actual product. Manystudents are accustomed to being graded on a product (e.g.,essay, report, test) and may find it difficult to adjust to thistype of evaluation methodology.

• Complexity of the Problem. Teachers should restrict theproblem to very simple ones. Pick a very specific problem,keep the solution simple, and ensure that there are resourcesto develop the chosen solution.

Purpose of Student Design Teams

Student design teams:• Emulate standard practices from industry• Develop team skills• Develop better solutions to real world problems• Build on strengths of individual students• Increase chances of success for individuals



Student Design Teams vs. Professional DesignTeams

There is a substantially different expectation with students-as-designers and professional designers. There are high expectationson professionals in terms of skills, strategies, knowledge andquality of their solutions. Students are learning a methodology,while at the same time acquiring basic technical skills and know-how. They are building capability in the academic, social andtechnological arenas. Professionals are presumed to haveadvanced capabilities.

Students are evaluated differently as well. The purpose ofevaluation is to determine their knowledge, technical skill, andlevel of design capability.

Effective Operation of Student Design Teams

Some key points regarding student design teams. They require:

• Collaboration and cooperation among members• Sharing of ideas among members• Each student to do his/her part• Each student to assume leadership in an area of expertise or

interest when called upon to do so• Each student to allow another to be leader when necessary• Willingness of each student to compromise on some issues

Key Issues for Managing Student DesignActivities

Teachers must:• Ensure that the problem is well understood by the

students. This is the purpose of the design brief. The designbrief should state the problem clearly, state any specialconditions related to solving it, state what the solutionshould accomplish, and what the students are expected to do(what they are accountable for).



• Ensure that students understand team versus individualwork. There will be individual work required of students andthat individual work will be part of the overall design teamwork.

• Ensure that students maintain a design portfolio. Thedesign portfolio must have a record of things done, includingdrafts and developmental work, and a record of decisionsmade and the reasons for making them. The design portfolionormally uses the steps of the design process as its mainheadings.

• Ensure that students understand the design process. Themajor steps of the design process serve to help students focuson tasks that need to be done. Although the steps arepresented below as a linear sequence, in practice students maymove back and forth through the steps.

• Identification of the Problem Situation. Specifies theproblem that requires a solution.

• Development of the Design Brief . The Design Briefsets the task and conditions.

• Investigation and Research. This step forces studentsto find information about similar problems andresources available.

• Identification of Possible Solutions. Identifyingsolutions is a brainstorming activity to determine thepossible ways of solving a specific design problem.Note that this step does not deal with any aspects ofdeveloping the solution. This step provides studentswith an opportunity to develop a lot of ideas veryquickly.

• Selection of the Best Solution. Picking the bestsolution means just that - evaluating the solutionideas formed in the previous step and pick the “best”one.

• Development of the Solution. This step and theModelling and Prototyping step account for the mostwork in the Design Process. During this step thedetails of the solution are defined and preparation ismade for the completion of the next step.

• Modelling and Prototyping. The chosen solution iscreated, built, made, etc.



• Solution Testing and Evaluation. Testing andevaluating the solution is a trial to see if the solutionactually solves the design problem identified. Theprocess may occur throughout other steps in thedesign process to determine if individual parts orsubsystems of the solution work.

• Solution Redesign and Improvement. It has been saidthat the redesigning and improving of a solution cancontinue forever. During this step students shouldact upon some of the findings from the previousTesting and Evaluation phase.

• Ensure that the reporting procedure is clearly outlined andunderstood. Reporting is a means for students (as part ofdesign teams) to share the results of their design problemsolving activity with other students in the class. It alsoprovides a means of closure for the Production TechnologyModule as the process of student reporting will provide areview of the material covered during the Module. Thedesign team should present a report to the class.

• Ensure that the importance of the solution development isaddressed. A solution must be developed. No solutionmeans that the design activity was not successful.

• Ensure that the evaluation outline for the module includesthe three design components. The components are thedesign portfolio, the design solution, and the design report.The purpose of the design portfolio is to document whatactually happened, and, as such, it offers clues as to howstudents thought through the process.

