Course Profile - Curriculum Services Canada

Course Profiles 

Catholic District School Board Writing Partnership 

Course Profile 

Manufacturing Technology 

Grade 10 

Open 

• for teachers by teachers 

This sample course of study was prepared for teachers to use in meeting local classroom 

needs, as appropriate. This is not a mandated approach to the teaching of the course. 

It may be used in its entirety, in part, or adapted. 

April 2000

Course Profiles are professional development materials designed to help teachers implement the new 

Grade 10 secondary school curriculum. These materials were created by writing partnerships of school 

boards and subject associations. The development of these resources was funded by the Ontario Ministry 

of Education. This document reflects the views of the developers and not necessarily those of the 

Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are 

also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational 

purposes. 

Any references in this document to particular commercial resources, learning materials, equipment, or 

technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any 

official endorsement by the Ministry of Education or by the Partnership of School Boards that supported 

the production of the document. 

© Queen’s Printer for Ontario, 2000 

Acknowledgments 

This profile was a collaborative effort between the Institute for Catholic Education (ICE) and the Simcoe 

County District School Board. 

Catholic School Board Writing Team - Grade 10 Manufacturing Technology 

Lead Board 

Dufferin-Peel Catholic District School Board 

Denise Panunte, Project Manager 

Course Profile Writing Team - Catholic 

Sergio Borghesi, Niagara Catholic District School Board, Lead Writer 

Dave Beneteau, Windsor-Essex Catholic District School Board 

Paul Fraser, Durham Catholic District School Board 

Paul Owens, Dufferin-Peel Catholic District School Board, Lead Writer 

Public School Board Writing Team - Grade 10 Manufacturing Technology 

Lead Board 

Simcoe County District School Board 

Robert Emptage, Laura Featherstone, Project Managers 

Course Profile Writing Team - Public 

Richard M. Hopkins, Limestone District School Board, Lead Writer 

James Robert Chambers, Napanee District School Board 

Alex Clachers, Kawartha Pine Ridge District School Board 

Dr. Ann Marie Hill, Queen’s University 

Brian J. Perkins, Faculty of Education, Queen's University 

Page 2 

• Manufacturing Technology - Open

Course Overview 

Manufacturing Technology, Open, Grade 10 

Identifying Information 

Course Developers: Alex Clachers, Bob Chambers, Brian Perkins, Dick Hopkins, Sergio Borghesi, 

Paul Fraser, Dave Beneteau, Paul Owens 

Course Title: Manufacturing Technology 

Grade: 10 

Course Type: Open 

Ministry Course Code: TMJ2O 

Credit Value: One 

Description/Rationale 

Students in this course examine manufacturing from the perspective of a real world company. They 

research, design, build, and market products independently or in teams. Through a project driven 

approach, students experience various phases of the manufacturing process. In addition to furthering their 

technical skills, students expand their knowledge of how manufacturing relates to other subjects such as 

business, marketing, communications, and human and physical resource management. 

How This Supports the Ontario Catholic School Graduate Expectations 

The role of Technological Education in the Catholic faith community is to enable students to develop and 

utilize their gifts and talents while creating products that benefit others in a way that models Gospel 

values. The focus of the curriculum is to enable students to become critical and innovative problem 

solvers who question the use of resources and understand the implications of technological innovations. 

An emphasis on process as well as results ensures that students create products and provide services that 

recognize our God-given responsibility to respect the dignity and value of the individual and the 

community. Students also become aware of ethical issues and how they may be resolved using Christian 

values. 

Unit Titles (Time + Sequence) 

Unit 1 Exploring Manufacturing Technology 20 hours 

Unit 2 Pre-Production Planning 15 hours 

Unit 3 Production: Applied Manufacturing Operations 45 hours 

Unit 4 Production: Introduction to Power and Control Systems 20 hours 

Unit 5 Post-Production Analysis and Reporting 10 hours 

Unit Organization 

Students must work through each activity/project from start to finish. Upon designing the first major 

project, Designing and Planning a Three-Level Maze (Unit 2, Activity 1), students progress to Unit 3, 

Activity 1, where they fabricate the Three-Level Maze. When the first project is complete, students begin 

another major project at the design stage (Unit 2, Activity 2, Design and Plan a Pick-and-Place Robot). 

They progress through the units until the project is complete. Students repeat this process with their final 

project. 

The appendices are located at the end of each activity. The unit number, activity number, and appendix 

number identify each appendix item (i.e., Appendix 5.2.3 refers to Unit 5, Activity 2, Appendix 3). 

Page 3 


Unit 1: Exploring Manufacturing Technology 

Time: 20 hours 

Description 

In this unit students explore manufacturing processes, terminology, and design concepts. They will 

develop an appreciation for product development from conception to completion, and consider the impact 

to the socio-economic well-being of the region, province, and nation. Through introductory design 

challenges, students also explore the manufacturing facility and become familiar with materials, shop 

layout, and equipment. They study appropriate safety procedures for all aspects of the course from 

personal protective equipment to appropriate behavior in any industrial setting. Through the careerawareness 

portion of this unit, students learn the intrinsic value of work and will realize their potential 

for dignity, self-respect, respect for others, and success. Using a variety of resources, students research 

post-secondary education and the world of work requirements. Students identify their God-given gifts 

and research career options in the technology fields. They practise making moral and ethical decisions in 

light of Gospel values with an informed conscience. 

Unit 2: Pre-Production Planning 


Description 

Pre-production planning is an integral part of the manufacturing process. This unit introduces students to 

technological design, feasibility studies, engineering drawings, process planning, and scheduling. Using 

these techniques and standards, students will demonstrate their knowledge of the concepts required to 

design, plan, and prepare a product idea for its production. Through problem solving exercises, 

independently and in groups, students apply their skills to develop ideas and formally present them 

through engineering graphic standards. The skills and knowledge acquired in this unit can then be 

applied to other projects in the following units. 

It is at this phase in the production process that decision-making is critical to the development for peace 

and social justice. The designers and planners of the future must create, adapt, and evaluate new ideas in 

light of the common good. Technology, when placed at the service of God’s people, is to be developed 

for the benefit of all. In this unit students develop an appreciation of the importance of decision-making 

based on Gospel values. In this unit, emphasis is placed on giving students a general understanding of 

Manufacturing and how our Catholic faith influences moral decision-making. 

Unit 3: Production: Applied Manufacturing Operations 


Description 

Students produce high quality finished products in answer to design challenges in this unit. Using a 

variety of available materials (wood, plastic, steel, glass, fabric, etc.) and manufacturing processes 

(cutting, forming, machining, forging, joining, etc.), they develop skills in product manufacturing from 

prototype to factory production. This unit introduces students to manufacturing processes as they apply 

to the fabrication of products. Using skills developed in previous units, students utilize standard 

manufacturing processes to complete their projects. The unit will include an introduction to safety, 

machine licensing, fabrication techniques, and prototyping. This unit also requires that students become 

aware of the social consequences of technology as they relate to production and the ethical 

issues/situations which can develop. Class discussions introduce students to unions, sweat shops, wages, 

benefits, strikes, and contract negotiation processes. Students explore the effects of technology on 

working conditions. Through creative and reflective writing, students demonstrate a sense of respect for 

the dignity and welfare of humanity. This unit also promotes the development of thinking skills and the 

integration of social issues into the learning process. 

Page 4 


Unit 4: Production: Introduction to Power and Control Systems 


Description 

In this unit, students are presented with design challenges, which focus on adding elements of power and 

control to previous unit products. Students add electrical, pneumatic, and/or hydraulic power and control 

systems to the products. This unit also requires that the student become aware of the social consequences 

of technology as they relate to power and control mechanism. Students identify the positive and negative 

impact of technology on the environment and on society. Through creative and reflective writing, 

students demonstrate a positive sense of respect for the welfare of the environment. 

Unit 5: Post-Production Analysis and Reporting 


Description 

In this unit students assess the process and the finished product. Students analyse cost, feasibility, and 

markets. Students also demonstrate effective communication skills through written technical papers, 

design briefs and oral and multi-media presentations. In analysing the success of the projects, students 

assess their experiences throughout the design, planning, production, and reporting of their project. 

Through self- and peer assessment and reflection, students will develop an appreciation and respect for 

the rights, responsibilities and contributions of self and others. 

Course Notes 

This course includes several ongoing activities that follow The Design Process (initiate, design, fabricate, 

assess, report). The course also serves as a cross-curricular platform that can support academic and 

technological expectations in other courses. The development of activities and projects can be linked to 

business, school, and community initiatives. 

The first unit of the course provides a general awareness of Manufacturing Technology as it relates to 

careers and the impact on society. The career portion of this course will provide students with 

opportunities for job shadowing, field trips, Internet research, and guest speakers. It will also provide an 

ideal vehicle for co-operative education opportunities. 

Manufacturing plays an important role in society. Students are introduced to environmental effects, 

social issues, ethics, morals, and values as they relate to each phase of the manufacturing process. This 

will be presented through class discussions, oral presentations, and written reflections in each of the 

units. 

Through the fabrication and production part of the course, students develop organizational and shop 

cleaning skills as they prepare, clean, and store tools and materials for their projects. These skills must be 

maintained throughout the course. Whether students work on computers or in manufacturing labs, health 

and safety issues will be emphasized throughout the term. Students develop an understanding of the 

importance of health and safety issues as they relate to physical and personal well being. They also 

understand the need to assume responsibility for their own safety and the safety of others. 

Team work is an essential part of a successful process. Co-operative teamwork should be a positive 

experience, enhancing an individual’s self worth. Students have opportunities throughout the course to 

develop team and interpersonal skills in dealing with conflict management. Driven by group projects, 

students develop a clear understanding of what it means to be an effective team member. 

An awareness of Gospel values is developed through reflection activities that explore technological 

implications to human well being. Humanity can no longer remain complacent about technological 

development especially as it relates to moral issues. Students will develop a clear understanding of the 

benefits and risks of technological growth and development. As part of the unit reflection, students will 

Page 5 


write journals, which allow them to reflect on the unit content and comment on their learning 

experiences. Throughout the course, students will be provided with opportunities to discuss and evaluate 

ethical issues which arise. In general, this course ensures that students acquire the knowledge, skills, and 

attitudes that will allow them to use technology effectively, confidently, and ethically to enhance the 

human condition and protect the environment. 

This course provides students with many hands-on activities. Through teacher and student-directed 

instructions and criteria, students have several opportunities to plan, build, evaluate, and present their 

projects to their peers. The projects, as well as being monitored throughout the process, will be assessed 

for completeness, functionality and aesthetics. 

Teaching Learning Strategies 

Socratic Lesson 

• oral presentation of information by the teacher 

• theoretical material is presented to the student at the 

appropriate stage of their activity 

Class Discussion 

• students actively participate discussing current issues 

Collaborative/Co-operatives 

• small group learning providing high levels of student 

engagement, interdependence, and conflict management skills 

Conferencing 

• student-to-student discussion 

• teacher-to-student discussion 

Brainstorming 

• group generation of initial ideas expressed without criticism 

or analysis 

Design-Solving Process 

• a problem-solving approach using a prescribed series of steps 

Independent Study 

• exploration and research of a topic interesting to students 

Report/Presentation 

• oral and written presentations of the researched topics 

Case Study 

• investigation of real-life issues 

Examples 

• provide students with models or samples of student work from 

previous terms 

Journal and Reflection Writing 

• the practice of expressing ideas, experiences, and reflections 

Community Involvement 

• field trips to local manufacturing facilities 

• guest speakers 

• engineering associations 

Assessment/Evaluation 

Techniques 

Personal Communication 

• daily and/or weekly journals 

and logs 

• student/teacher conferencing 

• teacher/group conferencing 

• self/peer assessment 

• reflection papers 

Paper and Pencil Tests 

• unit tests/quiz 

Observation 

• formal teacher observation 

• informal teacher observation 

Performance Assessment 

• project research 

• assigned exercises 

• presentations 

• drawing and sketching 

(design briefs) 

• product assessment 

• formal written reports 

Reflection 

• self-assessment 

• peer assessment 

• log/journal 

• reflection papers 

Assessment Tools 

• checklists 

• marking schemes 

• project specification sheets 

• rubrics 

• anecdotal comments with 

suggestions for improvements 

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the 

course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, 

performance, essay, and/or other method of evaluation. 

Page 6 


Accommodations 

• Teachers are to be familiar with exceptional students’ Individual Education Plans (IEPs) for 

legislated accommodations and consult with the appropriate staff. By doing this, teachers will be 

aware of and can implement prescribed modifications and accommodations. 

• To maintain the principles of Catholic social teaching with regard to the “Dignity of the Human 

Person”, accommodations are to be made so students do not lose dignity because of disability, 

poverty, lack of success, linguistic diversity or race. Teachers foster a positive atmosphere accepting 

of individual’s uniqueness, values, and needs. 

• The nature of these units and their activities allow for a wide range of course delivery methods. This 

flexibility includes the following support for students who may require it. 

The teaching strategies may include: 

• having class rules, procedures, and expectations for work, behaviour, and homework explicit and 

posted in clear view of students. Provide a variety of modes of instruction (verbal, written, 

demonstration, or small group). Repeat instructions and frequently monitor progress, providing 

feedback frequently through suggestions, comments, or questions about work; 

• providing generated hardcopies of instructions and handouts that are well spaced, clear and have 

readable font and suitable font size; 

• using drafts, proofreading, conferencing, mapping, outlines, diagrams, and word lists. 

• using organizers (even one daily sheet) for the following purposes: outline, new vocabulary, 

recording of dates, required due dates, and homework, etc.; 

• allowing the finished product/project/assignments to be presented in a variety of formats: accept oral 

contributions, point form rather than essay, one-on-one conferencing; 

• simplifying expectations on individual assignments and allowing extra time for completion; 

• considering “process rather than product” as an aspect of work; 

• using class time for discussion through questioning and examples rather than lecturing providing an 

atmosphere that encourages students to ask questions for information gathering and for clarification; 

• using audio visual aids, and/or group work with peer mentors; 

• grouping students either with varied skills or similar skills to allow for enhancement or remediation; 

• providing a glossary of new terms and definitions and diagrams/sketches with labels; 

• using demonstrations and hands-on experience to further develop understanding of a new concept; 

• checking with Administration, Academic Resource Department personnel and Guidance Counsellor 

to make certain that all aids, environmental issues, and safety precautions are addressed. Discuss 

accommodations and make certain that the surroundings will meet the needs of the student to 

experience success in the program; 

• providing a list of topics and suggestions for an enrichment program; 

• providing appropriate modifications to teaching, learning, and evaluation strategies ESL to help 

students gain proficiency in English. Check with Administration, Academic Resource Department 

personnel and Guidance Counsellor for assistance in making the accommodations. 

• marking work for errors in Spelling and Writing/Grammar/specific terminology in a respectful way 

so that the effort remains workable without deducting marks for spelling, etc. except on proofread 

and final draft pieces; 

• allowing for extra time writing tests, quizzes and exams (see the Special Education staff for 

assistance); 

• using multiple choice/true-false/fill in the blank test questions with word list in place of essay type 

questions; 

• reducing the number of questions on tests and quizzes or different types of questions. Oral testing 

may also be an option; 

• using a checkpoint evaluation; 

Page 7 


• using a self/peer evaluation; 

• providing opportunities for involvement in self-assessment; 

• allowing for alternative assignments relevant to student’s strength. 

Resources 

Web Sites 

Catholic Social Teaching 

http://www.coc.org/coc/cst.html 

Material Search site 

http://www.recycle.net 

Genetic Engineering 

http://www.centreforfoodsafety.org/itn.html 

Rube Goldberg Machine 

http://www.geocities.com/Baja/8205/rube.htm 

General information on Rube Goldberg 

Rube Golberg Machine Contest 

http://www.cae.uwm.edu/rube/html/ 

Work Web 

http://www.cacee.com 

Site for student and graduate job seekers 

Canada WorkinfoNet 

http://www.workinfonet.ca 

Source of career, education and labour market information for Canadians 

Canlearn Interactive 

http://www.canlearn.ca 

Human Resource Development Canada 

http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml 

Career information 

National Occupation Classification Code 

http://www.eoa-hrdc.com/3519/menu/occnoc.stm 

General student information on future planning 

Ontario Association of Certified Technicians and Technologists 

http://oacett.org/ 

Education and Career information 

Canadian Association of Professional Engineers 

http://www.apegga.com/ 


The Toronto Star Newspaper 

http://www.thestar.com/ 

The Toronto Sun Newspaper 

http://www.canoe.ca/TorontoSun/home.html 

Centre for the Study of Ethics in the Professions 

http://www.iit.edu/departments/csep/ 

Teacher resource on Professional Ethics 

Engineering Ethics 

http://www.lowery.tamu.edu/ethics/ 

Page 8 


Teacher resource on Engineering Ethics 

The Model Aeronautics Association of Canada 

http://www.maac.ca/ 

NASA Education Online 

http://www.dfrc.nasa.gov/trc/ntps/index.html/ 

MotionNet 

http://www.roboticarm.com/ 

A site designed by engineers to help engineers find everything to build anything 

Labour Movement 

http://www.dfrc.nasa.gov/trc/ntps/index.html 


http://cbc.ca/news/indepth/strike/index.html 

“Strike” article 

Guide to Canadian Labour History Resources 

http://www.nlc-bnc.ca/services/ewebsite.htm 

Publications 

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill Ryerson, 1993. 

ISBN 0-07-549650-X 

Canadian Technology Human Resources Board. Look Ahead, Get Ahead, Growing Career Opportunities 

for Technicians and Technologists. Ottawa: Canadian Cataloguing in Publication Data. 

ISBN 0-9684007-8-7 

Cirovic, Michael. Basic Electronics. Reston Publishing, 1997. ISBN 0-87-909059-6. 

CNC Software Inc. Mastercam Mill/Lathe Tutorial-Basic Concept. Connecticut, 344 Merrow Road, 

Tolland, Connecticut, 06084 USA: 1993. 

Crawford, Donald. A Practical Guide to Airplane Performance and Design. Crawford, Publisher, 1979. 

ISBN 0-96-0393939-04. 

Schey, John A. Introduction to Manufacturing Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7 

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management 2 nd ed. Cincinnati, 

OH: 1991. ISBN 0-538-07461-2 

Fowler and Horsley. Technology. Collins, 1999. ISBN 0-00-322036-2 

Kibbe, Richard R., John Neely, and Roland Meyer. Machine Tool Practices. United States: Prentice Hall, 

1999. ISBN 0-13-270232-0 

Krar, Oswald. Technology of Machine Tools. McGraw-Hill, 1996. ISBN 0-02-803071-0 

Quinlan, C. Orthographic Projection Simplified. USA/New York, New York: Glencoe, 1996. 

Rorabaugh, Britt. Mechanical Devices for the Electronics Experimenter. McGraw-Hill, 1995. 

ISBN 0-07-053546-9 

Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and 

Employers, 1999. ISBN 0-921589-81-6 

Spence, W.P. Drafting Technology and Practice. Peoria, Illinois: Glencoe, 1991. 

ISBN 0-02-676290-0 

ISBN 0-02-677320-1 

Page 9 


Scriptures 

Video Resources 

Future Vision. Toronto: International Tele-Film, 21 programs/ 5 minutes: 1/50 minutes 

Meridian Education Corporation. Manufacturing Technology Series. Mississauga, On: McIntyre Media 

Limited, 1999. 63.8 minutes 

Society of Manufacturing Engineers. Adventures In Manufacturing. Dearborn, Michigan: Phone (313) 

271-1500, 64 minutes. 

Computer Software 

Word processing software (e.g., Corel WordPerfect) 

CAD software 

CAD/CAM software 

Desktop Publishing software (e.g., CorelDRAW) 

Presentation software (e.g., Corel Presentation) 

Spreadsheet software 

Other 

School Library/Resource Centre 

Local industry 

Co-operative Education department 

Local/national newspapers 

Magazines such as Sport Aircraft or Model Airplane News, books, photographs and three-view drawings. 

Guest speakers: local professionals, academic teachers, professional career recruiters, Chaplains, religion 

teachers, local parish priests 

Co-op placements, job shadowing, speakers, local businesses, Municipal, Provincial, and Federal 

Government Agencies. 

OACETT (Ontario Association of Engineering Technicians and Technologists 

Canadian Professional Engineering Association 

APMA; Automotive Parts Manufacturing Association (Magna International); great resource for speakers, 

tours, videos, career opportunities information, etc. 

Society of Manufacturing Engineers 

OSS Policy Applications 

The Grade 10 Manufacturing Technology Course is designated as a Technological Education program. 

All Grade 10 courses offered in Technological Education are open courses, which comprise a set of 

expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, 

Program Planning and Assessment, 1999 for a description of the different types of Secondary School 

courses.) Students can use the course as a compulsory credit (1 credit from Science Grade 11 or Grade 

12) or Technological Education (Grade 9 –12), or as an optional credit. This course is designed to 

provide students with a broad educational base that will prepare them for their studies in Grades 11 and 

12, and for productive participation in society. Students are introduced to practical and theoretical 

aspects of Manufacturing Technology. The curriculum provides opportunities for students to undertake 

hands-on practical activities, as well as to conduct research and analysis. Anti-discrimination education, 

equity, social justice issues, career goals, co-operative education, conflict resolution/violence prevention 

and community partnerships are addressed in the course. All of these support many of the Ontario 

Secondary School Policies. 

Page 10 


Through a wide range of teaching strategies and accommodations, this course will meet the needs of all 

students. The accommodations for exceptional students will include specialized support and assessments 

to facilitate individualized learning. 

The career portion of this course will allow students to learn about their interests, strengths, and 

aspirations. The activity will allow students to research a variety of career opportunities and learn to 

make appropriate educational choices as they relate to their high school courses, post-secondary 

requirements, and workplace options. Career exploration throughout all units will be made available to 

students with specific reference to Choices into Action: Guidance and Career Education Program Policy 

for Elementary and Secondary Schools, 1999. 

The manufacturing process as a whole provides opportunities for many cross-curricular activities. The 

design and planning phases of the process involve many of the sciences, arts, and mathematics necessary 

for material strength and structure, as well as dimensionally accurate graphic representation. The 

planning and reporting phases also provide opportunities for students to become more familiar with 

information technology and to benefit from a wide variety of software packages. The production and 

quality control phases allow for integration with mathematics through measurements and statistical 

control. The technical briefs, written reports, and oral presentations will enhance students’ language and 

grammar skills as well as their communication skills. 