General Information on Design PortfolioContents

Portfolios are often used to keep records of the students’ bestwork. This is not the purpose of design portfolios in technologyeducation courses.

Setting Up andUsing DesignPortfolios



The design portfolio is essentially a diary of the progress of thedesign activity. It contains all relevant information, especially trialand error information. It is used to illustrate the thinking andplanning processes that students engage in while developing atechnological solution to a problem. Evaluation of process isoften indirect, in that the evidence comes from the designportfolio. The evaluation of the design portfolio is of majorimportance.

The Design Portfolio should contain the following items:

• A copy of the design brief• An entry for each class activity and time the student worked

on the project. Each entry should note the following:

• Things done

• Things that worked

• Things that did not work

• Record of discussions related to the design activity

• Decisions made

• Reasons for the decisions

• Originals and/or copies of sketches, notes, and othermaterials developed as part of the process

• Images of devices, or actual physical components,that were part of the transitory development process- including things that did not work, along withinformation on what this led to

• Information obtained from research andinvestigation

• Any other pertinent information

Organizing the Design Portfolio

Design portfolios use the design process steps as its majorheadings. Information needs to be recorded at each step of theprocess. Headings normally would be:

• Identification of the Design Problem• Design Brief



• Investigation and Research• Solution Ideas (Alternate Solutions/Options)• Solution Choice• Development of the Solution• Modelling and Prototyping• Testing and Evaluation of the Solution• Redesigning and Improving• Report Presentation (The presentation would include the

entire design portfolio but there can be a section devoted tothe actual presentation material within the context of thedesign portfolio)

Most of the content of the design portfolio would be related tothe development of the solution.

Maintaining the Design Portfolio

Students can employ two methods to maintain their designportfolios:

• Electronic. An electronic design portfolio could bedeveloped around a template that contains the headings andappropriate instructions that outline the type and amount ofinformation required of the student. This method would begreatly enhanced if students have access to a scanner and adigital camera. The scanner would be used to add allpaperwork and sketches to the design portfolio and thedigital camera could be used to record other kinds ofactivities. If the electronic portfolio is web-based studentswill have the opportunity to link content and provide amuch more interactive product to their audience.

• File Folder. A paper (hard copy) design portfolio could bemaintained in a file folder. All documentation, sketches, andpertinent information would be added to the file. A writtenrecord of events and file contents would be maintained.

The electronic design portfolio, especially a web-based one, willprovide the students with a direct interaction with the morecontemporary communications technology tools available tothem.



Evaluation ofthe DesignActivity Unit

Unit 3 - Design Activity accounts for the largest time allotment ofall three units in the Production Technology Module. It,therefore, should account for the largest percentage of theModule’s evaluation, a total value of 60%.

Evaluation of Unit 3 - Design Activity should be based on thefollowing:

Design Process 10%(observation during each step)Design Portfolio 40%Solution 30%Report 20%Total 100%






3.01 work cooperatively andcollaboratively in designteams [1.301, 1.302, 1.303,1.304, 1.305]

3.02 maintain a complete designportfolio of the designprocess and design activity[1.301, 1.302, 1.303,1.304, 1.305]

Points to Emphasize:• Design is a real-world process that depends significantly on

the cooperative/collaborative processes for success.• The design process demands great student devotion and

commitment.• Design portfolios are like diaries and they need to be

constantly maintained to have meaning. They should trackall ideas, decisions, actions and activities. They will form thebasis for the development of the design activity report that ispart of Topic 9 - Presentation of the Report.

• Maintenance of the design portfolio throughout thecompletion of Unit 3 - Design Activity must be a prioritywith students.

Typical Student Activities:

• Establishment of design team structure, determination ofroles and responsibilities, and development of an initial planof action.

• Development of a format for individual design portfoliosand determination of individual roles for the group designportfolios. If the design portfolios are digital in nature(recommended) skill development/competency with thetools/software may be required.