Project-based, hands-on activities provide students with the opportunities to explore health and safety 

issues as they apply to the physical and personal well-being of students in the class, the lab, and the 

workplace. The activities will ensure that students acquire the knowledge and skills relating to safe 

practices and proper use and handling of material. Because of the practical nature of this course, students 

have an opportunity to apply what they learn through various planned learning activities outside the 

classrooms. This may include field trips, co-op placements, job shadowing, and outside community 

projects. This will also help enhance their awareness of educational and career opportunities. It is 

through these experiences students develop an understanding of personal values as well an ability to 

make ethical decisions reflective of Christian values. 

Course Evaluation 

Teachers may evaluate their course through a variety of methods. Teachers may network with colleagues 

from other schools, subject associations, and peers at the local school to determine what modifications or 

new ideas could be incorporated into the units. Since every teacher will approach the units in a unique 

way, there are ample opportunities for extensions, modifications, and applications. The community, both 

local school and business community, may have input on developing aspects of the construction 

technology course. 

The following areas should be assessed: 

• Are expectations being met? 

• Are the learning styles of all students being met through teaching strategies? 

• Does assessment/evaluation measure student expectations in a reliable and accurate manner? 

• Are parents informed of student performance on a regular basis? 

• Are a variety of assessment/evaluation tools used? 

• Are a variety of teaching/learning strategies used? 

• Are special needs of individual students (exceptional students/ESL/ESD) being met? 

Page 11 


Appendix A 

Sample Oral Presentation Criteria and Rubric 

Criteria Level 1 Level 2 Level 3 Level 4 

Organization/ 

Format 

• introduction 

• content 

• summary 

• conclusion 

TFV.02M 

Presentation 

Delivery 

Quality of 

Content 

ICV.02M 

IC1.02M 

Overall Impact 

- very limited 

opening and/or 

closing 

- limited 

development of one 

or more parts of the 

presentation 

- coherent sequence 

of ideas is not clearly 

discernible 

- presents in a low, 

monotone manner, 

with infrequent eye 

content 

- demonstrates 

limited awareness of 

body language skills 

- communicates 

understanding of few 

aspects of the 

content 

- answers audience 

questions in a 

limited manner 

- demonstrates a 

limited grasp of the 

fundamental 

elements of 

presentation; lack of 

command of one or 

more elements 

seriously affects the 

overall impact 

- opening and/or 

closing are 

somewhat effective 

- some development 

of the parts of the 

presentation 

- some coherence in 

sequencing of ideas 

- presents with 

adequate enthusiasm, 

some eye contact 

and acceptable voice 

clarity 

- demonstrates some 

awareness of body 

language skills 


understanding of 

some aspects of the 

content 

- answers concrete 

audience questions 

and/or replies to 

audience with some 

effectiveness 


grasp of the 

fundamental 

elements of 

presentation; 

strengths outweigh 

weaknesses and the 

communication is 

generally clear 

- effective opening 

and closing 

- development of 

most parts of the 

presentation 

- coherent 


- presents with 

enthusiasm 

maintaining eye 

contact, speaking 

clearly and pausing 

effectively 


control of body 

language skills 

- communicates a 

thorough and broad 

understanding of the 

content 


and abstract 


effectively 


command of the 

elements of 

presentation; 

generally the 

presentation is 

integrated and the 

elements reinforce 

each other to create a 

meaningful whole 

- masterful opening 

and closing 

- thorough 

development of all 

parts of the 

presentation 

- thoughtful 


- presents with a 

high degree of 

enthusiasm 

maintaining eye 

contact, speaking 

clearly and pausing 

effectively 


sophisticated control 

of presentation skills 


thorough, broad, 

insightful 


content 



and/or replies to 

audience with 

effectiveness 


sophisticated 

command of the 

elements of 

presentation; all 

elements work 

together to convey a 

distinctive 

perspective and 

impression 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this 

assignment or activity. 

Page 12 


Appendix B 

Sample Rubric Evaluation for Reflection Journal/Paper 


- limited number - some items - all items 

of items complete complete and present and 

or correctly correctly placed properly placed 

placed 

Page Format 

• page layout 

• font type/size 

• headings 

• date/name/ 

course 

TFV.02M 

Content Format 

• introduction 

• content 

• conclusion 

Quality of 

Content 

Spelling and 

Grammar 

- introduction or 

conclusion is 

missing; limited 

development of 

one or more parts 

of the 

presentation 

- coherent flow 

of ideas is limited 



limited aspects of 

the content 

- limited attention 

to spelling and 

grammar 

- some 

development of 

introduction and 

conclusion but 

not clearly 

defined 

- some coherence 

in the flow of 

ideas 



some aspects of 

the content 

- some attention 

to spelling and 

grammar 

- clearly 

defined 

introduction 

and conclusion 

- coherent flow 

of ideas 


considerable 

understanding 

of the content 

- considerable 

attention to 

spelling and/or 

grammar 

- all items present and 

properly placed with 

additional items 

(headers/footers/page 

no., etc.) 

- masterful use of 

introduction and 

conclusion 

- thorough flow of 

ideas 


thorough, broad, 

insightful 


content 

- thorough attention to 

spelling and/or 

grammar 



Page 13 


Appendix C 

Sample Safety Passport/License 

This is a sample of a generic safety passport that may be adopted for use in a number of technology 

classrooms. The purpose of the safety passport is to ensure that students are fully aware of all safety 

features on each piece of equipment in the technical facility prior to using them independently. This 

process may be adapted to suit the individual teacher and students’ needs. 

The general process is as follows: 

1. When the teacher introduces a new piece of equipment (e.g., lathe), the student records the date of 

the safety demonstration on their safety passport and this is initialed by the teacher (see sample 

below). During this lesson, in which the teacher demonstrates techniques for the safe operation of the 

machine and personal protective equipment (e.g., proper eye protection, secure loose hair, remove 

jewellery, protective clothing, etc.), students prepare a note in their notebooks. This safety note is 

carefully recorded in each student’s notebook along with the signed passport slip. The teacher also 

carefully notes on the attendance for that day if any students are absent for the safety lesson and 

provides a makeup opportunity at a later date. 

2. Secondly, each student must complete a written (or oral) test on the safe operation of the machine 

tool, outlining all safety features that must be observed. The written tests must also be kept in 

students’ notebooks. These individual machine tests are designed to compliment any general facility 

safety rules. Upon satisfactory completion of the test the student dates the "tested" column and 

teacher initials it as complete. 

3. Next, students must demonstrate to the teacher that they have a thorough knowledge of the safety 

rules for the equipment and are able to demonstrate their competency on the equipment. Once the 

teacher has observed the required safe setup and operation of the equipment by a student they the 

teacher signs off that portion of their passport. 

4. Once students have completed steps 1, 2, and 3, the teacher signs the final column of the safety 

passport indicating that they are able to use that equipment. Students must be able to provide the 

teacher with their signed off passport for that equipment each time they wish to use that equipment. 

A summary document of all the various permissions may be created by the student and signed by the 

teacher (as permissions are earned); these summary safety passports may be protected with page 

protectors or laminated for protection. 

Sample Equipment Safety Passport/License 

Student Name: __________________________ 

Equipment: ______________________________ 

See notebook for the note on safe setup and operation of the equipment. 

Attended Teacher 

Safety Instruction and 

Demonstration (and 

note recorded) 

Date of 

Lesson 

Teacher 

Initial 

Passed Written or Oral 

Testing 

Date 

Tested 

Teacher 

Initial 

Demonstrated Safe 

Setup and Operation of 

Equipment to Teacher 

Date of 

Demo 

Teacher 

Initial 

Granted Permission to 

use Equipment by 

Teacher 

Date 

Teacher 

Initial 

Page 14 


Appendix D 

Safety and Production Instructions: 

• Should have only one operator on each machine at any given time. 

• Ensure all guards are in place. 

• Safety glasses must be worn and loose clothing or hair must be secured or fastened while students 

operate tools or equipment. 

• Hand tools and machinery must never be handled in a seated position. 

• Students should establish a proper stance to ensure proper balance and stability while operating any 

piece of equipment. 

• Each piece of equipment and machinery must be in top running condition before anyone is allowed to 

operate it. 

• Improper conduct is not acceptable in a technological facility at any time. 

• Some key areas of safety instruction for these activities include: 

• band saw, scroll saw and hand saws 

• hand tools such as files, utility knives, etc. 

• Personal Protective Equipment (PPE) such as safety glasses 

• WHMIS 

Page 15 


Appendix E 

Sample Rubric of Group Work 

Expectations Level 1 Level 2 Level 3 Level 4 

Initiative and 

Reliability 

Collaborative 

Contributor 

Communication 

- demonstrates limited 

confidence and respect 

of others 


flexibility and 

adaptability 


initiative and leadership 


effectiveness in 

decision–making and 

problem solving 

- limited time and 

resource management 

skills 

- works with limited 

effectiveness as an 

interdependent team 

member 

- makes limited 

meaningful contribution 

to the group 


respect for the rights, 

responsibilities and 

contributions of self 

and others 

- exercises limited 

leadership skills in the 

achievement of 

individual and group 

goals 

- the student is capable 

of reading, 

understanding, and 

communicating ideas 

to/from others with 

assistance 



of others 



adaptability 


initiative and leadership 





- some time and 


skills 

- works with some 



member 

- makes some 


to the group 


respect for the rights, 



and others 

- exercises some 

leadership skills in the 



goals 


of reading, 



to/from others with 

some assistance 


considerable 


of others 


considerable flexibility 

and adaptability 


considerable initiative 

and leadership 


considerable 




- considerable time and 


skills 

- works with 

considerable 



member 

- makes considerable 


to the group 


considerable respect for 

the rights, 



and others 

- exercises considerable 

leadership in the 



goals 


of reading, 



to/from others 



- demonstrates great 


of others 



adaptability 


initiative and Christian 

leadership 


thorough effectiveness 

in decision–making and 


- thorough time and 


skills 

- works with great 



member 

- makes excellent 


to the group 

- demonstrates respect 

for the rights, 



and others 

- exercises great 

leadership in the 



goals 


of reading, 



to/from others 

Page 16 


Appendix F 

Principles of Catholic Social Teaching 

The following six principles highlight some of the major themes from Catholic social teaching 

documents of the last century. 

Dignity of the Human Person 

All people are sacred, made in the image and likeness of God. People do not lose dignity because of 

disability, poverty, age, lack of success, or race. This emphasizes people over things, being over having. 

Community and the Common Good 

The human person is both sacred and social. We realize our dignity and rights in relationship with others, 

in community. “We are one body; when one suffers, we all suffer. “ We are called to respect all of God’s 

gifts of creation, to be good stewards of the earth and each other. 

Rights and Responsibilities 

People have a fundamental right to life, food, shelter, health care, education, and employment. All people 

have a right to participate in decisions that affect their lives. Corresponding to these rights are duties and 

responsibilities to respect the rights of others in the wider society and to work for the common good. 

Options for the Poor 

The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent 

moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of 

the poor. 

Dignity of Work 

People have the right to decent and productive work, fair wages, private property, and economic 

initiative. The economy exists to serve people, not the other way around. 

Solidarity 

We are one human family. Our responsibilities to each other cross national, racial, economic, and 

ideological differences. We are called to work globally for justice. 

Page 17 


Appendix G 

A Sample Manufacturing Design Process 

Open-ended Problem Solving and the Design Process 

Designing is the act of inventing or innovating new products or services to satisfy needs or a change in 

needs. The Design Process is a creative problem-solving activity. Like most creative processes, there are 

no correct procedures, but there are guidelines that assist the designer in ensuring the optimal solution is 

met. These guidelines are called the "Design Process". At the beginning of the Design Process, students 

analyse a given set of conditions in order to identify a technological problem, challenge, or need. They 

then work through a number of stages in order to arrive at a solution. Design Processes include all stages 

in the development of a product. Although the Design Process may have distinctive stages, they are not 

followed in a rigid, step-by-step sequence. For example, students must evaluate their work at each stage 

of the process. As they do so, they may discover that they need to return to an earlier stage to make 

modifications or complete a particular step sooner than originally planned. A portfolio and/or design 

report is used to document the design process. 

Design processes may vary. One example of a design process for Manufacturing Technology for Grade 

10 is described below: 

1. Identification and Clarification of a Technological Problem 

Students identify the technological problem and begin keeping a record of the Design Process. 

Initially, students should outline the broad aims of the project and describe in a general way what 

needs to be done to achieve those aims. As work progresses on the project, students may periodically 

revise the initial broad plan to reflect what is actually happening. Students need to translate the 

information given to them by the teacher into the sub-stages below. This provides an understanding 

of each sub-stage so that they can independently complete the stage in later grades. Possible substages 

for the portfolio and/or design report are: 

• context; 

• problem situation; 

• technological problem statement; 

• performance specifications and constraints; 

• planned sources of information. 

2. Generation of Multiple Solutions 

Students identify possible solutions for the technological problem and the resources required to 

achieve each proposed solution. They determine whether the required resources are available and 

record their findings. During this stage students may discover that they need to redefine the problem. 

Possible sub-stages for the portfolio and/or design report include: 

• brainstorming to generate ideas/solutions for the technological problem;. 

• selecting several ideas from the solutions generated in the brainstorming exercise (typically 

three); 

• drawing rough sketches for these ideas; 

• completing an analysis for each idea (i.e., indicate details on the rough sketches); 

• identifying the materials and tools needed for each idea; 

• making scale models of technological problem ideas to work out initial details of complexity and 

feasibility. (Scale models are not always required. They are used only if they help to clarify 

ideas.) 

Page 18 


Appendix G (Continued) 

A Sample Manufacturing Design Process 

3. Selection of a Best Solution 

Students establish evaluation criteria for the selection of a best solution. They consider such factors 

as what materials, tool, and resources are available; the amount of time needed to carry out difficult 

procedures; and any relevant ergonomic and aesthetic requirements. Based on the results of these 

activities, they choose the best solution. They record the reasons for choosing a particular solution. 


• establishing evaluation criteria for the best solution based on performance specifications, 

constraints, attribute analysis (details from rough sketches of ideas), and available materials; 

• evaluating ideas according to the established evaluation criteria for the best solution by creating a 

chart to rate each idea; 

• creating a working drawing of the idea selected as the best solution. 

4. Production Plan 

Students determine ways of producing the best solution and then construct a prototype of the product. 

They produce a full-sized prototype using production-type materials. They first draft a revised or 

working drawing. They then develop a production plan. As students move through the production 

phase, they may modify their best solution to incorporate ideas that emerge during construction. 

Students document all such changes. Possible sub-stages for the portfolio and/or design report 

include: 

• creating three-view drawings of the selected idea--front, top, and right side; 

• calculating the materials needed to produce the selected idea for the selected technological 

project, and the associated costs; 

• ordering of supplies for the selected technological project; 

• development of a production flow chart that includes group member duties and manufacturing 

schedules for the selected; 

• technological project, using a Gantt Chart, Critical Path Network, or other types of flow charts; 

• producing the product and document, in detail, the sequential steps used, and all modifications 

made, to produce the technological project. 

5. Project and Process Evaluation 

Students evaluate the product and process used for their technological project. They consider their 

own expectations and criteria and the reactions of their peers, teachers, and, if applicable, their client. 

As a result of their evaluation or testing, they may decide to modify the production process, the 

product, or even the original definition of the problem. Students record all of the suggested changes. 


• testing the technological project and record the results; 

• reflection on the process used to produce the technological project; 

• describing required changes for an improved process and product revision. 

6. Present the Results 

The final product and the final portfolio and/or design report are presented to communicate the 

results. 

Adapted from the work of Dr. Ann Marie Hill, Queen's University 

Page 19 


Appendix H 

Sample Critical Path Planning Chart 

Task 

Brainstorm ideas; 

Choose best one 

Drawings/ 

Sketches 

Presentation to 

client 

Obtain material 

Team 

member 

responsible 

Approximate 

time needed 

Date started 

Final date for 

completion 

Teacher 

initials 

Begin construction 

Completion of 

product prototype 

Product Analysis 

and cost estimate 

Final Product 

Appendix I 

Checklist for Technical Drawings 

This checklist is what will be used to evaluate your drawings. Ensure that all components are 

complete. 

Check inside box as complete. A blank box will represent incomplete. 

❏ Title block is complete 

❏ Drawing is to scale 

❏ Drawing is clearly labeled 

❏ Drawing is centred on page 

❏ Dimensioning is complete (in metric) 

❏ Object(s) are fully described 

❏ A number of views are presented 

Page 20 


Appendix J 

Group Process 

• Groups must have a clear concept of true teamwork as well as what it means to be an effective team 

member. 

• Co-operative teamwork is a positive experience, enhancing the individual’s sense of worth and 

dignity. 

• The most critical point of group work is how decisions are made. There is the tendency in group 

work to rush decisions that affect the whole group. Nothing “turns off” a group member faster than 

the feeling that one or two people have rushed (or forced) their ideas into acceptance. The whole 

group should participate in accepting or rejecting ideas. 

• Successful group work does not happen by good luck or by accident. 

What Good Group is NOT: 

• A committee in which individuals try to manipulate the group, by fair means or foul, to get their own 

way. 

• A situation in which an authoritarian “leader” is chosen. He or she then makes all the important 

decisions which the “followers” carry out. This is poor strategy and gives little satisfaction to the 

followers. 

• A group which operates on the “country club” principle. In this case, there is an unwritten rule that 

no one contests an expressed opinion. A “ friendly atmosphere” is to be maintained at all times, 

whether or not the boat is sinking. A great place for insincerity and achieving nothing. 

What Good Group IS: 

• A group with a lot of ideas. 

• A group that makes sure that everyone has been heard before making a decision. 

• A group that is informal, yet respectful of each other, often encouraging one another. 

• A group where members share leadership functions. Nobody in the group dominates. 

• A group where no one is offended if their idea is not accepted. 

• A group where nobody is “put down” as a person. 

Rules to follow while in a group: 

• Always support each other. 

• Everything is done for the sake of the group. 

• Group members shall share leadership responsibilities equally. 

• There must be equality of commitment and effort to develop mutual respect among team members. 

• Encourage and reinforce creative thinking. Do not put down ideas. Be receptive to ideas. 

• Avoid negative criticism and personal put-downs. Criticism should be directed at the idea, not the 

person. 

• Clique-forming and behind-the-scenes lobbying are unacceptable. 

• Honour the individualism of each member, but act as a team. 

• Team members must act in the best interest of the group. 

• All decisions are made in such a way that everyone has equal input. 

Page 21 


Ontario Catholic School Graduate Expectations 

The graduate is expected to be: 

A Discerning Believer Formed in the Catholic Faith Community who 

CGE1a 

CGE1b 

CGE1c 

CGE1d 

CGE1e 

CGE1f 

CGE1g 

CGE1h 

CGE1i 

CGE1j 

-illustrates a basic understanding of the saving story of our Christian faith; 

-participates in the sacramental life of the church and demonstrates an understanding of the 

centrality of the Eucharist to our Catholic story; 

-actively reflects on God’s Word as communicated through the Hebrew and Christian 

scriptures; 

-develops attitudes and values founded on Catholic social teaching and acts to promote social 

responsibility, human solidarity and the common good; 

-speaks the language of life... “recognizing that life is an unearned gift and that a person 

entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses 

to Faith) 

-seeks intimacy with God and celebrates communion with God, others and creation through 

prayer and worship; 

-understands that one’s purpose or call in life comes from God and strives to discern and live 

out this call throughout life’s journey; 

-respects the faith traditions, world religions and the life-journeys of all people of good will; 

-integrates faith with life; 

-recognizes that “sin, human weakness, conflict and forgiveness are part of the human 

journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. 

(Witnesses to Faith) 

An Effective Communicator who 

CGE2a 

CGE2b 

CGE2c 

CGE2d 

CGE2e 

-listens actively and critically to understand and learn in light of gospel values; 

-reads, understands and uses written materials effectively; 

-presents information and ideas clearly and honestly and with sensitivity to others; 

-writes and speaks fluently one or both of Canada’s official languages; 

-uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, 

technology and information systems to enhance the quality of life. 

Page 22 


A Reflective and Creative Thinker who 

CGE3a 

CGE3b 

CGE3c 

CGE3d 

CGE3e 

CGE3f 

-recognizes there is more grace in our world than sin and that hope is essential in facing all 

challenges; 

-creates, adapts, evaluates new ideas in light of the common good; 

-thinks reflectively and creatively to evaluate situations and solve problems; 

-makes decisions in light of gospel values with an informed moral conscience; 

-adopts a holistic approach to life by integrating learning from various subject areas and 

experience; 

-examines, evaluates and applies knowledge of interdependent systems (physical, political, 

ethical, socio-economic and ecological) for the development of a just and compassionate 

society. 

A Self-Directed, Responsible, Life Long Learner who 

CGE4a 

CGE4b 

CGE4c 

CGE4d 

CGE4e 

CGE4f 

CGE4g 

CGE4h 

-demonstrates a confident and positive sense of self and respect for the dignity and welfare of 

others; 

-demonstrates flexibility and adaptability; 

-takes initiative and demonstrates Christian leadership; 

-responds to, manages and constructively influences change in a discerning manner; 

-sets appropriate goals and priorities in school, work and personal life; 

-applies effective communication, decision-making, problem-solving, time and resource 

management skills; 

-examines and reflects on one’s personal values, abilities and aspirations influencing life’s 

choices and opportunities; 

-participates in leisure and fitness activities for a balanced and healthy lifestyle. 

A Collaborative Contributor who 

CGE5a 

CGE5b 

CGE5c 

CGE5d 

-works effectively as an interdependent team member; 

-thinks critically about the meaning and purpose of work; 

-develops one’s God-given potential and makes a meaningful contribution to society; 

-finds meaning, dignity, fulfillment and vocation in work which contributes to the common 

good; 

Page 23 


CGE5e 

CGE5f 

CGE5g 

CGE5h 

-respects the rights, responsibilities and contributions of self and others; 

-exercises Christian leadership in the achievement of individual and group goals; 

-achieves excellence, originality, and integrity in one’s own work and supports these qualities 

in the work of others; 

-applies skills for employability, self-employment and entrepreneurship relative to Christian 

vocation. 