Topic 1: The Design Team and The Design Portfolio




Suggestions include:

Evaluation of outcomes 3.01 and 3.02 will become a majorcomponent of Unit 3’s evaluation.

Outcome 3.01 evaluation has to consider how well students:• Share responsibilities• Share ideas• Participate• Assume leadership in the area of expertise-interest when called

upon to do so• Allow others to take the lead when necessary• Compromise on some issues

Outcome 3.02 evaluation has to consider how well students:

• Document information in the design portfolio• Provide evidence of their reflection on design decisions• Populate the design portfolio with appropriate information• Demonstrate an understanding of the necessity for including

information related to the various steps of the design processin the design portfolio

Both outcomes will be assessed and evaluated on a continuousbasis throughout Unit 3 - Design Activity.




Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 21-25, 73-85, 92-114.








Topic 2: Identification of the Problem Situation (Step 1)

3.03 identify real life productiontechnology problemsituations and opportunities,and select one for furtherdevelopment [1.301]

3.04 develop a rationale forsolving a particularproduction technologyproblem, and effectivelycommunicate that rationaleto others [1.301]


• Many students will be entering the Grade 8 ProductionTechnology Module with an introduction to designcompleted as part of their participation in the Grade 7Communications Technology Module. A review of thatintroduction could be completed and a discussion of theapplication of the design process to production technologyproblems could be discussed.

• It would be most useful if a sample analysis of one or twoproblem situations were presented to the class. One of thoseshould result in the identification of the specific problemstudents will be attempting to solve as part of the module’smajor design activity. It would be useful to conduct part ofthe analysis of problem situations with the class. Somestudents might benefit from conducting the analysis as anindependent exercise, but time and student capability shouldbe considered.


• Development of a chart that lists common productiontechnology problems (e.g., a holder to keep pencils and pensorganized)

• Development of a ranked list of production technologyproblems associated with everyday living according to theirlevel of impact on individuals and society

• Statement of a clear rationale for ranking productiontechnology problems identified in a specific order




Strategies

Teachers should:

• Assess students’ ability to identify various productiontechnology problems and associated specific problemsituations

• Determine students’ ability to effectively communicate theirunderstanding of specific production technology problemssituations to others in the class

If students do identify their own specific production technologyproblems to solve, teachers could assess the students on the basisof clarity of their design problem statement.




Technology Interactions (Harmsand Swernofsky) pp 30-34.











Topic 3: Development of the Design Brief (Step 2)

3.05 identify and clearly stateproduction technologyproblems [1.301]

3.06 specify conditions andcriteria that determine thedesign and development of asolution to a productiontechnology problem [1.301]

3.07 generate a design brief for aspecific productiontechnology problem [1.301,1.305]


Design teams need to be organized. This can be done beforeestablishing the design brief or after. Rules and procedures fordesign teams will need to be established and reviewed.

There are three approaches to developing a design brief:1. Provision of a Design Brief. Teachers could use this

approach if developing a design brief for the first time, or iftime does not permit one of the other approaches. This willrequire preparation by the teacher of one or even severaldesign briefs for the class. A single design brief will likelyresult in all student design teams solving the same problem.If several design briefs are provided, multiple problems couldbe solved by different design teams.

2. Development of a Design Brief with the Class. This maybe the preferred approach. Teachers could supply a problemsituation and develop a design brief through a collaborativeapproach with the entire class. As with the first approach, itmay be possible to develop several design briefs to providestudent design teams with a choice.

3. Students Development of their own Design Brief. Thisapproach is recommended when students have a strongbackground in design brief development, or if there isenough time to provide individual/group guidance. Withthis approach each design team could develop its own designbrief and solve its own unique problem.

Teachers should prepare information on design portfolios. Thedesign brief will likely be the first piece of information studentsrecord in their design portfolios.


• Completion of a thorough review of the completed designbrief to ensure its contents are fully understood

• Record keeping of the developed design brief in the designportfolio

• Development of a design brief




Strategies

Teachers should assess:

• Students’ ability to identify production technology problems• Students’ understanding of the process of developing a design

brief• Students’ ability to work as part of a design team that displays

cooperative and collaborative behavior

Evaluation Components

The design brief may be provided in whole or in part to thestudents. If it is evaluated in its entirety, the followingcomponents are required:• Short description of the problem situation• Statement of a specific problem• Criteria (conditions and limitations) affecting the solution• Expectations for the solution• Information about the tasks the designers are expected to do

or deliver


Teachers should assess and evaluate the students’ understanding ofthe material by using criteria such as:• Accuracy of information• Range and scope of information• Understanding of the material• Communication style/skills• Quality of report and other materials• Level of language and indication of technological literacy• Group and individual dynamics• Accountability of individuals within the group


Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.65-66.


Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 17-20, 74, 94, 103-109.

Design and Technology (Garratt)p. 10.







Topic 4: Investigation and Research (Step 3)

3.08 investigate problems similarto the productiontechnology problempresented/identified andassess their solutions [1.302,1.304, 5.301, 5.303]

3.09 identify technologicalresources available to resolvethe design brief [1.302,3.305]


• A selection of reference materials will need to be identifiedprior to students commencing this task. Materials mayinclude books, magazines, catalogs (showing ready-madeproducts), CD-ROM’s, or the Internet

• Students will need to be made aware of the dual componentsof this step:

• Research of similar problems and related solutions

• Identification of available resources to solve theirown design problem.

• Strict timelines will have to be applied to keep this step ofthe design activity from becoming too extensive

• Teachers could provide design teams with guidelines andstrategies for organizing their design work so the variousdesign activity tasks get evenly shared/distributed amongdesign team members

• Teachers could ensure student design team membersunderstand the importance of the information they gather

• Teachers could demonstrate how the information obtainedneeds to be documented in the design portfolio. An initialreview of the student design portfolios could be completedat this point in the design process to ensure students areproperly maintaining them. The design portfolios should beassessed early to allow students opportunity to correct anyprocedural issues.


Completion of the following tasks by students:

• Design teams meet and assess the design task.

• Design project responsibilities are distributedequitably among design team members.

• Design team members conduct research as required.

• Research acquired is recorded in the design portfolio.




Strategies

How students respond to the issues stated below is an indicator oftheir understanding of the specific problem to be solved, thetechnological resources required, and the possible methods forsolving the problem based upon investigation and research.

Teachers could assess students’ research coverage of similarproblems by using the following criteria:

• Student time on task, completion on time• Quantity and quality of information about similar problems

retrieved by the students• How well the related problem information is connected by

the students to their problem

Teachers could assess students’ research coverage of resourcesavailable (may be speculative at this point in the design activity)by using the following criteria:• Level of detail obtained by the students about the resources• Quantity and quality of information related to the resources

retrieved by the students• Usefulness of the resources to the design problem’s solution

retrieved by the students


Components that need to be evaluated include:

• Research by the student of similar problems and theirsolutions. This may not include a great deal of detail at thislevel.

• Identification by the student of resources to solve theidentified problem. Much of the information may beprovided by the teacher.

Design portfolio review should also be done to ensure thatstudents are having success in properly recording and organizingthe appropriate information.

Technology Interactions (Harmsand Swernofsky) pp 34-35, 98-113.



Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 26-32, 75, 95.








Topic 5: Identification of Possible Solutions (Step 4)

3.10 engage in idea generatingstrategies to identify a rangeof alternative solutions tosolve the productiontechnology problempresented/identified [1.302]


• Typically, this step can be accomplished by a brainstormingexercise. It may be useful to ask students to think aboutsolutions in advance and share their ideas with other class/design team members.

• Teachers could ensure that all students have an opportunityto express their ideas - all ideas should be given equal weight.Students should record every idea on the board or on a flipchart. They should try for a minimum of 6-8 different ideas,not just variations on the same idea. Variations on the sameidea should be listed but not included in the 6-8 count.Teachers could encourage students to resist the urge toqualify or judge the ideas as they identify them.