A Caring Family Member who 

CGE6a 

CGE6b 

CGE6c 

CGE6d 

CGE6e 

-relates to family members in a loving, compassionate and respectful manner; 

-recognizes human intimacy and sexuality as God given gifts, to be used as the creator 

intended; 

-values and honours the important role of the family in society; 

-values and nurtures opportunities for family prayer; 

-ministers to the family, school, parish, and wider community through service. 

A Responsible Citizen who 

CGE7a 

CGE7b 

CGE7c 

CGE7d 

CGE7e 

CGE7f 

CGE7g 

CGE7h 

CGE7i 

CGE7j 

-acts morally and legally as a person formed in Catholic traditions; 

-accepts accountability for one’s own actions; 

-seeks and grants forgiveness; 

-promotes the sacredness of life; 

-witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a 

just, peaceful and compassionate society; 

-respects and affirms the diversity and interdependence of the world’s peoples and cultures; 

-respects and understands the history, cultural heritage and pluralism of today’s contemporary 

society; 

-exercises the rights and responsibilities of Canadian citizenship; 

-respects the environment and uses resources wisely; 

-contributes to the common good 

Page 24 


Coded Expectations, Manufacturing Technology, TMJ2O 

Theory and Foundation 

Overall Expectations 

TFV.01M 

– describe the scope of the manufacturing industry; 

TFV.02M 

– communicate project ideas using a variety of methods; 

TFV.03M 

– select materials, industrial tools, and equipment to manufacture products; 

TFV.04M 

– analyse and solve manufacturing problems; 

TFV.05M 

– demonstrate understanding of manual and assembly-line production. 

Specific Expectations 

TF1.01M 

– identify the role of the manufacturing sector locally, provincially, nationally, and internationally; 

TF1.02M 

– identify the various components used in the design of manufactured products; 

TF1.03M 

– identify and describe industrial tools and materials; 

TF1.04M 

– describe various methods of manufacturing; 

TF1.05M 

– identify the stages and equipment used in assembly-line production. 

Skills and Processes 


SPV.01M 

– recognize market opportunities; 

SPV.02M 

– apply the planning and design process to specific projects; 

SPV.03M 

– use the manufacturing process correctly in specific projects; 

SPV.04M 

– assess processes and the resultant products. 


SP1.01M 

– use market research correctly to test consumer response to design solutions; 

SP1.02M 

– follow a design process that includes identification of the design problem, design considerations, 

multiple solutions, analysis, and evaluation; 

SP1.03M 

– select appropriate materials for predetermined projects; 

SP1.04M 

– develop production flow charts that include group member duties and manufacturing schedules; 

Page 25 


SP1.05M 

– perform the preparation processes required to manufacture products; 

SP1.06M 

– select methods of generating, transmitting, and transforming power; 

SP1.07M 

– apply various electrical and electronic controls; 

SP1.08M 

– describe the purpose of quality control processes; 

SP1.09M 

– evaluate projects using assessment instruments and identify design alterations; 

SP1.10M 

– prepare and present design briefs. 

Impact and Consequences 


ICV.01M 

explain health and safety standards as they relate to processes, materials, tools, and equipment in the 

manufacturing industry; 

ICV.02M 

– identify career opportunities in the manufacturing industry; 

ICV.03M 

– demonstrate understanding of the social and environmental effects of the manufacturing industry. 


IC1.01M 

– apply personal and health and safety regulations in the handling of equipment and materials; 

IC1.02M 

– describe careers in manufacturing technology and the education and training required for entry into 

those positions; 

IC1.03M 

– describe the role of manufacturing entrepreneurs in Canadian society; 

IC1.04M 

– demonstrate understanding of the ecological ramifications of manufacturing. 

Page 26 


Unit 1: Exploring Manufacturing Technology 


Unit Description 

In this unit students explore manufacturing processes, terminology, and design concepts. They develop 

an appreciation for product development from conception to completion, and consider the impact to the 

socio-economic “well being” of the region, province, and nation. Through introductory design 

challenges, students also explore the manufacturing facility and become familiar with materials, shop 

layout, and equipment. They study appropriate safety procedures for all aspects of the course from 

personal protective equipment to appropriate behavior in any industrial setting. Through the career 

awareness portion of this unit, students learn the intrinsic value of work and will realize their potential 

for dignity, self-respect, respect for others, and success. Using a variety of resources, students research 

post-secondary education and the world of work requirements. Students identify their God-given gifts 

and research career options in the technology fields. They practise making moral and ethical decisions in 

light of Gospel values with an informed conscience. 

Strand(s) and Expectations 

Ontario Catholic School Graduate Expectations: CGE1d, c, b, 2d, 3b, c, e, f, 4a, e, f, g, 5a, b, e, 

f, h, 7a, b. 

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences 

Overall Expectations: TFV.01, .02, SPV.02, .03, ICV.01, .02, .03. 

Specific Expectations: TF1.01, .03, .04, SPV.03, IC1.01, .02, .03, .04. 

Activity Titles (Time + Sequence) 

Activity 1 Exploring Careers in Manufacturing 300 minutes 

Activity 2 Exploring the Facility 150 minutes 

Activity 3 Introductory Design Challenge: Design and Fabricate a Rube Goldberg 630 minutes 

Project 

Activity 4 Reflection Paper and Presentation: Catholicity and Technology 120 minutes 

Prior Knowledge Required 

The student will have: 

• knowledge of group work skills; 

• skills in co-operative learning techniques (effective interpersonal skills) and an understanding of 

personal responsibilities and commitment required for group activities; 

• respect for the rights, responsibilities and contributions of self and others; 

• an understanding of personal values and aspirations; 

• an understanding of the principles of Catholic social teachings (Dignity of the Human Person, 

Community and the Common Good, Rights and Responsibilities, Dignity of Work, and Solidarity); 

• basic mathematics skills as they relate to measurements will be helpful in this unit; 

• basic skills in keyboarding and word processing as well as basic writing skills (spelling and 

grammar) learned at the elementary level and the Grade 9 courses (i.e., English); 

• Grade 7, 8, and 9 Art would be an asset. 

Unit 1 - Page 1 


Unit Planning Notes 

• Refer to Principles of Catholic Teachings – Appendix F, to determine how it relates to the unit. 

• Be sure all computers are working properly. Check that appropriate web sites are functional. 

• Review all activities and prepare handouts and materials necessary for delivery of content. 

• The focus of this unit is to introduce students to manufacturing processes and careers as well as 

giving them an opportunity to become aware of the facilities and safety procedures. 

• Check that facilities are prepared for activities. All safety equipment and materials must be in place 

and functional. 

• When working through the career research component emphasize the education requirements and 

how it will influence course selection. 

• Have students find College/University web sites. 

• Teachers introduce the production process (design/plan/fabricate) when beginning the design 

challenge project. This prepares students for the larger projects in other units. 

• Teachers promote open discussion and creativity, especially when it comes to the reflections. 

Teaching/Learning Strategies 

The students will: 

• participate in collaborative/co-operative learning through group activities in this unit; 

• participate in class discussions and group discussions; 

• identify some of their talents and interests; 

• be required to do research on careers and education related to Manufacturing Technology and present 

their findings to the class; 

• use problem solving techniques when working on the design challenge activity; 

• summarize their understanding of manufacturing technology through group/class discussions, written 

and oral presentations. This will refer to case studies in the last activity of this unit; 

• record their experiences through a reflective journal entry where they can record their learning 

experiences and reflect on personal values as it applies to working within a group and on personal 

aspirations relating to career choices and opportunities. 

The teacher will: 

• establish a clear understanding of the unit description and expectation providing a comfort level 

where students do not feel threatened by their lack of knowledge in Manufacturing Technology; 

• provide the students with the opportunity to develop their gifts, talents, creativity, and skills; 

• introduce a lesson on group dynamics. The activities in this unit are based on collaborative group 

efforts. Teachers should discuss how to participate and contribute to group activities. Refer to 

Principles of Catholic Teaching – Appendix F, to discuss human dignity and the respect for the rights 

and contributions of others; 

• guide students to make critical examination of Internet content and to use information technology 

ethically. Refer to the Board’s policy document on Acceptable Use of Internet Technology; 

• open with group discussions on manufacturing technology relating to careers and education 

requirements; 

• invite a guest speaker to speak on manufacturing careers, education, and the role of manufacturing in 

today’s society; 

• begin discussions on the risks and benefits of technology; 



• introduce students to the facilities through a design-challenge activity. Through this activity the 

student will develop a deeper understanding of the manufacturing technology from design concept to 

production and analysis; 

• encourage the student to reflect upon their research and its relationship to everyday life; 

• discuss and report (reflection papers) on how Catholicity relates to the unit themes. 

Assessment and Evaluation 

• Assessment techniques in this unit include observation, performance assessment, reflection, 

conferencing and tests/quizzes. Students will be evaluated on written reports, and practical 

assignments. 

• Assessment tools include marking schemes for the activities, rubric assessments, tests, quizzes, 

checklists and anecdotal comments. 

• Upon completion of all unit content students will write a major unit test. 

Resources 

Web Sites 


http://www.coc.org/coc/cst.html 

CTA; International Centre fir Technology Assessment 

http://www.icta.org 

A non-profit organization providing analyses of technological impacts on society. 

Rube Golberg 



Graduate Job Seekers 


Resource for Students and Graduate Job Seekers 






Education and Careers information 



Education and Careers information 







Publications 


for Technicians and Technologists. Ottawa: Canadian Cataloguing in Publication Data. ISBN 0-9684007- 

8-7 

Krar, Oswald. Technology of Machine Tools. McGraw-Hill 

McCarty, Michele. Decision Case Book, Religious Education Division. Brown Company Publishers. 

Schey, John A. Introduction to Manufacturing Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7 

Skar. Metrology and Precision Engineering. McGraw-Hill 




Society of Manufacturing Engineers. Adventures In Manufacturing. Dearborn, Michigan, Phone (313) 

271-1500. 64 minutes. 


Word Processing (e.g., WordPerfect) 

Other 


Co-operative education 


Guest speaker: Religion Teacher, Chaplain, local parish priest and/or professional career recruiters. 




Activity 1: Exploring Careers in Manufacturing 

Time: 300 minutes 

Description 

In this activity, students explore, reflect, and report on roles and careers in manufacturing (e.g., 

manufacturing engineer, materials planner, machinist, assembler, quality assurance inspector). Guided by 

the Catholic faith tradition, they consider and discuss careers that benefit others in a positive manner. 



CGE2b - read, understand, and use written materials effectively; 

CGE2c - present information and ideas clearly and honestly with sensitivity to others; 

CGE4f - apply effective communication, decision making, problem solving, time and resource 


CGE4g - examine and reflect on one’s personal values, abilities and aspirations influencing life’s choices 

and opportunities; 

CGE5e - respect the rights, responsibilities and contribution of self and others. 



TFV.02M - communicate project ideas using a variety of methods; 

ICV.02M - identify career opportunities in the manufacturing industry. 


ICI.02 - describe careers in manufacturing technology and the education and training required for entry 

into these positions. 

Planning Notes 

• In preparation for this activity the teacher will have an understanding of the various roles and 

activities associated with a typical manufacturing organization. To enable the students to research 

effectively, the teacher will provide a listing of web sites that the students can easily access and 

copies of local and national newspapers. 

• The teacher should review copyright laws and review any data, text, or images that the students may 

wish to copy and/or print. 

• As a supplemental activity, the teacher may arrange for guest speaker(s) and a field trip to a local 

manufacturer. 



• group work skills; 


personal responsibilities, and commitment required for group activities; 


• basic writing skills (spelling and grammar); 

• keyboarding skills (knowledge of word processing and the Internet is an asset). 





• form teams of two or three students; 

• assign each team member a role/career to investigate (student-directed with help from teacher); 

• provide a summary of a role/career, detailing activities, education requirements, salary range, and 

impacts on the human condition; 

• provide samples of employment opportunities taken from the business/classified section of a local 

and national newspaper; 

• participate in group discussions and present information and ideas clearly and honestly with 

sensitivity to others; 

• as part of a group, respect the rights, responsibilities and contributions of others. 

• collate all materials from the groups and produce a career guide for use in the classroom, guidance, 

and the co-operative education office; 

• record their experiences through a reflective journal entry where they can describe their learning 

experiences; 

• through the journal entry, reflect on personal values as it applies to working within a group and on 

personal aspirations relating to career choices and opportunities. 




• introduce a lesson on group dynamics (see Appendix J). This activity based on collaborative and 

cooperative group efforts. Teachers should discuss how to participate and contribute to group 

activities. Refer to Principles of Catholic Teaching – Appendix F, to discuss human dignity and the 

respect for the rights and contributions of others; 

• review and discuss the roles/careers associated with a typical manufacturing organization; 

• discuss various job search techniques; 

• demonstrate potential avenues to follow to enable all groups to obtain information relevant to their 

investigation; 

• invite a guest speaker(s) and/or organize a manufacturing facility tour; 

• encourage the student to reflect upon their research and its relationship to everyday life and how it 

benefits society; 

• give students opportunity to reflect upon individual’s responsibility in preserving the earth; 

• encourage choices which help preserve the environment; 

• provide an opportunity for the teams to present their findings to the class and how it reflects on their 

Catholic social teachings; 

• provide students with samples of student work from previous terms; 

• encourage students to include a reflection on their spiritual, intellectual, and social growth in their 

journal entry. 

Assessment/Evaluation Techniques 

• Reflections: Students will self-assess their experiences through a reflective journal entry. The 

journal entries are evaluated through a rubric evaluation format. (See Appendix B.) 

• Personal Communications: 

• Student’s respect for the responsibilities, contributions of self and others will be formatively 

evaluated. A rubric can also be used to assess the level of achievement. 



• Performance assessment: 

• Each team will submit a one page word processed profile of their assigned role/career detailing, 

job function and duties, educational requirements, salary expectations, and employment 

potential. A rubric assessment tool will be used to evaluate the paper. Have students contribute to 

development of the rubric. (See Appendix 1.1.1 – Sample Rubric Evaluation of Career 

Opportunities Assignment.); 

• Each team will present their findings and respond to questions from the class. A rubric designed 

for oral presentations – Appendix A will be used to assess their performance; 

• Students will experience written test/quizzes on careers and education requirements. 

• Through observation students can be assessed formally or informally. Anecdotal comments will 

serve to assess students. The teacher will document the following: 

• the student’ s skills pertaining to conflict management skills in light of gospel teachings; 

• the student’s ability to work effectively as an interdependent team member; 

• the student’s initiative and participation in a group. 

• Conferencing assessment can take place on a daily basis. Be sure to provide encouragement and 

praising effort, as tasks are complete. This will build a positive self-image. 


Teaching strategies may include: 

• repeating instructions and frequently monitor progress providing feedback frequently through 

suggestions, comments or questions about work; 

• simplifying expectations on the assignment. Length of report can be shortened; 

• the use of drafts, proofreading; 

• allowing the finished assignment to be presented orally or written in point form rather than essay; 

• establishing a time line and allowing extra time for completion; 

• using class time for discussion through questioning and examples rather than lecturing; 

• using audio visual aids where applicable; 

• providing a list of topics and suggestions where enrichment and challenge is needed; 

• allowing students to become peer tutors and/or mentors; 

• allowing for enrichment by having students interview someone with experience in the career area of 

student interest. Students will work independently, developing pertinent questions and scheduling for 

the interview. 

• ensuring that students understand expectations and tools used for assessment of their work; 

• marking work for errors in Spelling and Writing/Grammar/specific terminology in a respectful way 

so that the effort remains workable without deducting marks for spelling, etc. except on proofread 

and final draft pieces; 

• allowing for extra time writing tests or quizzes (see Special Education staff for assistance). Use 

multiple choice/true-false/fill in the blank test questions with a word list in place of essay type 

questions; 

• reducing the number of questions on tests and quizzes. Oral testing may also be an option; 

• involving student in self-assessing their research techniques. 



Resources 

Web Sites 




Canlearn Interactive 

http://www.canlearn.ca 

Human Resource Development Canada: Career information 

Human Resource Development Canada 

http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml 

Career information 

National Occupation Classification Code 

http://www.eoa-hrdc.com/3519/menu/occnoc.stm 

General student information on future planning 









Source for articles and ads 



Source for articles and ads 

Publications 




for Technicians and Technologists. Ottawa: Canadian Cataloguing in Publication Data. 

ISBN 0-9684007-8-7 


Other 


Co-operative Education department 

Professional career recruiters 




Appendix 1.1.1 

Sample Rubric Evaluation of Career Opportunities Assignment 


Knowledge of 

facts and concepts 

ICV.02M 

- provides limited 

description and 

knowledge of 

careers in 

manufacturing 

- provides some 


knowledge of 

careers in 

manufacturing 

- provides 

considerable 


knowledge of 

careers in 

manufacturing 

- provides 

thorough 


knowledge of 

careers in 

manufacturing 

Thinking skills 

Communication of 

information 

IC1.02M 

TFV.02M 

Application 

Making 

connections 

ICV.02M 


limited 


how education 

and training lead 

to various careers 

in manufacturing 


limited ability to 

share information 

clearly and 

honestly 



research and 

collate 

information using 

media tools and 

the Internet 



identify career 

opportunities in 

manufacturing 

and how it reflects 

one’s personal 

values 


some 


how education 





some ability to 


clearly and 

honestly 



research and 

collate 



the Internet 





manufacturing 



values 


considerable 


how education 





considerable 

ability to share 

information 

clearly and 

honestly 


considerable 

ability to research 

and collate 



the Internet 


considerable 

ability to identify 

career 


manufacturing 



values 


thorough 


how education 





thorough ability to 


clearly and 

honestly 



research and 

collate 



the Internet 





manufacturing 



values 





Activity 2: Exploring the Facility 


Description 

Students engage in team building activities as they explore and map the manufacturing facility. They 

identify and describe materials, industrial tools and equipment that are available. They develop an 

awareness of, and begin to emulate the standards of safety and practices used in the industrial 

environment. 

Through team building, students develop a respect for the rights, responsibilities, and contributions of 

self and others. This is demonstrated through the activities as well as the routine duties associated with 

shop activities. We rely on each other and our technologies for support. Working as a part of a team 

provides opportunities to apply the Gospel values for the common good of all. 


Ontario Catholic Graduate Expectations 

CGE2b - read, understand and use written materials effectively; 

CGE2c - present information and ideas clearly and honestly and with sensitivity for others; 

CGE3c - think reflectively and creatively to evaluate new ideas in light of the common good; 

CGE4b - demonstrate flexibility and adaptability; 



CGE5d - find meaning, dignity, fulfillment and vocation in work which contributes to the common good; 

CGE5f - exercises Christian leadership in the achievement of individual and personal goals. 



TFV.03M - select materials, industrial tools, and equipment to manufacture products; 

ICV.01M - explain health and safety standards as they relate to processes, materials, tools, and 

equipment in the manufacturing industry. 


TF1.03M - identify and describe industrial tools and materials; 

IC1.01M - apply personal and health and safety regulations in the handling of equipment and materials. 


• Teachers promote open discussion and creativity, especially when it comes to the journal reflections. 

• Teachers research and present a brief summary on the history of measurement. 

• The focus of this teacher presentation should be on the evolution of manufacturing processes. This 

will include the early manufacturing of parts with large tolerances, to the manufacture of parts with 

small tolerances built anywhere in the world. Discussions include the importance of tolerancing and 

how tighter tolerances have been achieved. 

• Other tools and materials required: 

• approximately a dozen dual (Imperial and Metric) measuring tapes; 

• metric and Imperial micrometers; 

• metric and Imperial steel rules; 

• vernier calipers; 

• graph paper and pencils; 

• old file folders, scissors, and glue sticks; 

• work sheets for working with tape measures; 



• work sheets with sample questions on fractional, metric readings and micrometer readings; 

• sample parts and setups for all machine tools in the facility. 








• have basic knowledge of sketching techniques; 

• basic mathematics skills as it relates to measurements; 

• skills in keyboarding and word processing; 

• an awareness of the proper use of measuring tools; 

• an awareness of safety precautions in a technical facility. 


The student will: 

• form teams of two to three students. As part of a group, respect the rights, responsibilities, and 

contributions of others; 


experiences and reflect on personal values as it applies to working within a group and keeping the 

shop clean and organized. 


• supply students with criteria, constraints and instructions for each activity accompanied by an 

evaluation format; 

• review lesson on group dynamics. The activity in this unit is based on collaborative group efforts. 

Teachers should review how to participate and contribute to group activities; 

• establish a cooperative and safe learning environment where students will not feel threatened by their 

present lack of knowledge of manufacturing technology; 

• discuss and establish general safety precautions and practice stewardship of our working 

environment and each other; 

• encourage choices which help preserve the environment, using the school shop environment as a 

starting point. This would include recycling of used projects and material; 

• describe how this exercise relates to careers in industrial engineering and plant layout designers; 

• encourage students to include a reflection on their spiritual, intellectual and social growth in their 


Note: see Appendix 1.2.2 for the teaching strategies instructions of the activity. 


• Reflections: Students will self-assess their experiences through a reflective journal entry. The journal 

entries are evaluated through a rubric evaluation format. (See Appendix B.) 


• A checklist is used to ensure that students are familiar with the facility, equipment availability, 

location and types of materials available; 

• Summative assessment will be done of the completed facility drawing, using a checklist. (See 

Appendix 1.2.1 for a sample facility drawing checklist.) 





• the student’s skills pertaining to conflict management skills in light of gospel teachings; 

• student’s ability to work effectively as an interdependent team member; 

• student’s initiative and participation in a group. 





• having safety rules, procedures, expectations for work, and behaviour explicit and in clear view of 

students. Have students help in developing these expectations and posting them in the class. 

• grouping students with varied abilities to allow for peer support; 

• demonstrate measuring techniques and provide conferencing to ensure completion of work; 

• allow students ample time to practise each skill; 

• making directions clear, concise, step by step simplified language and checking for comprehension. 

Monitor journal entry to support comprehension and organization; 

• computer-generated hardcopies of instructions and handouts that are well spaced, clear and have 

readable font and appropriate font size; 

• using tracing paper allowing students to trace the handout copy and adding the information; 

• providing a glossary of tools and materials with definitions. Use graphic illustrations with labels. 

• allowing students to be peer tutors and/or mentors as a challenge; 

• encouraging students to create a "scale" drawing using graph paper or a scale to allow for 

enhancement assignment; 

• ensuring students understand expectations and tools used for assessing their skills. 

• involving student in assessing their project and paper along with peers and teachers using comments 

and observation. 

Resources 

Krar, Oswald. Technology of Machine Tools. McGraw Hill, 1996. ISBN 0-02-803071-0 




Facility Drawing Checklist 

Facility Drawing Checklist 

Student Names: _______________________________________________________________ 

Instructions: The teacher will assess the following components of this activity. 

All components must be present for your facility drawing to be complete. 

Height (in Metric) of all group members __________ __________ __________ __________ 

Height (in Imperial) of all group members _________ __________ __________ __________ 

Fingertip to fingertip span (Metric) _________ __________ __________ __________ 

Fingertip to fingertip span (Imperial) _________ __________ ___________ __________ 

Width of hand (metric) _________ __________ ___________ __________ 

Width of hand (imperial) _________ __________ ___________ __________ 

Facility Layout: 

Perimeter of Facility 

Location of Benches 

Machine Tools 

Other Equipment 

Material Storage area 

Sign Identification 

Chemical Storage Fire Fighting Equipment 

Power and Emergency Switches 

Means of Egress 

Stock: 

Hardwood: 

Softwood: 

Sheet goods: 

Plastics 

Styrofoam 

Plywood 

MDF (Medium Density Fibre Board 

Textiles 

Metals: 

Iron 

Steel Angles 

Channels 

Square Tubing 

Round Tubing 

Flat Bar 

Hex Bar 

Composites: 

Other Materials: 

Correct 

Incorrect 




Teaching Strategy for Activity Process 

• The teacher begins the history of measurement (5 to 7 minutes) to set the context for the activity. The 

history of measurement should be fully developed over the 2 or 3 periods of the activity. 

• The teacher establishes a safe working environment by ensuring all students wear safety glasses 

during all hands-on activities. 

• The teacher provides individual assistance in micrometer usage during the measurement activity. A 

peer tutor (if available) will assist students if necessary. 

• The teacher provides work sheets in order that students may test their knowledge. 

• The technical facility may be split into sections for student teams to analyse. (mapper, researcher, 

materials expert) 

• Students conference and summarize their findings for presentation to the class. 

Activity Instructions: 

• Review of Measurement: Using dual scale measuring tapes and working in pairs, students measure, 

compare, and record in both Imperial and Metric the following: 

• their height; 

• fingertip to fingertip span (very close to height); 

• width of a hand (an actual measurement method, for example, a horse may be 17 hands high, 

• 1 hand = 101.6 mm (4 inches), distance covered by 3 steps, etc. 

• The teacher introduces the use and reading of metric and imperial measuring instruments. 

Facility Layout: Using graph paper and appropriate scale, students work co-operatively in teams to 

map the facility including the perimeter, location of benches, machine tools, other equipment and 

material storage areas. They identify the position of important signage, chemical storage, fire fighting 

equipment, power and emergency switches, and means of egress (how to depart during a fire alarm). 

Students are instructed that accurate layouts are dimensioned from a reference surface or wall in one 

direction, then from a second reference surface or wall at 90 degrees from the first. Students create 

scaled cutouts for gluing to a wall chart. Using text or other resource, students identify and list the 

functions of common machine tools found in the facility. 

Taking Stock: Students review, identify, and checklist various available materials, for example: 

hardwood and softwood lumber; sheet goods in acrylic, Styrofoam, plywood, MDF and metals; iron 

and steel angles, channels, square and round tubing, flat bars, round bars, hex bars; differences 

between ferrous and non-ferrous stock. Using metric steel rules, students draw and dimension stock 

profiles. [e.g., 38 mm x 3.1 mm ( 1 ½" x 1/8") angle iron] 



Activity 3: Introductory Design Challenge: Design and Fabricate a Rube Goldberg 

Project 


Description 

In this activity students utilize appropriate fabrication techniques to manufacture components, and 

construct machines from multiple sub-assembly parts. Creativity, group interaction, design concepts and 

problem-solving techniques are introduced in this activity. 

Rube Goldberg was a cartoonist who lived and worked in Chicago in the early parts of the 20 th century 

(30s and 40s) who designed, and used in his cartoons, complicated machines that performed simple every 

day functions. He created machines by interacting the six basic machines (incline plane, lever, pulley, 

wheel and axle, screw, and the wedge) with physical properties (gravity, pressure, inertia, electricity, 

etc.). The machines incorporated many transitions of power and energy to perform simple functions such 

as; moving water, lighting a match or catching a mouse. 

His designs have been used for design and building competitions. The competitions have prompted the 

formation of clubs. They have also encouraged participation of competitors who strive to elaborate on the 

designs, or create new and inventive machines. 

This activity is an excellent opportunity for students and teacher to interact with each other in a design 

and build process that instills a competitive atmosphere of co-operation, team building, and creativity, as 

well as developing an understanding of the interaction of mechanical devices. 



CGE 2b - read, understand and use written materials effectively; 

CGE 2c - present information and use written material effectively; 

CGE 3c - think reflectively and creatively to evaluate situations and solve problems; 

CGE 5e - respect the rights, responsibilities, and contributions of self and others; 

CGE 7i - respect the environment and use resources wisely. 



TFV.02 - communicate project ideas using a variety of methods; 

TFV.03 - select materials, industrial tools and equipment to manufacture products; 

TFV.04 - analyse and solve manufacturing problems; 

SPV.02 - apply the planning and design process to specific projects; 

SPV.03 - use the manufacturing process correctly in specific projects; 

SPV.04 - assess processes and resultant products; 

ICV.01 - explain health and safety standards as they relate to processes, materials, tools, and equipment 

in the manufacturing industry. 


TF1.03 - identify and describe industrial tools and materials; 

TF1.04 - describe various methods of manufacturing; 

SP1.02 - follow a design process that includes identification of the design problem, design 

considerations, multiple solutions, analysis, and evaluation; 

SP1.03 - select appropriate materials for predetermined projects; 

SP1.05 - perform the preparation process required to manufacture products; 

SP1.09 - evaluate projects using assessment instruments and identify design alterations; 



SP1.10 - prepare and present design briefs; 

IC1.01 - apply personal and health and safety regulations in the handling of equipment and materials. 


• Teacher are to have supporting material available to research Rube Goldberg machines. 

• Specific construction materials should be pre-determined and available to facilitate smooth operation 

during construction. 

• Parameters of project construction should be well laid out, so as not to waste materials and time. 

• Incorporate cross-curricular activities from physics and mathematics. 

• Be prepared to offer creative insight and suggestions to enhance machinery development. 

• Organize project as a contest to facilitate competition and creativity. 

• Keep groups small (two is recommended). 

• Assign individual responsibilities for clean up and inventory control. 



• basic knowledge of sketching techniques; 

• basic Mathematics skills as they relate to measurements; 

• basic Mathematics and Science from elementary and Grade 9 courses. The Mathematics will help in 

measurements while some physics (mass and weight) background will also be an asset; 

• previous activity content regarding familiarity of the facility. 



• participate in group and class discussions and present information and ideas clearly and honestly 

with sensitivity to others; 

• as part of a group, respect the rights, responsibilities and contributions of others; 

• become fully aware of all safety features on each piece of equipment in the facility prior to using 

them independently (Refer to Appendix C for sample safety passport/license.); 

• use group oriented brainstorming techniques to facilitate project enhancement, and collaborative, cooperative 

work habits; 

• apply appropriate design criteria in layout and production flow charting; 

• apply appropriate fabrication techniques and methods of fastening; 

• utilize appropriate tool selection and usage; 

• research and understand the importance of the six basic machines and how they are utilized in all 

mechanized equipment of today; 

• use safe shop practices at all times; 


experiences; 

• through the journal entry, reflect on personal values as it applies to working within a group. 


• supply students with criteria, constraints, and instructions for each activity accompanied by an 

evaluation format. Have students contribute to developing the criteria; 

• through this group activity, provide opportunities for student to develop interdependence and conflict 

management skills. Promote ongoing discussion and creativity among group members; 

• provide a review lesson on group dynamics emphasizing collaborative and co-operative group efforts 

in light of Gospel values; 



• incorporate lessons related to Physics, Science, and Mathematics that relate to this activity; 

• provide background information or pre-testing of basic machines; 

• explain health and safety standards as they relate to processes, materials, tools and equipment. (See 

Appendix C and Appendix D.); 

• suggest alternative methods of design, production, and material selection (conventional drafting, 

Computer-Aided Drafting – CAD, sketches); 

• monitor student participation and progress, with continual input and assessment; 

• give students opportunity to reflect upon the individual’s responsibility in preserving their 

environment; 


journal entry; 

• ensure students understand the similarities between the process of designing and building their 

product to real manufacturing processes. Use local manufactured products as examples. 


• Reflections: The journal entries are evaluated through a rubric format. (See Appendix B.) 

• Performance Assessment: 

• Students will write a test/quiz assessing them on their understanding of shop safety and 

equipment identification. 

• A rubric assessment will be used to assess student’s effectiveness as an interdependent team 

member (see Appendix E) 

• Through a rubric, (see Appendix 1.3.1) students are evaluated on the following criteria: 

brainstorming and discussion; 

drawings and sketches; 

proposal for fabrication and production flow charts; 

assembly techniques; 

analysis of machine operation, including alternative solutions; 

ability to incorporate simple machines into sub-assemblies that perform sophisticated; 

operations (i.e., transmissions, cams, clutches, brakes, augers, motors, pumps). 


serve to assess students. The teacher will document the following; 

• the student’s skills pertaining to conflict management skills in light of Gospel teachings. 

• student’s ability to work effectively as an interdependent team member. 

• student’s initiative and participation in a group. 

• Conferencing assessment can take place on a daily basis. It can be written or oral anecdotal 

comments. Be sure to provide encouragement and praising effort, as tasks are complete. This will 

build a positive self-image. 

Accommodation 


• having safety rules, procedures, expectations for work, and behaviour explicit and posted in clear 

view of students. Have students contribute to writing and posting them; 

• simplifying expectations on individual assignments and allowing extra time for completion; 



• demonstrations of tool and equipment use. Allow time for students to practise new skills; 

• checking to ensure understanding of directions. Monitor their journal entry to verify comprehension; 

• providing feedback frequently through suggestions, comments, or questions about the work; 



• continued conferencing with the group members and teacher; 

• allowing the student to select a project of interest to suit their ability; 

• providing one-on-one support to succeed with safe use of equipment; 

• providing a list of topics and suggestions for enrichment and challenge of projects; 

• allowing students to design and build machines that can interact with other group projects; 

• allowing students to be peer tutors/mentors for students who require assistance. 

• allowing for extra time writing test or quiz. Use multiple choice/true-false/fill in the blank test 

questions (provide word list)/word match. Reduce the number of questions on tests and quizzes or 

different types of questions. Oral testing may also be an option; 

• involve students in assessing their own projects and papers. 

Resources 

Web Sites 

Rube Goldberg 



Rube Goldberg Machine Contest 


Rube Goldberg 

http://www.ecnhs.org/dept/teched/web/rube.html 

Additional information on Rube Goldberg 




Sample Rubric for Design Challenge Project (Rube Golberg) 


Understanding of 

concepts 

TF1.03M 

Thinking skills 

SPV.03M 


information 

TF1.03M 

Application of 

procedures 

equipment and 

technology 

ICV.01M 

SP1.03M 

SP1.05M 

IC1.01M 

Group Dynamics 


limited 

understanding 

between 

relationship of 

production 

methods and 

material 

- uses thinking 

skills with limited 


the design process 

and construction 

of the product 


ideas and 

information such 

as drawings, 

sketches, or daily 

logs with limited 

clarity and 

accuracy 

- uses equipment 

and technology 

safely, selects 

material and 

processes 

correctly only 

with supervision 

- works as an 

interdependent 

team member with 

limited 

effectiveness. 


some 

understanding 

between 


production 

methods and 

material 


skills with 

moderate 






ideas and 


as drawings, 


logs with 

moderate clarity 

and accuracy 




material and 

processes 

correctly with 

some supervision 

- works with 

moderately 

effectiveness as 

an interdependent 

team member 


considerable 

understanding 

between 


production 

methods and 

material 


skills with 

considerable 






ideas and 


as drawings, 


logs with 

considerable 

clarity and 

accuracy 




material and 

processes 

correctly 

- works as an 



considerable 

success. 


thorough and 

insightful 

understanding 

between 


production 

methods and 

material 


skills with a high 

degree of 






ideas and 


as drawings, 


logs with a high 

degree of clarity 

and accuracy 


and promotes safe 

and correct use of 

equipment and 

technology, 

choice of 

materials, and 

choice of process 

- understands 

effective group 

dynamics and 

works as a valued 


team member. 





Activity 4: Reflection Paper and Presentation: Catholicity and Technology 


Description 

In this group activity, students read articles and several case studies and participate in class discussions. 

The discussions focus on the benefits vs. the risks of technological growth and development. Students 

explore Christian social issues, morals, values, and Catholic teachings. They write a reflection paper 

summarizing class discussions. The case studies describe specific real-life manufacturing-related 

scenarios where the decisions made have an impact on society and the environment. 



CGE1d - develop attitudes and values founded on Catholic social teaching and act to promote social 






CGE4g - examine and reflect on one’s personal values, abilities, and aspirations influencing life’s 


CGE5a - work effectively as an interdependent team member; 

CGE5e - respect the rights, responsibilities, and contributions of self and others. 



TFV.01M - describe the scope of the manufacturing industry; 

TFV.02M - communicate project ideas using a variety of methods. 


TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally, and 

internationally; 

IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing. 


• Prior to commencing this activity, assign students the task of finding articles related to technological 

growth and development. Have examples available, preferably relating to social issues and 

technology. 

• Provide magazines, newspapers, and other sources for these articles in case students have difficulty 

finding information. Have them define key terms (morals, values, social justice, social issues, 

community, ethics, society, Catholicity). This should be done prior to the activity to have students 

ready for their discussions. 

• This activity allows for opportunities in cross-curricular involvement of the Religion Department and 

Chaplain. Have people in those departments come as guest speakers. 

• This activity provides an opportunity to discuss the role of manufacturing in our society. The 

emphasis should be on socio-economic role rather than on providing jobs. 



• When class discussions are complete, provide groups of two or three students with sample case 

studies or current articles. Have the groups discuss the chosen case study or article and prepare to 

present their findings. Be sure students are aware of the oral presentation expectations. Be sure to 

emphasize that the student must refer to the key terms and that they will need to explain how our 

Catholic faith influences decision-making. For enrichment/challenge have students find their own 

articles for presentation. 

• Teachers develop case studies that are relevant to the students. Sample case studies can be found in 

Appendix 1.4.2. 

• Teachers are to make a point of discussing the social responsibilities of the manufacturing sector 

locally, provincially, nationally, and internationally. Examples can include environmental concerns, 

working conditions, bio-technology, etc. By using a local manufacturer as an example, identify how 

this manufacturer effects our communities, locally and internationally. 



• respect for the rights, responsibilities, and contributions of self and others; 


• an understanding of the principles of Catholic social teachings. (Appendix F – Principles of Catholic 

Social Teaching); 

• reflective writing skills as practiced in earlier units; 

• basic skills in keyboarding and word processing; 

• completed Unit 1 activities. 



• participate in sample case study group discussions; 

• provide a written reflective summary on the benefits and risks of technological growth and how 

Catholic teachings influence technological development for the betterment of society. Students could 

write this paper as a homework assignment if not completed during class time; 

• provide informal discussions summarizing their conclusions/findings regarding the case studies; 

• explore the effects of Technology on society and social values; 

• participate in group discussions; 

• define several key terms for homework. 



ethically. Refer to the Board’s Policy Document on Acceptable Use of Internet Technology. 

• review the Principles of Catholic Social Teaching. See Appendix F; 

• discuss articles, sample case studies and/or other resource material together with class (Appendix 

1.4.1); 

• discuss the role of manufacturing locally, provincially, nationally, and internationally; 

• encourage the student to reflect upon their discussions and relevance to everyday decisions; 

• emphasize how Catholic beliefs have a strong influence on decision making. 


• Reflections: Individually, the students are assessed on their unit reflection paper. The evaluation will 

be based on the ability to clearly and honestly communicate and summarize their findings effectively. 

(See Appendix B for rubric sample of evaluation.) The written report will be graded on spelling, 

grammar, format and content. A handout of the evaluation scheme will be issued with the 



instruction/criteria sheet. Through this reflection, students will be evaluated on their understanding 

of one’s personal values and abilities that influence life’s choices; 

• Students will write a unit test as a final assessment for the entire unit allowing students to 

demonstrate their achievement of the key learning for the unit. 

• Homework will be assessed using sample rubric found in Appendix 1.4.2. 



• using drafts, proofreading, and conferencing for completion of reflection paper; 

• allowing the paper to be written in point form rather than essay; 

• simplifying expectations (shorten the minimum length of paper) on individual assignments and 

allowing extra time for completion; 

• using class time for discussion providing an atmosphere that encourages students to ask questions for 

information gathering and for clarification; 

• ensuring case study is relevant to the student; 

• pairing/grouping students to provide support for the reading of case studies; 

• providing one-on-one support with homework assignment of reflection paper. Students may need 

assistance from peer or Special Education Staff; 

• providing a list of topics and suggestions for enrichment and challenge of assignment; 

• having students research a manufacturing social issue that has an impact world wide (e.g., organ 

manufacturing, cloning, genetic engineering in the food manufacturing industry, Biotechnology); 

• allowing students to be peer tutors/mentors for students having difficulties with case studies; 

• checking work for errors in spelling and writing/grammar/specific terminology in a respectful way 

through the proofread without deducting marks; 

• ensuring the expectations for assessment of reflection paper is understood. 

Resources 

Web Sites 


http://www.coc.org/coc/cathsoct.htm 

International Centre for Technology Assessment (CTA) 


CTA is a non-profit organization providing analyses of technological impacts on society. 

Genetic Engineering 

http://www.centreforfoodsafety.org/itn.html 





Publications 

News Articles from Local/International Newspapers or Magazines 

Other 

Guest speakers: religion teacher, Chaplain, local parish priest 

School Library/Resource Centre for magazines and newspapers. 




Sample Case Studies 

Case 1: Safety Codes 

You have just graduated from College with a degree in Mechanical and Structural Design. You have been 

assigned to spearhead the construction of a set of bleachers that can hold 1000 fans at an indoor 

gymnasium. You have a budget and deadline to complete this job. In order to meet this deadline you must 

use a low quality steel for the bleacher support. Because of the safety tolerance used in the calculations, 

you know the bleachers will hold up, but you also know that you are violating structural codes. 

Discussion Questions 

Prepare your discussions by asking yourselves these questions. 

1. What would you do in this case? Explain your answer. 

2. What do we want of ourselves for society? 

3. What are our Christian responsibilities to other people? 

4. Does the end justify the means? 

Case 2: Genetic Manipulation 

Genes are contained in every living cell of our bodies. In our genes is the information which reveals, and 

which has been responsible for determining, all of the physical features about us: our hair color and 

texture; the color of our eyes; how tall we are; how intelligent we are; and certain diseases that we will or 

will not contract. Scientists are currently engaged in research which involves manipulating these genes, 

changing their structure, substituting one gene for another, and other types of alterations. The stated hope 

and aim of such research is, for the most part, to benefit humanity. However, the questions that the 

continuation of such research poses are many, and they are important ones. 

A new company has set up a manufacturing facility locally. They are looking for Manufacturing 

Technologists to design and maintain the facility. This facility will manufacture the products used for 

gene splicing and organ manufacturing. The salary and benefits are excellent. Although the company will 

primarily be supplying product, they also have a research and development department that will work on 

new developments. The company is reluctant to give details about this department. 

You have recently read an article where a scientist has volunteered to “raise” whatever “lifeform”, 

as a result of his experiments in genetic manipulation. The article read that he was setting up a 

facility to perform such an experiment. 

(adapted from Deciding Case Book, Case # 109, see resource section) 



1. Would you consider working for such a company? Give reasons for your answer. 

2. How would your Christian beliefs affect your decision? 

3. Would your decision be influenced if you knew what the research department was developing? 

4. It is possible in the future, through genetic engineering, that genetic diseases such as deformities, 

retardation, Hodgkin’s disease, and others will be eliminated. Do you think that the government 

should, for the children's sake, require all parents to use such engineering for this purpose before 

conceiving their children? Why or why not? 



Appendix 1.4.1 (Continued) 


Case 3: The Proposed Expansion 

Those who sit on city planning commissions across this country are constantly called upon to make 

decisions concerning their city's growth and progress, energy sources, highways, education, etc. Their 

decisions often have a significant impact upon a sizeable number of people, their environment, land, 

housing, jobs, and even their lives. 

An American owned manufacturing company has seen tremendous growth over the last three years at a 

Canadian-based division. They are at a point where expansion is necessary. They have requested 

financial assistance through tax subsidies and government grants both locally and provincially. By not 

providing the subsidies, the company may expand at other facilities. The expansion will mean that the 

company will purchase land around the existing property. Homes, agricultural land, and some forestry in 

the area will be destroyed to accommodate the new construction. 

The following is the context of a proposal made to one planning commission. Consider what it involves 

and decide whether or not, if you were a member of the commission before which the proposal was 

presented, you would vote for or against the approval of the following construction project. 

"A few over-concerned citizens have protested this development as being a way of draining natural 

and financial of resources, and destructive to human life. They spared no criticism, and have pulled 

all sort political strings to put an end to this important and vital project in our entire system of 

national priorities. 