• Brainstorming activity formats could involve the entire class,or each individual design team. Teachers should aim to havethe brainstorming activity student led - let students takeownership of this step of the Design Activity.

• This should be a 20-25 minute exercise.• Note that this activity is not focused on how a solution

might or might not get developed, and may result in lots ofnonsensical ideas. Oftentimes, even the most frivolous ideasmay lead to a useful solution if it is used to spark other ideas.


• Completion of a brainstorming exercise to identify means ofsolving the identified problem. One student can be therecorder and write all ideas on the board. Another canmoderate the activity and ensure that all ideas are treatedequally, and that all students have an opportunity for input.

• Completion of a preliminary analysis of the results of thebrainstorming activity and categorization of the possiblesolutions




Strategies

This is an idea generating activity. Evaluation needs to focus onquantity of ideas generated by the student, the level of divergentthinking exhibited, and on the willingness of the student to beinnovative. Evaluation may be formative, occurring during theprocess of students identifying the possible solutions, andsummative, evaluating the ideas after they are identified by thestudents.


• Individual student participation in the idea generating activity.Observation techniques, coupled with a checklist can be usedto identify quantity of interventions. This could be usedformatively to encourage participation and/or to help studentsmoderate how they participate.

• Review of the students’ design portfolios by the teacher todetermine how well students recorded the ideas andobservations generated.















Topic 6: Selection of the Best Solution (Step 5)

3.11 develop criteria for assessingproduction technologysolution options [1.302,3.303, 5.303]

3.12 using established criteria,examine the productiontechnology solution optionsand select the mostappropriate [1.302]


• Teachers could prepare a sample evaluation of one solutionidea with the assistance of the entire class. A solutionevaluation checklist should be required of each student ordesign team member.

• Evaluation of solutions should be treated as an individualstudent activity. This will permit greater scrutiny of thesolutions and lead to a sound selection of the “best” solutionby the design team.

• Teachers could ensure that students understand theimportance of selecting one solution at this stage of design.There must be sound reasons provided by the students forselecting a specific design solution


• Development of a method to effectively evaluate the possibledesign solutions, including:

• Development of a criteria-based rating scale

• Completion of an accurate evaluation of eachpossible solution based on the criteria-based ratingscale

• Determination of the “best” solution, based uponthe results produced by the criteria-based rating scale

• Maintenance of accurate record-keeping in thedesign portfolio of the chosen solution and thereasons for its selection




Strategies

Selection of a solution is a deductive, analytical activity thatprovides a variety of assessment approaches to the teacher.Students will assess each idea against a set of pre-determinedcriteria and, oftentimes, the teacher will supply the criteria to thestudents. However, some students may wish to create their ownset of criteria and should be encouraged to do so. Evaluation hasto reflect how well students:

• Use objective criteria to assess solution options• Use an appropriate rationale for selecting a solution option• Document the solution selection process in the design

portfolio


Evaluation can be based on:

• The accurate completion of the criteria-based rating scale bythe student

• The quality of the rationale for selecting the solution choiceby the student

• The accuracy of the documentation and organization of thematerial produced during the design solution selection stagein the student/design team design portfolio




Technology Interactions (Harmsand Swernofsky) p. 36.











Topic 7: Development of the Solution (Step 6)

3.13 identify specific tools/machines and resources thatare required to effectivelydevelop the productiontechnology solution [1.303,4.303]

3.14 determine new skills thatwill need to be acquired toeffectively develop theproduction technologysolution [1.303, 4.303]

3.15 create a plan of action thatwill guide theimplementation of theproduction technologysolution [1.302]

3.16 using safe practices, developthe production technologysolution, redesigning asnecessary [5.302, 5.303,1.303, 1.305]


• This step is the most time consuming step of the designprocess. Preparation must include:

• Identification and preparation of appropriateworkspaces for the design teams

• Collection of resources, including consumables, forthe design activities

• Development of a strategy to keep work progressingsmoothly, especially when tools and workstationsneed to be shared (workstation is the locationof a tool or process setup)

• Development of a strategy that ensures design workis shared equitably among the design teammembership

• Development of a strategy for student design teamsthat ensures design work is “kept on task”

• Encouragement to design teams that testing of ideasbefore committing to full development of a designis of critical importance. Most students would wantto 'just do it'. Often this causes more delays thantaking the time to test.