"May I point out that this city was the most economically deprived in the nation. There are greater 

pockets of poverty in this region than the rest of the nation combined. Unemployment haunts the 

streets. No trained worker can expect a single day of decent work. The honesty of the common man 

is being compromised by vicious unemployment, demeaning charity, a lack of government projects in 

the area. We propose to change this sorry state of affairs. Once our development has your approval, 

some eleven million dollars will be poured into the district. Sheetmetal workers, masons, carpenters, 

contractors, electricians, brick-layers, common construction workers, and even the previously 

unemployable untrained younger work force will have a project which will take a full year to 

complete, and provide almost a thousand regular jobs thereafter for repair, maintenance, and security 

personnel. 

"And for the year of initial construction-some seventeen hundred to two thousand people will be 

gainfully employed, with all the attendant advantages of paycheques for the hungry and the 

depressed. This is a humanitarian act. 

"In short, the proposed operation will bring necessary government funds into the city, erase persistent 

hard-core unemployment, give a whole community new self-respect, and provide a continuing source 

of funds to the willing, able-bodied, and hard-working citizens of this desperate district. 

"Gentlemen: the people need our project. Their well being, and the security of our whole movement, 

demand that we provide for their immediate needs. We must give the people ... some pride. I ask that 

you vote favorably on the construction." 


1. If you were poor, unemployed, and living in this city, would you vote for or against the proposed 

construction project, and why? 

2. If you were neither poor nor unemployed, but served on the city's planning commission, would you 

vote for or against the construction project as proposed above and why? 

3. How would your religious beliefs help in your decision? 




A Sample Assessment Rubric for Work Habits/Homework 


Effort 

- infrequently puts - usually puts - puts forth effort - routinely puts 

forth effort forth effort most of the time forth effort 

Homework 

- rarely completes 

homework on 

time 

Follows directions - has difficulty 

following 

directions all the 

time 

Study practices - demonstrates 

effective study 

skills rarely 

- occasionally 

completes 

homework on 

time 

- follows 

directions some of 

the time 


effective study 

skills sometimes 

- usually 

completes 

homework on 

time 

- follows 

directions most of 

the time 

- regularly 

completes 

homework on 

time 

- routinely follows 

directions 

- demonstrates - routinely 

effective study demonstrates 

skills most of the effective study 

time 

skills 

Adapted from Simcoe County DSB 





Unit 2: Pre-Production Planning 



Pre-production planning is an integral part of the manufacturing process. This unit introduces students to 

feasibility studies, engineering drawings, process planning, and scheduling. Using these techniques and 

standards, students demonstrate their knowledge of the concepts of designing a product and producing it. 

Through problem-solving exercises, independently and in a group, students apply their skills to develop 

ideas and formally present them through engineering graphic standards. The skills and knowledge 

acquired in this unit can then be applied to other projects in the following units. 

It is at this phase in the production process that decision-making is critical to the development of 

products that promote peace and social justice. The designers and planners of the future must create, 

adapt and evaluate new ideas in light of the common good. Technology, when placed at the service of 

God’s people, is to be developed for the benefit of all. In this unit students develop an appreciation of the 

importance of decision making based on Gospel values. In this unit, emphasis is placed on a general 

understanding of Manufacturing and how our Catholic faith influences moral decision-making. 


Ontario Catholic School Graduate Expectations: CGE2b, c, d, e, 3b, c, d, e, f, 4e, f , e, 5a, 5e, 

5f, h, 7a, 7b. 


Overall Expectations: TFV.01, .02, .04, .05, SPV.01, .02, .03, ICV.03. 

Specific Expectations: TF1.02, SP1.01, .02, .03, .04. 


Activity 1 Design and Plan a Three Level Maze 

Upon completion proceed to Unit 3, Activity 1 

Activity 2 Design and Plan a Pick-and-Place Robot. 


Activity 3 Design and Plan for the Production of a Remotely Piloted Vehicle 

(RPV) 


Activity 4 Reflection Paper: Exploring Legal and Ethical Issues in Engineering 

and Pre-Planning 

240 minutes 

300 minutes 

300 minutes 

60 minutes 








• an understanding of the principles of Catholic social teachings. (Dignity of the Human Person, 

Community and the Common Good, Rights and Responsibilities, Dignity of Work, and Solidarity). 

Refer to Appendix F. These principles will be reviewed and discussed in this unit, especially through 

the reflection activity. The emphasis will be on “Community and the Common Good”; 

• reflective writing skills as practised in Unit 1; 



• basic knowledge of sketching techniques; 


• working knowledge of sketching techniques used in Unit 1 activities as well as basic knowledge of 

CAD software and drafting standards. Teachers will review these skills in this unit; 

• mathematical skills relevant to drawing accuracy and format as well as Cartesian plane used in 

learning CAD; 



• The focus of this unit is to have students develop skills related to the design and planning phase of 

the manufacturing process. 

• Teachers should introduce students to a problem-solving model (e.g., SPICE). 

• Students brainstorm ideas, sketching techniques, drawing standards and process planning. 

• A process planning/manufacturing engineering guide booklet will help in establishing a consistent 

format for all activities. 

• Real-life examples of drawings, routing and scheduling forms will help in clarifying some of the 

requirements. 

• Teachers should promote open discussions and creativity in the reflections. 

• Appropriate modifications to teaching, learning, and evaluation strategies must be made to help 

students gain proficiency in English. Check with Administration, Academic Resource Department 

personnel and Guidance Counsellor for assistance in making the accommodations. 

• This unit introduces students to the three main projects. The project sequence takes the product from 

design to fabrication. The design and planning phases of each project will occur at different times 

throughout the term. Keeping this fact in mind, the teacher can consider delivering a progression of 

content for each project. As an example, when introducing engineering graphics, the teacher can 

discuss sketching techniques and general dimensioning rules for the three level maze project. When 

beginning the pick-and-place robot, the teacher can progress to assembly representation and 

orthographic working drawings combined and presented in a design brief package. These drawings 

can be generated through conventional methods (pencil and paper). For the final project (RPV; 

Remotely Powered Vehicle), teachers can introduce CAD (Computer-Aided Drafting) to generate the 

design portfolio. For schools with no CAD capabilities, introduce pictorial representation where 

students generate three-dimensional working drawings. 



• participate in collaborative/co-operative learning through group brainstorming of project ideas; 

• participate in class and group discussions; 

• analyse their ideas and select the design; 

• become familiar with drafting standards allowing them to develop working drawings of their 

projects; 

• plan and schedule the manufacturing of their product; 

• discuss and report (reflection paper activity) on how Catholic values relate to the unit theme; 

• write a reflection paper and continue journal entries of their experiences in the unit. 




• establish a clear understanding of the unit description and expectations; 

• review lesson on group dynamics emphasizing collaborative and co-operative group efforts in light of 

Gospel values (see Appendix J); 


ethically. Refer to the Board’s policy document on Acceptable Use of Internet Technology. 

• open with discussions on the design process; 

• introduce students to drafting and design standards; 

• discuss the planning of the projects. Samples of previous activities will help in making students 

aware of the expectations. 

• emphasize how Catholic social teaching and personal experiences influence decision-making at the 

pre-planning phase of manufacturing processes. Students will develop an understanding of how 

design considerations can affect society; 

• encourage the students to reflect upon their research and its relationship to everyday life; 

• give students opportunity to reflect upon the individual’s responsibility in preserving the earth; 

• encourage choices which help preserve the environment. 


• Assessment strategies in this unit will include personal communications, observation, performance 

assessment, reflection, conferencing, and tests/quizzes. Students will be evaluated on written reports 

and practical assignments. 

• Assessment tools will include marking schemes for the activities, rubric assessments, tests, quizzes, 

checklists, and anecdotal comments. 

• Upon completion of all unit content, students will write a major unit test. 

Resources 

Web Sites 

Association of Professional Engineers 

http://www.apegga.com 











MotionNet 






http://www.oacett.org/ 



Society of Manufacturing Engineers 

http://www.sme.org/ 

Work Web 


Resource for student job seekers 

Publications 


ISBN 0-07-549650-X 

Cirovic, Michael. Basic Electronics. Reston Publishing, 1997. ISBN 0-87-909059-6 


ISBN 0-96-0393939-04 


OH: 1991. ISBN 0-538-07461-2 

Fowler and Horsley. Technology. 1999. ISBN 0-00-322036-2. 

Quinlan, C. Orthographic Projection Simplified. USA/New York, NY: Glencoe, 1996. 

ISBN 0-02-677320-1 


ISBN 0-07-053546-9 

Spence, W.P. Drafting Technology and Practice. Peoria, Illinois: Glencoe,1991. 

ISBN 0-02-676290-0 





Word Processing (e.g., Corel WordPerfect) 

CAD software 

Other 



Guest speakers: religion teacher, Chaplain, local parish priest, professional career recruiters. 

Magazines such as Sport Aircraft or Model Airplane News, photographs and three-view drawings. 

Airfoil co-ordinates are available through software such as ModelCAD, a CAD system specific for model 

aircraft design. 

Other resources may include field trips to airports, aircraft maintenance facilities, and museums. 

If possible, a recommended field trip would be to an Aviation Museum or airport. 



Activity 1: Design and Plan a Three Level Maze 


Description 

In this unit students design and plan for the production of a three level maze. Using conventional drafting 

equipment or computer-aided design software, students are exposed to design techniques and drafting 

standards. Students also become aware of various roles and activities associated with a typical 

manufacturing organization. 

As stewards of the earth, we are responsible for the environmental and socio-economic well being of our 

fellow humans. With this as a prime focus, students design a product that is both environmentally 

friendly and reflects Catholic social teachings. Through problem-solving techniques students develop and 

graphically communicate new ideas in light of the common good. 

Upon completion, students will then move onto Unit 3, Activity 1 to fabricate the airframe of their Three 

Level Maze. 



CGE 1d - develop attitudes and values founded on Catholic social teaching and act to promote social 

responsibility, human solidarity, and the common good; 

CGE 2b - read, understand, and use written materials effectively; 

CGE 2c - present information and ideas clearly and honestly with sensitivity to others; 

CGE 3b - create, adapt, evaluates new ideas in light of the common good; 

CGE 3c - think effectively and creatively to evaluate situations and solve problems; 

CGE 4f - apply effective communication, decision making, problem solving, time and resource 




CGE5e - respect the rights, responsibilities, and contribution of self and others; 

CGE7I - respect the environment and use resources wisely. 




TFV.04M - analyse and solve manufacturing problems; 

SPV.02M - apply planning and design process to specific products; 

ICV.03M - demonstrate understanding of the social and environmental effects of the manufacturing 

industry. 


TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally, and 


TF1.02M - identify various components used in the design of manufactured products; 

TF1.04M - describe various methods of manufacturing; 

SP1.04M - develop production flow charts that include group member duties and manufacturing 

schedules; 

IC1.03M - describe the role of manufacturing entrepreneurs in Canadian society; 

IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing; 

SP1.05M - perform preparation processes required to manufacture products; 

SP1.10M - prepare and present design briefs. 




• The teacher introduces students to a problem-solving model (e.g., SPICE). 

• Examples of drawings, routing, and scheduling forms will help in clarifying some of the 

requirements. 

• Prior to beginning the activity, the teacher will review and be familiar with design techniques. 

• The teacher also reviews various roles and activities associated with a typical manufacturing 

organization. 

• The teacher develops a process planning/manufacturing engineering guide booklet which includes a 

layout of the technology facility, numbered work centres, a sample routing and schedule, and any 

monetary considerations (if the teams are going to be simulating actual production costs). 








• working knowledge of sketching techniques used in Unit 1 activities as well as basic knowledge of 

CAD software and drafting standards. Teachers will review these skills in this unit; 

• mathematical skills relevant to drawing accuracy and format. 



• listen actively and critically to understand and learn in light of gospel values; 

• participate in group discussions involving problem solving and brainstorming ideas for their design; 



• as part of a group, respect the rights, responsibilities, and contributions of others; 

• research and design a product to meet the specifications provided by the teacher considering its 

impact on the environment and others’ well-being; 

• use problem-solving and brainstorming techniques to develop a product idea in light of the common 

good; 

• utilize drawing and/or CAD techniques in the design of their product; 

• research the various types of manufacturing (mass production, custom build, job shop); 

• research and explain the differences between assembly line, modular build, and cellular production 

techniques; 

• develop a manufacturing engineering/planning guide for their product (project) including an 

estimated time frame, process routing and cost to manufacture (based upon teacher guidelines); 

• participate in the creation of a master production schedule; 

• be able to identify constraints and be able to provide creative and innovative solutions to production 

problems; 


experiences. Through the journal entry, students reflect on personal values as it applies to working 

within a group and on personal aspirations relating to engineering and planning. 






• provide a high level of student engagement, interdependence, and conflict management skills. 

Monitor progress and provide feedback frequently emphasizing collaborative and co-operative group 

efforts in light of Gospel values; 

• provide the specifications/criteria for the product to be produced (e.g., design and develop a toy for a 

3-5 year old, design and develop a consumer product such as a key chain). Have students develop 

their own criteria to add to general teacher criteria; 

• discuss the Design Process (see Appendix G) and the elements of Design for Manufacture (e.g., 

designing for fabrication on existing production equipment using standard sizes and processes for 

ease of manufacturing rather than complicated expensive products requiring new and expensive 

custom built equipment); 

• review the development of process routing and master process schedule (see Appendix H); 

• discuss how to design and layout a manufacturing facility based upon the product(s) to be built and 

the need to be flexible (flexible manufacturing allows for different products to be produced 

simultaneously or consecutively); 

• discuss material handling, process flow, and process charting; 

• review the technology facility layout and work centre designations; 

• discuss time estimating and costing; 

• provide conferencing between students and between teacher and students; 

• conference with other disciplines such as science and physics, to facilitate a more complete 

understanding of their machine design and functions; 

• remind the students that a well kept journal of their activities will assist them in their goal setting and 

in developing skills which will help them in the world of work; 



• encourage choices which help preserve the environment through the design and planning phase of the 

manufacturing process; 



• describe career opportunities in Design Engineering, Industrial Engineering, Estimating, Sales and 

Marketing and any other design and planning careers. Have local professionals assess student 

drawings through class discussions. Promote Co-operative Education and job shadowing in 

workplaces related to this area. 



entries are evaluated through a rubric evaluation format (Appendix B). 


• Rubric assessment of student’s effectiveness as an interdependent team member (see Appendix 

E); 

• Each group will present a design proposal to the teacher/class that includes product material 

selection, evidence of problem solving, sketches/drawings, mechanisms, assembly, ideas for 

improvements, process routing and estimated cost. Each group will describe the social and 

environmental effects of their manufactured product as well as manufacturing in general. The 

proposal can be formally evaluated by rubric or by a simple checklist format (see Appendix 

2.1.1); 



• Drawings and sketches can be assessed using a checklist evaluation format (see Appendix I); 

• Students will write tests and quizzes. Teachers will test students on their understanding of 

drawing standards. 



• the student’s skills pertaining to conflict management skills in light of Gospel teachings; 


• student’s initiative, leadership and participation in a group. 


praising effort, as tasks are complete building on a positive self-image. 



• repeating instructions and frequently monitoring progress, providing feedback frequently through 

suggestions, comments, or questions about work. Checking that all instructions are understood; 

• simplifying expectations on individual assignment and allowing extra time for completion. Allow for 

limited open-endedness; 

• having students use an organizer or “guide book” (even one daily sheet or calendar) that can be used 

to record due dates and schedule for work to be completed; 

• providing visual examples and representations of expected work expectations. Use projects from 

previous terms; 


• providing a glossary of terms and materials with definitions. The glossary should be graphic with 

labels for identification; 

• providing a list of topics and suggestions where enrichment and challenge is needed, allowing 

students to be peer tutors/mentors; 

• having students enhance their design portfolio by adding more difficult pictorial type drawings 

(isometric, oblique or perspective). This can be done freehand or using CAD; 

• challenging students to collect routing and planning sheets from manufacturers in the area (use 

Professional Organization web sites for contact names; see Resources). 

• allowing for extra time writing test/quiz (See Special Education staff for assistance.) Use multiple 

choice/true-false/fill in the blank test questions with word list in place of essay type questions. 

Reduce the number of questions on test and quiz; 

• considering the nature of this activity, tests with graphics will be helpful (e.g., matching drawing 

types and/or views); 

• using a checkpoint evaluation of the drawings (see Appendix I). 



Resources 

Web Sites 


http://www.oacett.org/ 

Association of Professional Engineers 

http://www.apegga.com 

Publications 


OH, 1991. ISBN 0-538-07461-2 

Quinlan, C. Orthographic Projection Simplified. USA/New York, NY: Glencoe, 1996. 

ISBN 0-02-677320-1 

Spence, W. P. Drafting Technology and Practice. Peoria, Illinois: Glencoe, 1991. 

ISBN 0-02-676290-0 



Limited, 1999, 63.8 minutes 


CAD software 

Word Processing (e.g., WordPerfect) 




Sample Assessment Rubric for the Three Level Maze 


Knowledge and 

Understanding 


limited 


adequate 


considerable 

- demonstrates thorough 

and insightful 

TFV.03M, understanding of the understanding of the understanding of understanding of 

TFV.04M 

use of drawings in use of drawings in the use of drawing types used in 

the design process the design process drawings in the the design process 

SPV.02M, 

design process 

Thinking and 

Inquiry 

TFV.03M, 

TFV.04M 

SPV.02M 

Communication 

SP1.04M, 

SP1.10M, 

Application 

SP1.04M, 

SP1.10M, 

Group Dynamics 

- provides limited 

alternative ideas for 

selection of views, 

(limited rationale or 

effort) 

- can describe the 

process of arriving 

at design decisions 

with limited clarity 


limited creativity to 

evaluate and solve 

problems 

- drawings are fairly 

accurate but with 

limited attention to 

formatting 

- design and 

planning contains 

few required 

components 

- works with limited 



member. 

- provides a few 

unique alternative 

ideas for selection 

of views, (adequate 

rationale or effort) 

- can describe some 

elements of the 

process of arriving 

at design decisions 

with effective clarity 


adequate creativity 

to evaluate and 

solve problems 

- drawings are 

accurate to CSA 

standards but 

require 

improvements in 

precision 

- design and 


some required 

components 

- works with 

moderately 



member 

- provides a wide 

range of unique 

alternative ideas 

for selection of 

views 

(considerable 

uniqueness and/or 

effort) 

- can fully 

describe the 

process of 

arriving at design 

decisions with 

effective clarity 


considerable 

creativity to 


problems 

- drawings are 

accurate to CSA 

standards and are 

cleanly and neatly 

presented. 

- design and 


most required 

components 

- works as an 


team member 

with considerable 

success. 

- provides a wide range 

of unique alternative 

ideas for selection of 

views along with 

demonstration of 

progressive strategy 

(considerable and 

connected uniqueness, 

considerable effort) 

- can fully describe the 

process of arriving at 

design decisions with 

effective clarity, along 

with descriptive ideas 

for future decision 

strategies 


considerable creativity 

to evaluate and solve 

problems 

- drawings are done to 

professional standards 

and has included 

isometric or 3-D views 

- design and planning 

contains all required 

components and is 

presented in an unique 

and effective manner 

- understands effective 

group dynamics and 

works as a valued 


member. 





Activity 2: Design and Plan a Pick-and-Place Robot 


Description 

In this unit students design and plan for the production of a robot arm and end effector. Using 

conventional drafting equipment or computer-aided design software, students are exposed to design 

techniques and drafting standards. Students also become aware of various roles and activities associated 

with a typical manufacturing organization. 

Using the design process and attitudes developed through Catholic Faith teachings, students design a 

pick-and-place robot arm that enhances the common good in its application. 

Upon completion students then move on to Unit 3, Activity 2 to fabricate the pick-and-place robot 

prototype. 







CGE 3b - create, adapt, and evaluate new ideas in light of the common good; 







CGE7i - respect the environment and use resources wisely. 

Strand(s): Theory and Foundation, Skills and Processes 



TFV.02M - communicate project ideas using a variety of methods; 



TFV.05M - demonstrate understanding of manual and assembly-line production; 

SPV.02M - apply the planning and design process to specific products; 

SPV.03M - use the manufacturing process correctly in specific projects. 


TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally and 


TF1.02M - identify the various components used in the design of manufactured products; 


TF1.04M - describe various methods of manufacturing; 

SP1.02M - follow a design process that includes identification of the design problem, design 


SP1.03M - select appropriate materials for predetermined projects; 

SP1.04M - develop production flow charts that include group member duties and manufacturing 

schedules; 



SP1.05M - perform the preparation processes required to manufacture products; 



• Teachers planning to use this activity with their students are to be familiar with a process of design. 

The basic element of the design process include: 

• developing a focus; 

• developing multiple solutions; 

• selecting the most appropriate solution; 

• evaluating the solution; 

• implementing the selected solution; 

• communicating, analysing, and celebrating the final product. 

• This program may be multi-disciplinary with students coordinating their projects with an art class. 

• Use of a computer-aided design (CAD) program is also beneficial to this project but not necessary. 

• It is important for students to make the connection between industrial robots and the project they are 

to build. Concepts will be established in this activity that are to be used throughout this course. 








• working knowledge of sketching and drawing techniques used in Unit 1and the Three Level Maze 

activity; 

• mathematical skills relevant to drawing accuracy and format; 

• experience in the design and planning process as experienced in the previous activity in this unit. 



• research and design a product to meet the specifications provided; 

• utilize both conventional drafting and computer-aided drafting techniques in the design of their 

product; 

• be involved in a group activity involving problem solving and brainstorming ideas for their design; 


estimated time frame, process routing and cost to manufacture (based upon teacher guidelines); 


• identify constraints and be able to provide creative and innovative solutions to production problems; 


experiences; 






• provide the specifications/criteria for the product to be produced. Have students develop their own 

criteria to add to general teacher criteria. 

• discuss the Design Process (see Appendix G) and the elements of Design for Manufacture (e.g. 

designing for fabrication on existing production equipment using standard sizes and processes for 

ease of manufacturing rather than complicated expensive products requiring new and expensive 

custom built equipment) 

• review the development of the process routing and master process schedule (see Appendix H); 

• explain differences in materials, work envelopes resulting from movements, and power and control 

systems; 


• discuss time estimating and costing; 





Marketing and any other design and planning careers. Promote Co-operative Education and job 

shadowing in this area; 

• consider a field trip to an engineering department of a local manufacturing company; 

• monitor progress and provide feedback frequently emphasizing collaborative and co-operative group 




Note: see Appendix 2.2.2 for teaching strategies for the activity process. 



journal entries are evaluated through a rubric evaluation format. (see Appendix B) 

• Performance Assessment: 


E); 

• Pencil and paper tests/quizzes: This activity incorporates many math and science concepts and 

these should be evaluated through quizzes. Math: for example, Transformational geometry, 

translation and rotation, simple equation applications, measurement (angular and linear), surface 

area, volume, tolerances, slope, performance accuracy; 

• Each group will present a design proposal to the teacher/class that includes product material 

selection, evidence of problem solving, sketches/drawings, power systems, mechanisms, 

assembly, ideas for improvements, process routing and estimated cost. The proposal can be 

formally evaluated by rubric or by a simple checklist format. Each group will describe the social 

and environmental effects of their manufactured product as well as manufacturing in general. 

(See Appendix 2.2.1.); 

• Drawings and sketches can be assessed using a checklist format (see Appendix I). 





• the student’s skills pertaining to conflict management skills in light of Gospel teachings; 


• student’s initiative, leadership, and participation in a group. 





• repeating instructions and frequently monitor progress, providing feedback frequently through 

suggestions, comments, or questions about work. Check that all instructions are understood; 



• using class time for discussion rather than lecturing providing an atmosphere that encourages 

students to ask questions for information gathering and for clarification; 

• having students use an organizers or “guide book” (even one daily sheet or calendar) that can be used 


• providing visual examples and representations of expected work outcomes. Use projects from 



• providing a glossary of tools and materials with definitions. The glossary should be graphic with 


• providing a list of topics and suggestions where enrichment and challenge is needed, allowing 

students to be peer tutors/mentors; 

• having students enhance their design portfolio by adding pictorial type drawings (isometric, oblique 

or perspective). This can be done freehand or using CAD; 

• providing enrichment by having students collect routing and planning sheets from manufacturers in 

the area (use Professional Organization web sites for contact names; see Resource.) 

• allowing for extra time writing test/quiz (See Special Education staff for assistance.) Use multiple 



• providing graphic tests that will be helpful (e.g., considering the nature of this activity matching 

drawing types and/or views); 

• a checkpoint evaluation of the drawings. (See Appendix I.) 

Resources 

Web Sites 

MotionNet 



Publications 


ISBN 0-07-549650-X 

Cirovic, Michael. Basic Electronics. Teston Publishing, 1997. ISBN 0-87-909058-6 



ISBN 0-07-053546-9 




Sample Assessment Rubric for the Design of Pick-and-Place Robot 


concepts 

TFV.01M, 

TFV.05M, TF1.01M, 

SP1.06M, SP1.08M, 

ICV.01M 

Thinking/Inquiry 

TFV.04M, SP1.03M 


design 

TFV.03M, TF1.02M, 

TF1.03M, TF1.01M, 

IC1.01M, SPV.02M, 

SPV.03M SPV.04M, 

SPV1.04M 


information 

TFV.02M, SP1.10M 


various types of 

equipment and 

materials 

SPV.03M, SP1.05M, 

IC1.01M 

Level 1 Level 2 Level 3 Level 4 


limited 


robot terminology 

and concepts 


limited awareness 

of the design 

process and 

limited skills in 

effective problem 

solving 



thinking 

reflectively and 

creatively to 


problems for the 

common good 

- applies a few 

design strategies 

such as sketching, 

technical drawing, 

calculations, and 

project planning 


design ideas and 

design reports with 

limited clarity and 

honesty 

- uses materials 

and applies 

processes with 

direct supervision 




and concepts 


awareness of the 

design process and 

some skills in 


solving 


skills in thinking 


creatively to 



common good 

- applies some 


including sketching, 







some clarity and 

honesty 

- uses materials and 

applies processes 

with limited 

supervision 


considerable 



and concepts 


considerable 



effective problemsolving 

skills 


considerable skills 

in thinking 


creatively to 



common good 

- applies design 

strategies with 

considerable 

effectiveness 




considerable clarity 

and honesty 

- uses materials and 

applies processes on 

own 


thorough and 

insightful 



and concepts 


thorough and 

insightful 

knowledge of the 


problem-solving 

skills 


exceptional skills 

in thinking 


creatively to 



common good 

- applies many 


effectively 




a high level of 

clarity and honesty 

- assists others in 

the use of various 

materials and 

processes 






Teaching Strategy for Activity Process 

• The design requirement is to design, analyse, build, test, modify (if necessary) and demonstrate the 

use of a self-supporting, power operated manipulator arm. 

• Successful designs will be those that lift, move, and place an object (not to exceed 50 grams) from a 

starting point 45 cm from the base of the arm to another point 30 cm from the base, through an angle 

of 150 degrees. The object must move so as to clear a 10 cm high object placed between the two 

points. 

• In designing the robot arm, there are three major challenges: 

The first is the selection of construction materials. 

The second is to determine the preferred design configuration or layout. 

The third is to determine how to drive the apparatus. 

• In the end, the arm must be light enough to minimize torque and centre of gravity concerns, while 

rigid enough to support itself and its load. 

A list of constraints and considerations include: 

1. Total weight - Weight will affect the centre of gravity and the energy powering the device. 

2. Centre of Gravity - If the centre of gravity does not stay within the base during all maneuvers the arm 

will become unstable and tip over 

3. Arm Weight - Arm weight will affect the centre of gravity. The heavier the arm, the more torque is 

required to move it. 

4. Arm Length - The longer each section of the arm is, the more energy is required to rotate it. 

5. Arm Rigidity - The lever arm must be strong enough to maintain rigidity under the load and while in 

motion. 

6. Energy Exchange - What is the preferred means to power the device? (Electric motors, pulleys, 

stepping motors, pneumatics, hydraulic or mechanical means). The decision will affect the centre of 

gravity impacting on the choice of construction materials. 

• When the basic design characteristics of the robot have been established, students must then begin to 

sketch their ideas, followed by more formal drawings. 



Activity 3: Design and Plan for the Production of a Remotely Piloted Vehicle 

(RPV) 


Description 

Students are challenged to create a radio controlled airborne Remotely Piloted Vehicle (RPV) designed 

to perform a specific function (e.g., to take an aerial photograph). Through the development of this 

project, students directly apply their God-given talents and Catholic Faith traditions, to gain a better 

understanding of product designing and process planning and their impact. They also experience the 

benefit of being a collaborative contributor who works as part of a team towards a common goal. The 

students gain an understanding of the importance of producing a product to a high level of quality and 

accuracy, while working in a safe and efficient manner and respecting the rights of others. In this activity 

they will design a Remotely Piloted Vehicle and develop production plans. Upon completion, students 

will then move on to Unit 3, Activity 3 to fabricate the airframe of their RPV prototype. 







CGE 3b - create, adapt, evaluate new ideas in light of the common good; 











SPV.02M - apply the planning and design process to specific projects. 



SP1.02M - follow a design process follow that includes identification of the design problem, design 



SP1.04M - develop production flow charts that charts include group member duties and manufacturing 

schedules. 



• Review activity and prepare handouts and materials necessary for delivery of content. 

• Teachers should promote open discussions and creativity in the reflections. 

• If the teams are going to be simulating actual production costs, teachers should be prepared to discuss 

monetary considerations. 



• The project facilitates: 

• the investigation and practical application of aerodynamic principles; 

• the application of composite materials within the structural design of the aircraft; 

• the use of (manual or CAD) drafting systems; 

• an understanding of various manufacturing processes. 

• The building and flying of a radio-controlled aircraft can be quite a simple activity. However, there is 

no gray area between success and failure. The teacher and the students must be prepared to take that 

risk. 

• The teacher must be thoroughly aware of the critical aspects of the aircraft design especially when 

setting the angles of incidence (lift) on wings and tail-planes, and balancing the aircraft for flight. For 

this reason, it is often advantageous to enlist the help of an advisor, such as a retired person 

experienced in building and flying radio-controlled aircraft or hobbyists. 

• Teachers will need to gather an array of tools and materials in order to facilitate this activity. 

• These may include: 

• Internet web sites, books, and magazines containing photographs and 3-view drawings of a 

aircraft configurations; 

• sketching and drawing supplies for development of prototype design options; 

• drafting equipment (manual and/or CAD) for plotting of airfoil coordinates; 

• Prior to beginning the activity the teacher will review and be familiar with design techniques. 

• The teacher should also review various roles and activities associated with a typical manufacturing 

organization. 

• The teacher should develop a process planning/manufacturing engineering guide booklet, which 

includes a layout of the technology facility, numbered work centres, a sample routing and schedule 

and any monetary considerations (if the teams are going to be simulating actual production costs). 








• mathematical skills relevant to drawing accuracy and format as well as Cartesian plane used in 

learning CAD; 

• an understanding of basic CAD and or conventional drafting techniques and previous experience 

with the use of various hand tools would also be of benefit. Teachers will review this as required; 

• experience in the design and planning process as experienced in the previous activities in this unit. 



• form small groups of their own choice; 





• research and design a product to meet the specifications provided by the teacher taking into 

consideration environmental impacts of materials used; 

• utilize both conventional drafting and CAD techniques in the design of their product; 



• be involved in a group activity involving problem-solving and brainstorming ideas for their design; 


estimated time frame, process routing, and cost to manufacture (based upon teacher guidelines); 


• identify constraints and be able to provide creative and innovative solutions to production problems; 


experiences; 







ethically. Refer to the Board policy document on Acceptable Use of Internet Technology; 

• review lesson on group dynamics (see Appendix J). Emphasize collaborative and co-operative 

participation in light of Gospel values; 

• provide the specifications/criteria for the product to be produced . Have students develop their own 

criteria to add to general teacher criteria; 

• discuss the Manufacturing Design Process (See Appendix G.) and the elements of Design for 

Manufacture (e.g., designing for fabrication on existing production equipment using standard sizes 

and processes for ease of manufacturing rather than complicated expensive products requiring new 

and expensive custom built equipment); 

• review the development of the process routing and master process schedule (See Appendix H.); 

• discuss material handling, process flow, and process charting as well as time estimating and costing; 


• provide teacher/student conferencing as they are developing their plans; 





Marketing and any other design and planning careers. Promote Co-operative Education and job 

shadowing in this area; 





Note: See Appendix 2.3.2 for the teaching strategy of the Activity Process. 





• Rubric assessment of student’s effectiveness as an interdependent team member. (See Appendix 

E.) 

• Each group will present a design proposal to the teacher that includes product sketches/drawings, 

process routing and estimated cost. Each group will describe the social and environmental effects 

of their manufactured product as well as manufacturing in general. The proposal can be formally 

evaluated by rubric or by a simple checklist format. (See Appendix 2.3.1.) 



• Pencil and paper tests/quizzes: The teacher will provide lessons on the principles of flight 

(ground school), aircraft design. Students will be evaluated on their knowledge of: 

- the principles of flight; 

- the effect of other scientific principles (mechanical devices, levers, etc.); 

- mathematics (measurement: angular, linear, surface area, weight, volume); 





• the student’s initiative, leadership, and participation in a group. 


praising effort as tasks are complete. This will build a positive self-image. 



• repeating instructions and frequently monitoring progress, providing feedback through suggestions, 

comments, or questions about work. Check that all instructions are understood; 



• having students use an organizer or “guidebook” (even one daily sheet or calendar) that can be used 


• providing visual examples and representations of expected work outcomes. Use projects from 



• providing a glossary of tools and materials with definitions. The glossary should be graphic with 



• allowing students to be peer tutors/mentors; 

• allowing for enrichment by having students build a tapered wing on the aircraft. This will prove more 

challenging to hot-wire cut; 

• having students enhance their design portfolio by adding pictorial type drawings (isometric, oblique 

or perspective). This can be done freehand or using CAD; 

• challenging students to collect routing and planning sheets from manufacturers in the area (use 

Professional Organization web sites for contact names (See Resources.); 

• allowing for extra time writing test/quiz (see Special Education staff for assistance). Use multiple 



• use graphic tests that will be helpful considering the nature of this activity (e.g., matching drawing 

types and/or views); 

• providing a checkpoint evaluation of the drawings (see Appendix I). 



Resources 

Web Sites 

Airfoil Coordinates Database 

http://amber.aae.vivc/edu/~m-selig/ads.html 





Publications 


ISBN 0-96-0393939-04. 


Word processing software 

CAD software 

Airfoil coordinates are available through software such as ModelCAD, a CAD system specific for model 

aircraft design 

Other 

Magazines such as Sport Aircraft or Model Airplane News, books, photographs and three-view drawings. 

Other resources might include guest speakers; videos; and field trips to airports, aircraft maintenance 

facilities and museums. 

School Library/Resource Centre for independent research, magazines, newspapers. 

Radio Control Clubs 




A Sample Assessment Rubric for Students Engaged in the Design of the RPV 


Knowledge and 

Understanding 

Knowledge of 

facts, technical 

terminology, 

procedures, and 

standards 

TF1.02M 


limited knowledge 

of facts, technical 

terminology, 


standards 


some knowledge 

of facts, technical 

terminology, 


standards 


TTV.04M 

SP1.03M 

TFV.04M 

Communication 


information 

SP1.02M 

SP1.04M 

Application 


ideas and skills in 

familiar contexts 

SPV.02M 

SP1.03M 


limited awareness 

of the design 

process and 



solving 

- applies few of 

the skills involved 

in an 

inquiry/design 

process 

- limited ability in 

presenting 

information and 

ideas clearly and 

honestly 

- applies ideas and 

skills in familiar 

contexts with 

limited 

effectiveness 


some awareness 

of the design 

process and some 

skills in effective 


- applies some of 


in an 


process 

- some ability in 

presenting 



honestly 



contexts with 

moderate 

effectiveness 


considerable 

knowledge of 


terminology, 


standards 


considerable 



and effective 

problem-solving 

skills 

- applies most of 


in an 


process 


ability in 

presenting 



honestly 



contexts with 

considerable 

effectiveness 


thorough 

knowledge of 


terminology, 


standards 


thorough and 

insightful 

knowledge of the 


and problemsolving 

skills 

- applies all or 

almost all of the 

skills involved in 

an inquiry/design 

process 

- exceptional 

ability in 

presenting 



honestly 



contexts with a 


effectiveness 






Teaching Strategy for the Activity Process: 

• The activity should begin with the teacher distributing a concise written description of the design 

challenge. This will include the problem statement, design criteria, assessment criteria and method of 

evaluation. 

• Students are best divided into groups of two (three maximum). 

• In planning for the production phase (Unit 3, Activity 3), specific groups are responsible for the 

fabrication of various components of the aircraft. e.g.: 

1) right wing panel 

2) left wing panel 

3) fuselage 

4) horizontal stabilizer and elevators 

5) vertical stabilizer (fin) and rudder 

6) landing gear 

7) engine test stand and mounts 

8) radio installation control linkages 

• Using books, magazines, photos, and Internet sites as research tools, student groups are instructed to 

complete and submit sketches of design options to be evaluated jointly by the teacher and the class. 

• The teacher introduces the principles of flight (including Bernoulli’s principle). 

• Note: It is recommended that a conventional high-wing aircraft design configuration (such as a Piper 

Cub) be chosen as the prototype. This will ensure a better chance of success. 

• For a 10cc engine, a wing span of 2.4m (8') and a constant chord width of 40cm (16") would be a 

recommended maximum size, and good starting point. More ambitious students may wish to build a 

tapered wing. This will prove more challenging to hot-wire cut. 

• By referring to a selected sample photo or drawing provided, the remaining dimensions of the aircraft 

can be determined by completing a scale drawing developed around the wing dimensions. 

• Although the proportions of the wing and tail assemblies are critical, as well as their respective 

locations, the fuselage is less critical. To minimize weight, keep the design relatively narrow and as 

simple as possible. 

• To further simplify the design of the aircraft, it is recommended that aileron controls not be 

incorporated into the wings. Rudder and elevator control is all that is needed to fly the aircraft. 

• One of the most critical aspects of aircraft design, is the selection of the airfoil. To ensure a better 

flying aircraft, it is recommended that the teacher provide the students with pre-selected airfoils for 

wing and tail surfaces. The Clark-Y= flat-bottom airfoil, is a good choice for the wing, as it provides 

high lift, and has relatively docile flight characteristics, and is easy to build. 

• The NACA 0009, is a symmetrical airfoil, selected for the tail surfaces, as it creates zero lift. (The 

tail surfaces of a conventional aircraft act much like the feathers on an arrow, provided to maintain 

straight and level flight) 

• One of the most critical aspects of aircraft design is the selection of the airfoil. Airfoil coordinates 

may be obtained on the Internet by searching “Airfoil Coordinates” or by using model aircraft design 

software available at the hobby stores. (See Resources for web site.) 

• An investigation of alternate airfoils and a discussion of their flight characteristics would be 

appropriate at this time (high-lift glider airfoils, aerobatics airfoils, supersonic airfoils etc.) 









Activity 4: Reflection Paper: Exploring Legal and Ethical Issues in Engineering 

and Pre-Planning 


Description 

Students use a variety of learning strategies to acquire an in-depth understanding of the legal and ethical 

issues that pertain to Manufacturing Technology. They write a reflective paper summarizing the 

discussions. Students begin with an introduction to the concept of personal and professional ethics as 

they relate to engineering and pre-production planning. Through case study discussions, students will 

examine ethical problem resolutions. The emphasis of discussions will be on how their Catholic faith and 

personal experiences influence decision-making. Design and planning should go beyond company 

economic considerations to include family, social, political, environmental, and cultural considerations. 




responsibility, human solidarity, and common good; 





and opportunities. 






TF1.01M - identify the role of manufacturing sector locally, provincially, nationally, and internationally; 



• Prior to beginning this activity ask students to define some key terms; accountability, 

professionalism, obligations, loyalty, design engineering, liability, responsibility. For enrichment and 

challenge, ask students to also define: professional code of ethics and social responsibility. 

• Search for current relevant case studies found on the Internet or other sources (see Resources). Good 

sites to visit are the Centre for the Study of Ethics, Case Study of the Month or Engineering Ethics 

case studies. 

• Choose one of the case studies to begin the activity group discussions. Be sure to focus discussions 

on the effects of decisions made at the design and planning stages. Compare design and planning 

considerations of 50 years ago with recent considerations. Why have design considerations changed 

so in the last few years? Compare professional ethics with Catholic values. Do professional ethics 

encourage behaviours reflective of Gospel values? Use the automotive industry as an example. What 

were the most significant design changes then as compared to now? 

• Have students explain how Catholic beliefs play an important role in influencing decision making. 

• Teachers should develop case studies to which students can relate. 






• an understanding of the principles of Catholic social teachings. (Dignity of the Human Person, 


These principles will be reviewed prior to beginning the activity. Emphasis will placed on 

Community and the Common Good as it relates to professional ethics; 

• reflective writing skills as practised in Unit 1; 





• form small groups of their own; 




• provide a written reflective summary of the how Catholic values positively influence decision 

making for the betterment of society (to be a homework assignment); 

• explore ethics and professional policies in the work place. 


• establish a clear understanding of the activity description and expectation; 



• discuss sample case studies with class; 

• develop case studies and scenarios relating to design engineering and pre-production planning; 

• review and discuss the activity criteria; 

• encourage the student to reflect upon their discussions as they relate to everyday decisions; 

• emphasize how Catholic beliefs have a strong influence on decision making; 

• encourage the student to reflect upon their research and its relationship to everyday life. 

• Assessment/Evaluation Techniques 

• Reflections: Individually the students are assessed on their unit reflection paper. The evaluation will 


(See Appendix B for rubric sample of evaluation.) The written report will be graded on spelling, 

grammar, format, and content. A handout of the evaluation scheme will be issued with the 

instruction/criteria sheet. Through this reflection students will be evaluated on their understanding of 

one’s personal values and abilities that influence life’s choices. 



• the use of drafts, proofreading, and conferencing for completion of reflection paper; 

• allowing the paper to be written in point form rather than essay form; 









• providing a list of topics and suggestions for enrichment and challenge of assignment; 

• ask students to also define: professional code of ethics and social responsibility; 

• having students research a recent manufacturing social issue (students select topic) that has an impact 

internationally (e.g., fire alarm efficiency - ionizing fire alarms tests show that they are not effective 

for smoldering fires); 

• allowing students to be peer tutors/mentors for students having difficulties with case studies. 

• checking work for errors in spelling and writing/grammar/specific terminology in a respectful way 


• ensure the expectations for assessment of reflection paper are understood. 

Resources 

Web Sites 









Other 

School Library/Resource Centre for independent research. 




Sample Case Study 

Whistle-Blowing 

A local company that manufactures wheels and brakes, recently received a contract to supply wheels and 

brakes for the new Air Force light attack aircraft. The company won the contract based on their 

competitive bid and, more importantly, their innovative technical design. Before the Air Force could 

accept the contract, the company had to present a report showing that the brake passed specified tests. 

The report showed that the wheels and brakes passed all tests. 

Following brake failure of flight tests, accusations by a former employee regarding the qualification test 

report falsification, and ethical misconduct on the part of specific company personnel, the government 

requested an inquiry into the brake qualification testing performed by the company. The employee had 

lost his job for doing what he thought was the right thing. 

(adapted from Engineering Ethics web site, http://lowery.tamu.edu/ethics/ethics/goodrich/goodric1./htm) 



1. What would you do in this case? Explain your answer. 

2. Considering the fact the employee risked his job, what possessed him to report the incident? 

3. What are our Christian responsibilities to other people? 

4. Does the end justify the means? In answering this question describe what you consider to be the end 

and what you consider to be the means. 

5. Would you consider working for such a company? Give reasons for your answer. 

6. How would your Christian beliefs affect your decision? 



Unit 3: Production: Applied Manufacturing Operations 



Students produce high quality finished products in answer to design challenges. Using a variety of 

available materials (wood, plastic, steel, glass, fabric, etc.) and manufacturing processes (cutting, 

forming, machining, forging, joining, etc.), they develop skills in manufacturing product, from prototype 

to factory production. 

This unit introduces students to manufacturing processes as they apply to the fabrication of products. 

Using skills developed in previous units, students utilize standard manufacturing processes to complete 

their projects. The unit will include an introduction to safety, machine licensing, fabrication techniques 

and prototyping. 