• Teachers should ensure that design portfolios are maintained.They should have students keep all materials, tests, trials, andsketches organized and recorded in the design portfolio. Ifsomething is to be discarded, students should provide apicture of it to include. If a digital camera is available,students should be encouraged to take lots of pictures ofthemselves in action, and of the project at various stages ofcompletion.

• Each design team needs to finish the product during thisphase. Modelling and prototyping of the solution arerequired.

• Periodic inspection and assessment of the student’s solutionand design portfolio development will need to be done.

(Continued on page 86)




Strategies

• This activity is the largest component of the design activity interms of time and actual student workload. It will have aplanning component, a trial and error component, a makingcomponent, and it will require that students know when torethink an idea or method and make critical decisions. This isthe point in the design process where the solution getsconstructed - the product gets made. Evaluation will considerhow students engage in the process, including their ability tosynthesize information and reach reasonable conclusions.Evidence of technical skill may also be considered as acomponent of the evaluation.

• This step of the design process will require development ofeffective design team group skills including work sharing,responsibility sharing, collaboration, cooperation andplanning.


• Teachers should determine the development of student'sdesign capability in terms of:

• Individual/team work habits

• Student willingness to discard ideas that are notworking and move in a new direction.

• Student development of technical skill related toprocesses, tools and techniques

• Student willingness to take responsibility

• Student willingness to learn new methods andtechniques

• Student use of good documentation procedures

• Student use of the design brief as a reference duringthe entire design process.

• Student use of information discovered duringinvestigation/research to guide work




Design and Problem Solving inTechnology - Instructor’s Guide(Hutchinson, Karsnitz) pp. 57-60, 64-66, 78, 98-99.



(Continued on page 87)






Topic 7: Development of the Solution (Step 6) (continued)

(Continued from page 84)


• Development of a fully functional prototype of the designsolution

• Documentation of all aspects of the design solutiondevelopment in the design portfolio. All steps of the designprocess, including tests of ideas, things that worked andthings that did not work, all sketches and plans, all problemsthat arose and had to be solved, and new tools/skills that hadto be learned must be included. Documentation should bean equally shared responsibility among the design teammembership.

3.13 identify specific tools/machines and resources thatare required to effectivelydevelop the productiontechnology solution [1.303,4.303]

3.14 determine new skills thatwill need to be acquired toeffectively develop theproduction technologysolution [1.303, 4.303]

3.15 create a plan of action thatwill guide theimplementation of theproduction technologysolution [1.302]

3.16 using safe practices, developthe production technologysolution, redesigning asnecessary [5.302, 5.303,1.303, 1.305]




(Continued from page 85)

Evaluation Components (cont’d)

• Design portfolio review will need to be done periodicallyduring this step. Teachers should look for evidence of criticaldecision-making, daily entries, sketches, pictures of work inprogress, and all other design activity-related work by thestudent.















Topic 8: Evaluation of the Solution (Step 7)

3.17 establish criteria forevaluating the productiontechnology solution [1.304]

3.18 evaluate the productiontechnology solution, basedon established criteria[1.304]


• Evaluating the solution depends on the problem and thesolution. In some instances, this simply means determiningif the solution meets the conditions stipulated in the designbrief. Evaluation of the solution will require analysis and areasoned judgment by the students. Evaluation will includereferencing the criteria used to select the solution option,including all recorded responses that have been recorded inthe design portfolio.

• Evaluating the solution could also mean using the solution(the product) for its intended purpose and determining if itactually works. This would apply if the prototype was a fullscale working model.