This unit also requires that students become aware of the social consequences of technology as they 

relate to production and the ethical issues/situations which can develop. Class discussions introduce 

students to unions, sweat shops, wages, benefits, strikes and contract negotiation processes. Students 

explore the effects of technology on working conditions. Through creative and reflective writing, 

students demonstrate respect for the dignity and welfare of humanity. This unit also promotes the 

development of thinking skills and the integration of social issues into the learning process. 


Ontario Catholic School Graduate Expectations: CGE1d, 2b, d, e, 3b, c, d, e, f, 4a, b, e, f, 5a, 

5e, f, h, 7a, b. 


Overall Expectation: TFV.03, .04, .05, .02, .03, .04, ICV.01, .03. 

Specific Expectations: SP1.02, .05, IC1.01. 


Activity 1 Fabricate a Three Level Maze 600 minutes 

Activity 2 Fabricate a Pick and Place Robot 1020 minutes 

Activity 3 Fabricate the Remotely Piloted Vehicle (RPV) 1020 minutes 

Activity 4 Reflection Paper: Production Work Ethics and Working Conditions 60 minutes 




• skills in co-operative learning techniques, (effective interpersonal skills), and an understanding of 






These principles will be reviewed and discussed in this unit, especially through the reflection 

activity. The emphasis in this unit will be on Dignity of Work; 

• reflective writing skills as practised in Units 1and Unit 2; 


• completed Unit 2 activities; 



• working knowledge of reading engineering drawings developed in Unit 2 activities. Blueprint reading 

will be reviewed in this unit as required; 

• mathematical skills required for product layout, measurements, geometry, surface area, volume, 

tolerances and product accuracy; 

• an awareness of proper use of hand and power tools learned in Integrated Technologies TTI10 and 

Unit 1. This unit includes a lot of hands-on work in a shop environment; 

• some background in safety concepts. Teachers will again review proper use of tools and safety in this 

unit. 


• The focus of this unit is to have students develop skills related to the production phase of the 

Manufacturing Process. 


and functional. Be sure appropriate accommodations are in place for identified students. 

• Be sure that students have their safety passports up-to-date allowing them to work on equipment 

required for the activities in this unit. 

• Teachers should review the manufacturing process as a whole, emphasizing the production phase of 

the problem-solving model and reviewing the design and planning phase. 

• The teacher should progress students through layout procedures, assembly procedures and any 

machining procedure making sure that students understand the general requirements while in the 

shop. 

• Students at this point are working independently on their projects. The teacher becomes a facilitator 

monitoring progress and assisting students as required. 


students gain proficiency in English. Check with administration, academic resource department 

personnel, and guidance counsellor for assistance in making the accommodations. 



• refer to their planning schedules to maintain time lines. It is important that each activity follow the 

same process; 

• get in to their groups to apply various material selection processes, production methods, assembly 

line methods, and quality control processes to their design; 

• lay out their products. After layouts, students will begin producing their part; 

• discuss and report (reflection paper Activity 4) on how Catholicity relates to the unit themes; 

• write journals reflecting on their experiences in the unit. 

The teacher will; 

• establish a clear understanding of the unit description and expectation; 





• provide students with models or samples of student work from previous terms; 

• review proper use of equipment, safety procedures, and clean up duties. (see Appendix C and D); 



• begin activities with a review of the manufacturing and design process as it relates to production. 

Refer to the Manufacturing Design Process (Appendix G) and Critical Path Planning Chart, 

(Appendix H); 

• discuss production methods from raw material to finished product (e.g., steel making, hot rolled steel, 

forging, machining, inspection, finish product); 


• conference with other disciplines such as science and physics, to facilitate a more complete 

understanding of their machine’s design and function; 

• discuss working conditions and the dignity of work as they relate to production and Christian 

responsibility. Students will develop an understanding of how production processes can affect the 

human well-being; 






assessment, reflection, conferencing and tests/quizzes. Students will be evaluated on written reports, 

and practical assignments. 


checklists and anecdotal comments. 

• Upon completion of the unit students will write a major unit test. 

Resources 

Web Sites 








Social Issues 









MotionNet 





Publications 

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill, 1993. 

Cirovic, M. Basic Electronics. Teston Publishing, 1997. ISBN 0-87-909059-6 


ISBN 0-96-0393939-04. 


Kibbe, R., John Neely, and Roland Meyer. Machine Tool Practices. United States: Prentice Hall, 1999. 

ISBN 0-13-270232-0 


ISBN 0-07-053546-9 

Scriptures; Matthew 25, 14-30 parable (Teaching a Lesson), Matthew 24, 45-51, Matthew 20, 1-16 

“Workers in the Vineyard” 

Selig, Donovan, and Fraser. Airfoils at Low Speeds. H.A. Stokely, Publisher. 


CAD/CAM software 

Desktop Publishing Software (e.g., CorelDraw) 


Other 



Co-operative education department 


Guest speakers: Religion teacher, Chaplain, local parish priest, professional career recruiters. 

CNC Software Inc. Mastercam Mill/Lathe Tutorial - Basic Concepts. Connecticut: 1993, 344 Merrow 

Road, Tolland, Connecticut. 06084 USA. 

Activity 1: Fabricate a Three Level Maze 


Description 

After completing the design activity in Unit 2, students fabricate a three level acrylic maze game using 

CAD/CAM technology. The clear acrylic maze incorporates a small ball that must travel a predetermined 

circuit from start to finish, while traveling through multiple machined paths. The project will incorporate 

drilling, contouring, and pocketing functions in CAM. 

The completion of this project can be achieved through conventional design and machining practices. 

Schools without CAD/CAM equipment can fabricate the maze with conventional equipment. The use of 

mechanical drafting tools and hand operated mills can be utilized to impart a very thorough 

understanding of manufacturing processes. Its use will only enhance a student’s appreciation for 

computerization and its ability to provide speed, precision, and automated production capability. 

As Christians, we rely on each other for support. Working as a part of a team provides opportunities to 

consolidate the values taught to us as Catholics. 







CGE3b - create, adapt, and evaluate new ideas in light of the common good; 

CGE3c - think reflectively and creatively to evaluate situations and solve problems; 




CGE5e - respect the rights, responsibilities, and contributions of self and others; 




TFV.03 - select materials, industrial tools and equipment to manufacture products 


TFV.05 - demonstrate an understanding of manual and assembly line production; 



ICV.01 - explain health and safety standards as they relate to processes, materials, tools, and equipment 



TFS.02 - identify the various components used in the design of manufactured products; 

TFS.03 - identify and describe industrial tools and materials; 

TFS.04 - describe various methods of manufacturing; 

SPS.02 - follow a design process that includes identification of the design problem, design 


SPS.03 - select appropriate materials for predetermined projects; 

SPS.05 - perform the preparation process required to manufacture products; 

SPS.09 - evaluate projects using assessment instruments and identify design alterations; 

ICS.01 - apply personal and health and safety regulations in the handling of equipment and materials; 

ICS.04 - demonstrate understanding of the ecological ramifications of manufacturing. 




• Refer to Appendix 3.1.2 for the production sequence of the three level maze prior to beginning the 

activity. 



• It would be helpful if the stock was pre cut and the assembly holes were in the right location. 

• Make a fixture or jig to reduce set up time on the mill. 

• Have the students use the same size cutter, and the same zero reference coordinates. 

• Have student’s convert drawing layers into isometric pictures to better visualize cutter paths. 


• Tools: table saw with sharp combination blade, CNC (Computer Numerical Control) milling 

capabilities (or conventional mill), computer-aided drafting (not necessary if using a conventional 

mill) capability, fasteners, printers. 





• completed Unit 1 and Unit 2 activities; 

• a working knowledge of reading engineering drawings developed in Unit 2 activities. Blueprint 

reading will be reviewed in this unit as required; 



• an awareness of proper use of hand and power tools learned in TTI10 and Unit 1. This unit includes a 

lot of hands-on work in a shop environment. Students should have knowledge of measuring, and use 

of fractions, including conversion from fraction to decimal equivalent; 

• an understanding of both metric and imperial systems of measurement, and conversions between both 

systems as learned in Unit 1; 

• an understanding of basic machining practices, terminology, and fastening techniques; 

• background in safety concepts; 

• basic graphing knowledge utilizing XY coordinate system. 



• form small groups; 






same process; 

• use conventional design and machining practices first before the introduction to computer-aided 

manufacturing, to enable students to become familiar with terminology and processes related to the 

manufacturing operation; 

• develop an understanding of G codes. 

• understand the basic terminology used in positioning the mill and the workpiece for cutting; 

• understand feeds and speeds for machining specific material is required; 

• acquire proper training and licensing/passport(see Appendix C) on all machines and power tools, to 

maintain a safe working environment; 


experiences; 




• review proper use of equipment, safety procedures, and clean up duties. (See Appendices C and D.) 


• review lesson on group dynamics (Appendix J). Emphasize collaborative and cooperative 


• refer students to the planning and research work they had completed in the design activity, Unit 2, 

Activity 1. Review the manufacturing and design process as it relates to production. Refer to 

Appendix G – Manufacturing Design Process and Appendix H – Critical Path Planning Chart; 

• refer to the production sequence found in Appendix 3.1.2; 

• demonstrate the use of commands and procedures that will be utilized in machining; 



• enable students to discover the advantages of computer aided manufacturing over manual machining 

and fabrication processes. This will help the students recognize the precision, and mass production 

capabilities of computer aided manufacturing over conventional machining practices; 

• give students opportunity to reflect upon individual’s responsibility in preserving the earth 

encouraging choices which help preserve the environment; 

• describe career opportunities in tooling and machining. Discuss developments in CAD/CAM 

(Computer-Aided Drafting/Computer-Aided Manufacturing) processes. 

• have local companies donate old or rejected product as samples of various processes; 

• monitor progress and provide feedback frequently emphasizing collaborative and cooperative group 




Note: See Appendix 3.1.2 for the teaching strategy for producing a Three Level Maze. 






E); 

• Students will be evaluated on their ability to achieve a level of success consistent with 

expectations noted in a teacher developed “student profile” of activities for manufacturing 

practices. This is a listing of all possible activities present in a manufacturing environment, and 

four corresponding levels of achievement. Students will not be able to participate in all activities 

listed in the profile, but should strive to participate in as many aspects of manufacturing as 

possible, and at higher levels of technical sophistication. (See Appendix 3.1.1.); 

• Test/Quiz and/or demonstration; Students will be evaluated on safe application of basic 

machining procedures and principles; 

• Blueprint reading quiz: Proper utilization of drawings and technical information. 





• the student’s initiative, Christian leadership and participation in a group. 


praising effort as tasks are complete. This will build a positive self-image. 


Teaching strategies for students with special needs may include: 



• computer-generated hardcopies of instructions and handouts that are well spaced, clear, and have 

readable font and font size; 

• structuring project so the skill level of each individual can be met, allowing for individual differences 

in creativity, organizational, and practical skills; 

• providing students with a profile of activities that may be accomplished in the manufacturing area, 

and allow for the development of skills within shop activities that is easy to follow; 





• providing visual examples and representations of expected work expectations; 


• allowing students to be peer tutors/mentors; 

• challenging students to design a maze with more than three levels remembering that too many levels 

may obstruct visibility. 

• ensuring students understand the assessment strategies and tools used by which their skills will be 

evaluated; 




• a checklist of practical skills achieved from the list on the profile of activities; 

• a checkpoint evaluation throughout the process to emphasize assessment of “process rather than 

product”; 

• involving them in assessing their own projects and papers; 

• considering open book or Special Education support when writing tests. 

Resources 

Web Sites 

Rube Goldberg 


General information on Rube Golberg 

Rube Goldberg Machine Contest 


Rube Goldberg 

http://www.ecnhs.org/dept/teched/web/rube.html 

Additional Rube Goldberg information 

Publications 


1999. ISBN 0-13-270232-0 


CAD/CAM Software 

Desktop Publishing Software (e.g., CorelDraw) 

Other 

CNC Software Inc. Mastercam Mill/Lathe Tutorial - Basic Concept. Connecticut, 344 Merrow Road, 

Tolland, Connecticut, 06084 USA. 1993. 




Listed below is an example of a category within the manufacturing process, that is only one of many 

processes that could be utilized in manufacturing. It would be up to the individual teacher to enhance 

development of the profile as a living document that could be altered to facilitate new processes that 

could be evaluated within your own technical setting. 

Levels of achievement used in development of rubrics will represent the four categories of 

achievement. 

Expectations Level 1 

Demonstrates 

limited 

knowledge 

Students practise safe work habits ICV.01M, 

IC1.01M, CGE 7i 

Students are familiar with and practice 

WHMIS standards ICV.01M, CGE 7i 

The student is aware of the process of 

separating metals or soft materials using 

blades and pressure. 

The student is aware of fracturing and tearing 

of metals. 

The student is aware of the separation of 

metals by chipping. 

The student is aware of material separation by 

sawing. 

The student is aware of the methods of 

sawing, continuous, reciprocating, and 

circular. 

The student is aware of jointing and planning 

of materials. 

The student is aware of milling procedures, 

both manual and computerized. 

The student is knowledgeable of cutters 

associated with milling. 

The student is aware of drilling. 

The student is fluent in machine terminology. 

The student is aware of thread cutting. 

The student is aware of abrasive separating 

using cutting, EDM (Electric Discharge 

Machine), plasma, laser, and sanding. 

The student is aware of chemical separating. 

The student is aware of etching. 

Level 2 

Demonstrates 

some 

knowledge 

Level 3 

Demonstrates 

considerable 

knowledge 

The student is aware of separating using 

pressurized liquids. 



Level 4 

Demonstrates 

thorough 

knowledge 




Production Sequence for the Three Level Maze: 

• Before beginning, the teacher will pre cut all acrylic material, and prepare a jig to facilitate quick 

mounting of stock on the mill table. 

• Students will design, and create geometry using CAD systems for the drilling, contours and pockets 

that will make up the path of the maze. 

• The project will consist of four layers of acrylic each measuring 3"x5" ( 7.6 cm x 12.7 cm) 

Layer 1 a blank piece .25" (.635 cm) thick used to cover the top layer of the maze, to hold the ball 

in. 

Layer 2 (top)- has start and stop positions, co-ordinated drop holes, and maze trails. 

(bottom)- co-ordinated drop holes and maze trails. .5" (1.27 cm) thick. 

Layer 3 (top)- co-ordinated drop holes from bottom of layer two, otherwise blank to cover bottom 

of layer two. .5" (1.27 cm ) thick. 

(bottom)-co-ordinated drop holes and maze trails. 

Layer 4 A blank piece .25" ( .635 cm) thick to cover bottom of layer three, and hold ball within 

maze. 

• After geometry has been created, it must be determined which parts of the geometry must be 

machined as drill holes, contour lines, or pockets to facilitate movement of ball through maze. 

• Tool paths will be created by converting specific geometry to Cartesian co-ordinates. 

• The CAM (Computer-Aided Manufacturing) software will convert the tool paths to numerical 

control. 

• Mount stock to be machined in jig, and set program reference zero, ( position where machine will 

begin its cutting program). 

• Set parameters for cutting ( speeds, feeds, depth of cut.). 

• Simulate program to ensure safe operation. 

• When layers two and three are machined, combine with top and bottom layers and fasten with bolts 

and nuts in all four corners. 

Activity Instructions 

• layout a production or machining sequence for toolpaths generated on the drafting table; 

• become familiar with digital readout for X and Y coordinates during the machining process. 

• use CAD software to generate graphic representation of part. This representation is generally known 

as geometry. (Note: This is not necessary for conventional milling procedures); 

• graphic software such as Corel Draw can also be used for graphic representation; 

• create geometry files in layers so as to simplify chaining of tool paths for all of the three operations 

(drilling, contouring, and pocketing) that we will be using; 

• create tool paths from geometry files for each machining process; 

• generate numerical code for the tool paths created in your design software; 

• simulate machining procedures on computer before actual machining takes place. 



Activity 2: Fabrication of Pick-and-Place Robot 


Description 

Using a variety of manufacturing processes, students construct the pick-and-place robot (designed in Unit 

2, Activity 3) to move a specific object from one selected location to another. Through the construction 

of a robot arm and end effector, students are exposed to many different technologies. Students participate 

in the fabrication processes, using a variety of materials that may include wood, plastics, metals and 

composite materials, power transmission (using electrical, mechanical, pneumatic or hydraulic power) 

and computer-assisted design or manual drafting techniques. 

Throughout the fabrication process students are expected to examine, evaluate, and apply knowledge of 

interdependent systems, and make decisions with an informed moral conscience. Group members should 

recognize each other’s talents as well as differences, and respect the contributions of others. 

The proper use and disposal of raw materials is emphasized in this unit so as to develop respect and 

understanding of our natural resources. 




CGE2c - present information, and ideas clearly and honestly with sensitivity to others; 






CGE5e - respect the rights, responsibilities and contributions of self and others; 

CGE7i - respect the environment and uses resources wisely. 


Overall Expectation 

TFV.03 - select materials, industrial tools and equipment to manufacture products; 


TFV.05 - demonstrate an understanding of manual and assembly line production; 



ICV.01 - explain health and safety standards as they relate to processes, materials , tools, and equipment 



TFS.03 - identify and describe industrial tools and materials; 

TFS.04 - describe various methods of manufacturing; 

TFS.05 - identify the stages and equipment used in assembly line production; 

SPS.02 - follow a design process that includes identification of the design problem, design 

considerations, multiple solutions, analysis and evaluation; 

SPS.03 - select appropriate materials for predetermined projects; 

SPS.04 - develop production flow charts that include group member duties and manufacturing schedules; 

SPS.05 - perform the preparation process required to manufacture products; 

ICS.01 - apply personal and health and safety regulations in the handling of equipment and materials. 






• The teacher should progress students through layout procedures, assembly procedures and any 

machining procedure making sure that students understand the general requirements while in the 

shop. 







• completed Unit 1 and Unit 2 activities; 

• working knowledge of reading engineering drawings developed in Unit 2 activities; 



• an awareness of proper use of hand and power tools; 

• knowledge of measuring, and use of fractions, including conversion from fraction to decimal 

equivalent; 



• an understanding of basic machining practices, terminology and fastening techniques; 


• knowledge of blueprint reading (students should be able to read drawings generated in earlier units); 

• progressed through design phase during which they have learned about robots and their operation; 

• worked through the design of their own particular robot to the extent that they have produced 

sufficient technical drawings and sketches that they can now proceed to building the robot with the 

assurance that material will not be unduly wasted. 




same process; 

• use conventional machining practices; 

• acquire proper training and licensing/passport (see Appendix C) on all machines and power tools, to 

maintain a safe working environment; 

• practise proper safety procedures and clean up; 

• perform precise processes, for example, in the fabrication of mounting components; 


experiences; 




• review lesson on group dynamics (see Appendix J) emphasizing collaborative and cooperative 


• review proper use of equipment, safety procedures and clean up duties (See Appendix D.); 



• refer students to the planning and research work they had completed in the design activity of Unit 2, 

Activity 2. Review of the manufacturing and design process as it relates to production. Refer to the 

Appendix G – Manufacturing Design Process, and Appendix H – Critical Path Planning Chart; 

• ensure all students understand terminology which is critical to the process; 

• discuss the use of materials, reinforcing the notion of available resources driving the design, 

particularly when a mass production is anticipated and the cost of waste becomes considerable; 

• discuss robotics referring to the following: 

• What exactly is a robot? 

• Describe the parts of a robot. 

• Explain robot power, movement. 

• Describe the robot’s work envelope. 

• Describe types of robots are used. 

• Why and when do robots make sense? 

• provide instruction and demonstration for all students when a new process, machine, or tool is 

introduced; 

• provide variety of materials including composites, plastics, wood, and metals; 


• divide the project into the two main sections. This will help students to differentiate among the 

different parts of the robot and to communicate clearly what they are working on. These sections are 

intended to be built in sequence; however, some overlap of activities is normal. 

1. Construct and assemble the base and arm sections 

2. Construct the end effector (or hand) 

• provide opportunity for discussion on the misuse of technology; 

• give students opportunities to reflect upon individual’s responsibility in preserving the earth. 

Encourage choices which help preserve the environment (e.g., recommending recycled materials to 

minimize costs); 

• describe career opportunities in tooling and machining. Discuss different manufacturing trades such 

as machinists, millwrights, pipefitters, etc. Have local trade people visit the shop and assess student 

products. Promote Co-operative Education and job shadowing in this area; 








E). 



practices. (Teachers develop a profile similar to Appendix 3.1.1.) 

• Using a rubric or a checklist (see Appendix 3.2.1) as an assessment tool, the evaluation of the 

robot design should include the following areas: 

• Layout of Components; 

• Materials – used economically, strong enough, aesthetic; 

• Tooling – Are there tool marks after the component is finished; 

• Fastening – use of appropriate fastening techniques for the intended application. 



• Through observation students can be assessed formally or informally. The teacher will document the 

following: 

• the teacher will document student’s skills pertaining to interaction and any conflict resolution 

skill building that may be required encourage a strong Christian atmosphere; 

• the student’s respect for the responsibilities and contributions of self and others will be 

formatively evaluated; 

• the student’s initiative, leadership, and participation in a group should be noted. Anecdotal 

comments will serve to assess students. 


praise effort as tasks are complete. This will build a positive self-image. 





• ensuring student has all safety measures in place and has an understanding of equipment. Provide 

one-on-one conferencing or peer support as necessary; 


in creativity, organizational, and practical skills; 

• providing students with a profile of activities that may be accomplished in this activity, and allow for 

the development of skills through practice; 


• having students use an organizers or “guide book” (even one daily sheet or calendar) that can be used 


• demonstrations of equipment use and allowing for practice of new skills; 

• grouping students with varied abilities to support mentoring; 

• providing visual examples and representations of activity expectations; 

• providing a list of topics and suggestions for enrichment; 

• allowing students to be peer tutors/mentors. 

• ensuring students understand the assessment strategies and tools used to evaluate their skills; 


• involving them in assessing their own projects and papers; 

• considering open book or Special Education support when writing tests. 

Resources 

Web Sites 

MotionNet 



Publications 

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill, Ryerson, 1993. 