• Teachers could provide samples of evaluation criteria andallow students to choose the best qualities of each sample andthen design their own evaluation criteria


Design teams will evaluate their solution by applying appropriatecriteria to assess it, and/or by testing it under actual workingconditions. Design team members will record the results and thedecisions made in their design portfolios.




Strategies

This activity requires that students evaluate their own solutionusing a set of predetermined criteria or criteria they developthemselves. Evaluation of their work will assess how well theyemployed the process and understood the criteria. Evaluationobjectivity should be emphasized and students must understandthat the solution must be evaluated based on specific criteria andnot influenced by personal biases toward the design.


Evaluation of students’ work needs to include:

• Evidence of the use of objective criteria to evaluate thesolution

• Evidence of a sound rationale for decision-making processesemployed throughout the solution development stage

• Evidence of observations/predictions that lead to theimprovement of the design solution








Design and Technology (Garratt)pp. 17, 19.







Topic 9: Presentation of the Report (Step 8)

3.19 develop a presentation planthat is based on informationrecorded in the designportfolio [1.305]

3.20 develop a presentation thatuses appropriate presentationtools and strategies,demonstrates how the designmodel was implemented,and identifies theimplications of theproduction technologysolution [1.305, 3.305]

3.21 present the design portfolio,the design solution and thedesign activity report to theclass [1.305]


• This may be a difficult thing for many students to do.Teachers should ensure that everyone is attentive to andrespectful of others.

• Teachers should ensure that the necessary equipment andspace are available and ready

• Teachers should ensure that all members of the design teamparticipate in the presentation


Presentation of the design team report. The report will include:

• A summary of the design brief• A summary of how the design process enabled the design

team to achieve the solution, including successes andchallenges encountered and an explanation of how thechallenges were resolved

• A demonstration/exhibition of the solution• An evaluation of the solution, including evidence of any

improvements made to the design based on the evaluation

The presentation structure should be based on the structure ofthe design team’s design portfolio. The portfolio will containevidence of all aspects of the design activity and will prove to beboth informative and comprehensive. If the design portfolio isin electronic form (e.g., web site or slide show) the presentationof it will be easier to deliver.




Strategies

The design report is the student's opportunity to summarize andpresent information on the design brief, the solution, and specificreasons why the problem was solved in the manner it was.Evaluation should consider how well students understand thedesign process as related to the design activity, how well the designreport is presented, and how well the solution addresses the designproblem stated in the design brief. Some consideration shouldalso be given to the execution of the solution - technical quality,workability, fit and finish.


The design report should include:

• The design process main headings within the context of thedesign portfolio

• A comprehensive coverage of work accomplished at each stepof the design process

• A demonstration that the design team members were able tosynthesize and summarize the material presented

• Props, such as trials that failed, things that were tested andincluded, and visuals

• Technical language and terminology• Evidence that there was a sharing of responsibility among

design team members• Evidence that all design team members had a firm

understanding of the problem and its solution as depicted inthe design report

• Evidence that all design team members had a solidunderstanding of the design process

Evaluation can address individual student work as well as fulldesign team work.

Technology Interactions (Harmsand Swernofsky) pp. 66-83, 98-113.

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.69-70, 73-74.

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 48-90.






Evaluation of Unit 3 - Design Activity(Summary)

Portfolios and DesignSolution Collection

Evaluation of DesignActivities

Portfolio Collection

Portfolios should be collected just prior to, or just after, thedesign report has been presented to the class.

Design Solution Collection

Student solutions should be collected at the conclusion of thedesign team’s presentation. Where possible, solutions can bedisplayed for a period of time to elicit feedback from otherstudents. It may be an idea to showcase solutions as examples forfuture course use.

Purpose

Evaluation of design is cumulative and occurs at each stage of thedesign process.

Evaluation of students’ design activities at the intermediate levelhas several purposes:

• It is used to determine how well students understand andemploy design as a technological problem solving process.

• It is used to assess the students’ design capability. Designcapability is defined as the ability to develop usefultechnological solutions to problems.

• It is used to assess the students’ ability to engage in divergentthinking and to develop effective solutions to identifiedproblems. Effective design tends to not just solve theproblem but to provide an elegant solution. Elegance isconsidered to be simple, uses minimal resources and energy,may be novel, is not always obvious, is reliable, is costeffective, and is of high quality.

• It is used to determine how well the solution addresses theproblem as stated in the design brief.



Evaluation of the Design Process

To be effective, evaluation of the design process has to addresseach stage and specific issues at each stage. There are threeprimary pieces of evidence which can be used to assess students’capability with the process - the design portfolio, the designsolution, and the in-class report. The report may have oral,written, or resource material/presentation components.Additional evidence may be gathered from observation andinteraction with students. Evaluation needs to address each stageof the process:

Step 1 - Identification of the Problem Situation

In the Grade 8 Production Technology Module, the ProblemSituation step may be completed for the students, depending onhow the module is managed, or the may be identified by thestudents. Students will have gained experience identifying theProblem Situation through their completion of the Grade 7Communications Technology Module. If the Problem Situationis provided to the students it would not be included in theoverall evaluation of the student’s design work.

Step 2 - Development of the Design Brief

The Design Brief may be provided to the students in whole or inpart. However, students may have the necessary skills andknowledge at the Grade 8 level to develop their own designbriefs. If the design brief is to be evaluated in its entirety, thefollowing components are required:• Short description of problem situation• Statement of a specific problem• Criteria (conditions and limitations) affecting the solution• Expectations for the solution• What the designers are expected to do or deliver

Step 3 - Demonstration of Investigation and Research

This step has 2 components and each requires evaluation:• Research into similar problems and their solutions. This

will be a very simple element with not a lot of detail.• Resources to solve this problem. This element will have

little detail. Much of the information may be provided bythe teacher.



Step 4 - Identification of Possible Solutions

This is an idea generating activity. Evaluation needs to focus onquantity of ideas, on divergent thinking, and on studentwillingness to be innovative and spontaneous. Evaluation may bedone during or after the process.

Step 5 - Selection of the Best Solution

This is a more deductive, analytical activity. Students will assesseach idea against a set of pre-determined criteria. Typically, theteacher will supply the criteria for this class. Some students maywish to create their own criteria. Evaluation has to reflect howwell students can perform the task.

Step 6 - Development of the Solution

This activity will have a planning component, a trial and errorcomponent, and will require that students know when to discardan idea or method and when to move forward. This is the pointin the design process where the solution gets constructed - theproduct gets made. Modelling and Prototyping are componentsof this step. Evaluation will have to consider how studentsengage in the process, including their ability to synthesizeinformation and reach reasonable conclusions. Evidence oftechnical skill may also be used as an evaluation component.

Step 7 - Evaluation of the Solution

This activity requires that students evaluate their own solutionusing a set of pre-determined criteria. Evaluation of their workwill assess how well they employed the process and understoodthe criteria. Evaluation objectivity should be emphasized andstudents must understand that the solution must be evaluatedbased on specific criteria and not influenced by personal biasestoward the design.

Step 8 - Presentation of the Report

The report is the student's opportunity to summarize and presentinformation on the design brief, the solution, and reasons formaking particular choices. Evaluation should consider how wellstudents synthesize the material and how well they present it tothe class.



The Design Portfolio

Evaluation of the Design Portfolio should consider• Completeness of items• Level of detail• Conciseness• Evidence of decisions and reasons for them• Inclusion of authentic information, like sketches, drawings,

photos, video, etc.• Inclusion of components that failed• Organization according to design process headings

The Solution

Evaluation has to consider how well the solution addresses theproblem. Some consideration should also be given to theexecution of the solution - technical quality, workability, fit andfinish.

grade 8 production technology module - james davisteacher-mr-davis.yolasite.com/resources/production...

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