ISBN 0-07-549650-X 




ISBN 0-07-053546-9 




Sample Rubric for the Construction of the Robot Arm 



Concepts 

TFV.01, TFV.05, 

TF1.01, SP1.06, 

TF1.04, ICV.01 


TFV.04, SP1.03, 

SP1.09, SPV.04 


Design 

TFV.03, TF1.02, 

TF1.03, SP1.07, 

SP1.02, SPV103, 

SP1.07, SP1.04 

- demonstrates an 

awareness of 

construction 

techniques and 

processes in the 

building of the 

robot arm 


limited problemsolving 

skills 

during the 

construction of 

the robot arm 

- applies a few 


such as sketching, 





some knowledge 

of construction 


processes in the 

building of the 

robot arm 


some problemsolving 

skills 

during the 


the robot arm 

- applies some 


including 

sketching, 





considerable 

knowledge of 

construction 


processes during 

the building of the 

robot arm 


skills to identify 

and solve 

problems with 

considerable 

effectiveness 

- applies a variety 

of design 

strategies with 

considerable 

effectiveness 


thorough and 

insightful 


construction 


processes 


thorough and 

insightful problem 

solving skills 


the robot arm 

- applies many 


effectively 





Activity 3: Fabricate the Remotely Piloted Vehicle (RPV) 


Description 

Students create a radio controlled airborne RPV designed to perform a specific function (e.g., to take an 

aerial photograph). Through the development of this project, students apply and gain a better 

understanding of the Design Process. They will also experience the benefit of working as part of a team 

towards a common goal, and gain an understanding of the importance of producing a product to a high 

level of quality, and accuracy, in a safe and efficient manner. Throughout the fabrication process, 

students are expected to examine, evaluate, and apply knowledge of interdependent systems and make 

decisions with an informed moral conscience. Group members should recognize each other’s talents as 

well as differences, and respect the contributions of others. 

The proper use and disposal of raw materials is emphasized again in this unit. This will enhance students’ 

development for respecting and understanding our natural resources. Students exhibit creativity, 

adaptability, and strive to evaluate situations, and solve problems in light of the common good. 

In this activity they follow the design work and production planning from Unit 2, Activity 3 to fabricate 

the airframe. Upon completion students will then move onto Unit 4, Activity 3 to install the Power and 

Control systems in the RPV. 









CGE5e - respect the rights, responsibilities, and contributions of self and others; 


Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences. 



SPV.04M - assess processes and the resultant products; 

ICV.01M - explain health and safety standards as they relate to processes, materials, tools, and 

equipment in the equipment manufacturing industry. 




TF1.04M - describe various methods of methods manufacturing; 


SP1.05M - perform the preparation processes required to manufacture products; 

IC1.01M - apply personal and health safety regulations in the handling of handling equipment and 

materials. 




• The focus of this unit is to have students develop skills related to the production phase of the 

Manufacturing Process. 





• Students at this point are working independently on their projects. The teacher becomes a facilitator, 


• Refer to Appendices 3.3.2 and 3.3.3 for activity process prior to beginning the activity. 

• Teachers gather an array of tools and materials in order to facilitate this activity. These may include: 

• large flat work tables for constructing wings, fuselage, and tailplane; 

• a table saw for cutting wing spars and fuselage longerons from pine or basswood; 

• a bandsaw or scroll saw; 

• 3 mm (1/8") thick mahogany door skin plywood, carpenters’ glue, and epoxy glue for fabrication 

of forward fuselage, and payload area; 

• 5 mm (3/16") diameter Piano wire, binding wire, soldering acid and torch for fabrication of 

landing gear; 

• light weight plastic buggy wheels; 

• 2.4 m x 1.2 m x 5 cm (8' x 2' x 2") thick blue styrofoam sheet for fabrication of wings and tail 

surfaces; 

• 10 cc ("60" size or .6 cubic inch displacement) – 2-stroke model aircraft engine, complete with 

fuel tank, fuel lines, and propeller; 

• 4-channel radio control unit designed for model aircraft use; 

• a small disposable camera; 

• epoxy resin and hardener (e.g., West System, East System, etc.); 

• lightweight fiberglass or carbon fibre cloth for reinforcing of wings and tail surfaces; 

• 91 cm x 8 cm x 6 mm (36" x 3" x 1/4") thick Balsa sheet for fabrication of control surfaces 

(rudder and elevators); 

• nylon hinges, model aircraft control linkages (e.g., control horns, threaded rods with clevis ends); 

• 6 mm (1/4") dowel pushrod material for connection to throttle and rear control surfaces; 

• miscellaneous hand tools (e.g., pliers, utility knives, sandpaper and sanding blocks, clamps); 

• polyurethane 



• completed Units 1 and 2; 

• working knowledge of reading engineering drawings developed in Unit 2 activities. Blueprint reading 

will be reviewed in this unit as required; 


tolerances, and product accuracy; 

• an awareness of proper use of hand and power tools learned in TTI10 and Unit 1. This unit includes a 

lot of hands-on work in a shop environment; 

• knowledge of measuring, use of fractions, conversion from fraction to decimal equivalent; 



• an understanding of basic machining practices, terminology, and fastening techniques; 




• also worked through the design of their own particular robot to the extent that they have produced 

sufficient technical drawings and sketches that they can now proceed to building the robot with the 

assurance that material will not be unduly wasted. 




same process; 


• acquire proper training and licensing on all machines and power tools, to maintain a safe working 

environment; 

• perform precise processes, for example, in the fabrication of mounting components; 


experiences; 




• review lesson on group dynamics (Appendix J), emphasizing collaborative and cooperative 

participation in light of Gospel values. 


Activity 3. Students work within groups on a single aircraft to ensure success and to share available 

resources; 

• review licensing and training (Appendices C and D) in the safe use of hand and power tools; 

• assign individual responsibilities for clean up and inventory control; 

• progress students through layout procedures, assembly procedures and any machining procedure 

making sure that students understand the general requirements while in the shop; 

• facilitate the development of skills in: 

• using composite materials within the structural design of the aircraft; 

• the use of mechanical fasteners and adhesives; 

• the safe and correct use of a variety of tools and manufacturing processes. 

• the ability to follow technical drawings and design specifications 

• emphasize the importance of having only one operator on each machine at any given time, as well as 

the need for careful supervision and ensuring all guards are in place; 


• discuss the use of materials, reinforcing the notion of available resources driving the design, 

particularly when mass production is anticipated and the cost of waste becomes considerable; 

• provide instruction and demonstration for all students when a new process, machine or tool is 

introduced; 

• provide opportunity for discussion on the misuse of technology and poor material choices; 


• describe career opportunities in manufacturing companies relating to aviation; 

• discuss quality standards for aircraft parts and how quality assurance departments have grown in size 

and technology. Promote Co-operative education and job shadowing in this area; 






efforts in light of Gospel values. 

Note: See appendix for the teaching strategy details of the activity process. (See Appendices 3.3.1 and 

3.3.2.) 



journal entries are evaluated through a rubric evaluation format. (See Appendix B.) 



E) 

• Using a rubric as an assessment tool the evaluation of the robot design should include the 

following areas, all of which are important to the study of Manufacturing Technology: 

Layout of Components; 

Materials – used economically, strong enough, aesthetic; 

Tooling – Are there tool marks after the component is finished; 

Fastening – are all fastening techniques appropriate for the intended application and 

adequately strong. 

• Students will self-assess the quality and quantity of work performed from the design stage 

through each the manufacturing stages of the activity using student teacher conference, and 

checklists. 



practices. (Teachers develop a profile similar to Appendix 3.1.1.) 

• Using a rubric assessment tool the evaluation of the aircraft design should include the following 

areas: 

• quality of work; 

• evidence of problem solving; 

• analysis of the design, and ideas for improvements; 

• safe working practices. 


following: 

• the student’s skills pertaining to interaction and any conflict resolution skill building that may be 

required to encourage a strong Christian atmosphere; 

• the student’s respect for the responsibilities, contributions of self and others; 

• the student’s initiative, and participation in a group should be noted. 

• Conferencing assessment can take place on a daily basis. 





• issuing computer-generated hardcopies of instructions and handouts that are well spaced, clear, and 

have readable font and font size; 


in creativity, organizational and practical skills; 

• providing students with a profile of activities that may be accomplished in this activity, and allowing 

for the development of skills through practise; 




• having students use an organizer or “guidebook” (even one daily sheet or calendar) that can be used 


• providing visual examples and representations of expected work; 




evaluated; 


• involve them in assessing their own projects and papers. 

Resources 

Web Sites 





Publications 


ISBN 0-96-0393939-04. 




Activity Process 

The activity should begin with the teacher referring students to the planning and research work they had 

completed in the design activity, Unit 2, Activity 3. Students should work in groups on a single aircraft to 

ensure success and to share available resources. Once the construction stage begins, specific groups are 

to be responsible for the fabrication of various components of the aircraft for example: 

Fabrication of the Wings and Tail Surfaces 

1. right wing panel 

2. left wing panel 

The Fuselage 

1. fuselage 

2. horizontal stabilizer and elevators 

3. vertical stabilizer (fin) and rudder 

4. landing gear 

Some key areas of safety instruction for this activity include: 

• band saw, scroll saw, and hand saws; 

• hand tools such as files, utility knives, etc.; 

• Personal Protective Equipment (PPE) such as safety glasses; 

• WHMIS; 

• reminders to students of the safety precautions when working with adhesives and epoxies such as 

ventilation requirements. 

Fabrication of the Wings and Tail Surfaces 

• Using an available CAD system, the students develop and plot the airfoils from the co-ordinates 

provided, to the required scale. Next, the airfoil drawings are spray glued to thin plywood sheet or 

Formica, cut out carefully using the band saw or scroll saw, and filed or sanded exactly to shape. 

• Two templates of each airfoil are required. Attach the templates with drywall screws, parallel to one 

another on each end of a 61 cm x 40 cm x 5 cm thick (24" x 16" x 2") styrofoam sheet, and hot-wire 

cut to shape. For information on hot- wire cutting, refer to the Grade 9 glider activity. Additional 

information can also be found in the appendices. Best results are achieved when wire cutting with a 

wire length no longer than 75 cm (30"). Longer wires will sag too much, due to thermal expansion. 

• To complete the wing, it is necessary to cut four pieces of foam to the above dimensions. Joining two 

pieces together end to end, using 5-minute epoxy glue, allowing to cure on a flat surface creates the 

wing halves. Flush sand the seam between the pieces, and sand the leading edges to match the airfoil 

template. Before joining the wing halves in the middle, it will be necessary to reinforce the styrofoam 

by covering with a layer of light-weight (2 oz./m²) fiberglass cloth and an epoxy laminating resin, 

over the entire wing. Using a plastic auto body squeegee, spread the epoxy resin as thinly as possible 

to minimize weight. Cover one side of the wing at a time, allowing the resin to cure between sides. 





• An alternative, more effective method of wing reinforcing, can be achieved by epoxying an 8 mm 

square pine or basswood spar in a pre-cut slot (use long hot-wire or table saw with fence) running the 

length of the wing panel. Install spars on both the top and bottom of the wing panels at the maximum 

point of thickness. Cover the spars with a 10 cm wide strip of fiberglass or carbon fibre tape and 

epoxy resin. Although the unprotected foam on the leading and trailing edges of the wings are prone 

to damage if not handled carefully, this method of wing reinforcing will prove lighter and stronger. 

• Join the right and left wing panels with 5-minute epoxy glue, being sure to mitre cut the joint to 

allow for approximately a 7 degree dihedral angle on each side. Refer to the appendices for more 

information on dihedral in Unit 2, Activity 3. 

• Reinforce the wing centre-section dihedral joint by wrapping with fiberglass cloth and epoxy resin. 

• Hot wire the tail surfaces from foam using the symmetrical airfoil templates. It will not be necessary 

to install wooden spars in the tailplanes, as they are subjected to much less stress than the wing. 

Reinforce with a 5 cm wide fiberglass tape and epoxy resin at the maximum point of thickness. It will 

be necessary to cut the foam aft section from the tailplane to form the moveable rudder and elevators 

• Replace the foam cut-outs with balsa sheet and hinge to fin and stabilizer. It may be necessary to glue 

a balsa strip to the back edge of the foam fin and stabilizer to provide a better anchor for the hinges 

epoxied in place. 

The Fuselage 

• The construction of the fuselage will provide the student with the opportunity to investigate and 

apply the principles of structural design. The fuselage should be made as simple and light as possible, 

yet must be strong enough to withstand the stresses of flight. The forward fuselage section and radio 

compartment/payload area, must be built from lightweight plywood doorskin material or equivalent. 

The aft fuselage, leading from the trailing edge of the wing down to the tail, can be built up from 5 

mm square strips of pine or basswood reinforced with uprights and gussets, or triangulated for 

torsion strength. 

• Accommodation must be made for securely fastening the wing, tailplane and landing gear, and the 

nose reinforced for mounting the engine. The width and depth of the fuselage must allow adequate 

room for installation of the radio-control system, and payload (on-board camera). It is not necessary 

to fully enclose the aft fuselage. The uncovered framework however, should be sealed for moisture 

and fuel with polyurethane. When constructing the fuselage, be sure to provide a means of access to 

the radio-controlled and payload area to allow for radio and camera installation. 

• Students are encouraged to investigate and use alternate materials in constructing the fuselage 

(plastic eavestrough drain spouts, etc.) When doing this however, the students must be aware that 

size, strength, and weight are always a consideration. 

• A simple landing gear can be fabricated by cutting and bending multiple pieces of 5 mm diameter 

piano wire, and binding and soldering them together. Be sure to design a means of securing the 

landing gear to the fuselage, and the wheels to the ends of the landing gear. 





Assembly of the Aircraft 

For ease of transportation, the wings should be fastened to the fuselage with bolts for easy removal. The 

design of the wing and fuselage must incorporate hard points to ensure a secure attachment. The tailplane 

may be bolted or epoxied securely in place, but care must be taken to keep the additional tail weight to a 

minimum. Care must also be taken when mounting the tailplane to the fuselage. The horizontal stabilizer 

must be fastened in place with the centre line of the airfoil running parallel to the fuselage datum line 

(the imaginary line running down the centre of the fuselage). Refer to Unit 4, Activity 2 for important 

information on mounting the engine such as: 

• The engine must be securely mounted to “rails” firmly epoxied into the fuselage (see above 

information) 

• It is also critical that the engine is mounted and shimmed if necessary, so that the centre line of the 

propeller shaft runs parallel to the datum line. The wing must be bolted and shimmed if necessary, so 

that the centre line on the airfoil (the line running from leading edge to trailing edge) is parallel to, or 

slightly positive (by half a degree maximum) to the datum line and tailplane. This, (the angle of 

incidence) will ensure positive lift from the wing. Avoid too much angle, however, as the aircraft 

may develop a tendency to prematurely stall. 

• Have an experienced radio control pilot inspect the entire airframe, to ensure the airframe is safe to 

fly. 




Hot-wire Cutting of Polystyrene Foams 

Types of Foams 

The most common type of rigid polystyrene foams on the market is the closed-cell blue styrofoam (S.M. 

brand), primarily used as insulation in the construction trade. 

It, and most polystyrene foams, is commonly sold in 61 cm x 2.4 m (2 ft. x 8 ft.) sheets with thickness, 

varying from 1 to 4 inches. 

A blue S.M. flotation billet is also available, primarily used in the construction of floating docks. Its 

dimensions are approximately 23 cm x 48 cm x 2.4 m long (9" x 19" x 8'). Although these billets have the 

same density as the thinner sheets, .86 kg/.03 m 3 (approximately1.9 lbs/ft.³), the cell structure tends to be 

much coarser and less consistent. 

The properties of pink styrofoam are virtually the same as the blue, although it may tend to be slightly 

more brittle. 

The common white styrofoam referred to as expanded polystyrene (E.P.S.) foam, is most commonly 

found with a density of .45 kg/.03 m 3 (1 lb./ft. 3 ). 

Another type of foam on the market, although not as common as the polystyrene foams, is polyurethane 

foam. This foam is usually light green, or beige in colour and tends to be more rigid and easily dented. It 

is also easier to saw and sand to shape then the polystyrene foams. 

Note: Danger: Never hot wire polyurethane foams, as a poisonous gas is given off as the material is 

burned. 

The Hot Wire 

The hot wire bow shown in the following diagram, has been designed to cut polystyrene foam to a 

maximum width of 60 cm (24"). The best wire material for foam cutting is .6 mm (.023") diameter steel 

piano wire or M.I.G. welding wire. It is important to attach the wire to the bow with a considerable 

amount of tension in order to prevent the wire from sagging when it thermally expands. 

The Power Supply 

Although there are commercially available power supplies specifically designed for foam cutting, they 

are expensive. A reliable and cost effective alternative is a standard D.C. battery charger. A six-volt 

battery charger capable of delivering approximately two or three amps will work perfectly on most 

polystyrene foams. Unfortunately with this setup, there is no easy way to regulate the temperature of the 

hot wire to speed up, or slow down the rate of cut. 

Plugging the battery charger into an A/C Variac (quite often found in high school science labs) is the 

ideal solution. 

Varying the input voltage to the charger by means of the Variac will proportionately control the 

temperature of the wire, e.g. reducing the voltage from the Variac to the battery charger down will reduce 

the hot wire current. 

Note: Danger: Never hook the hot wire directly to the Variac. Always use the D-C charger, as it gives 

you voltage isolation. Although connecting the hot wire to the Variac directly will work, a wrong turn of 

the Variac knob will supply a potentially lethal 115 volts to the wire. Always use the D-C charger as it 

will give you the voltage isolation required for safety. 




Hot-wire Bow Assembly 

Once the construction stage begins, specific groups are to be responsible for the fabrication of various 

components of the aircraft, e.g.: 

1. right wing panel 

2. left wing panel 

3. fuselage 

4. horizontal stabilizer and elevators 

5. vertical stabilizer (fin) and rudder 

6. landing gear 

Fabrication of the Wings and Tail Surfaces: 

Using an available CAD system, the students develop and plot the airfoils from the co-ordinates 

provided, to the required scale. Next, the airfoil drawings are spray glued to thin plywood sheet or 

Formica, cut out carefully using the bandsaw or scroll saw, and filed or sanded exactly to shape. Two 

templates of each airfoil are required. Attach the templates with drywall screws, parallel to one another 

on each end of a 61 cm x 40 cm x 5 cm thick (24" x 16" x 2") styrofoam sheet, and hot-wire cut to shape. 

For information on hot-wire cutting, refer to the Grade 9 glider activity. Additional information can also 

be found in the appendices. 

Best results are achieved when wire cutting with a wire length no longer than 75 cm (30"). Longer wires 

will sag too much, due to thermal expansion. To complete the wing, it is necessary to cut four pieces of 

foam to the above dimensions. Joining two pieces together end to end, using 5-minute epoxy glue, and 

allowing to cure on a flat surface creates the wing halves. Flush sand the seam between the pieces, and 

sand the leading edges to match the airfoil template. Before joining the wing halves in the middle, it will 

be necessary to reinforce the styrofoam by covering it with a layer of light-weight (2 oz./m²) fiberglass 

cloth and West System epoxy laminating resin, over the entire wing. Using a plastic auto body squeegie, 

spread the epoxy resin as thinly as possible to minimize weight. Cover one side of the wing at a time, 

allowing the resin to cure between sides. 

An alternative, more effective method of wing reinforcing, can be achieved by epoxying an 8 mm square 

pine or basswood spar in a pre-cut slot (use long hot-wire or table saw with fence) running the length of 

the wing panel. Install spars on both the top and bottom of the wing panels at the maximum point of 

thickness. Cover the spars with a 10 cm wide strip of fiberglass or carbon fibre tape and epoxy resin. 

Although the unprotected foam on the leading and trailing edges of the wings are prone to damage if not 

handled carefully, this method of wing reinforcing will prove lighter and stronger. 

Join the right and left wing panels with 5-minute epoxy glue, being sure to mitre cut the joint to allow for 

approximately a 7 degree dihedral angle on each side. 

Refer to the appendices for more information on dihedral in Unit 2, Activity 3. 

Reinforce the wing centre-section dihedral joint by wrapping with fiberglass cloth and epoxy resin. 

Hot wire the tail surfaces from foam using the symmetrical airfoil templates. It will not be necessary to 

install wooden spars in the tailplanes, as they are subjected to much less stress than the wing. Reinforce 

with a 5 cm wide fiberglass tape and epoxy resin at the maximum point of thickness. It will be necessary 

to cut the foam aft section from the tailplane to form the moveable rudder and elevators. Replace the 

foam cut-outs with balsa sheet and hinge to fin and stabilizer. It may be necessary to glue a balsa strip to 

the back edge of the foam fin and stabilizer to provide a better anchor for the hinges epoxied in place. 




The Fuselage 

The construction of the fuselage will provide the student with the opportunity to investigate and apply the 

principles of structural design. The fuselage should be made as simple and light as possible, yet must be 

strong enough to withstand the stresses of flight. It is recommended that the forward fuselage section and 

radio compartment/payload area, be built from lightweight plywood doorskin material or equivalent. The 

aft fuselage, leading from the trailing edge of the wing down to the tail, can be built up from 5 mm square 

strips of pine or basswood reinforced with uprights and gussets, or triangulated for torsion strength. 

Accommodation must be made for securely fastening the wing, tail-plane, and landing gear, and the nose 

reinforced for mounting the engine. The width and depth of the fuselage must allow adequate room for 

installation of the radio-control system, and payload (on-board camera). It is not necessary to fully 

enclose the aft fuselage. The uncovered framework however, should be sealed for moisture and fuel with 

polyurethane. 

Note: When designing the fuselage, be sure to provide a means of access to the radio-controlled and 

payload area to allow for radio and camera installation. 

Students are encouraged to investigate and use alternate materials in constructing the fuselage (plastic 

eavestrough drain spouts, etc.) When doing this however, the students must be aware that size, strength 

and weight are always a consideration. 

The Landing Gear 

A simple landing gear can be fabricated by cutting and bending multiple pieces of 3/16” (5 mm) diameter 

piano wire, and binding and soldering them together. Be sure to design a means of securing the landing 

gear to the fuselage, and the wheels to the ends of the landing gear. 

Assembly of the Aircraft 

For ease of transportation, the wings should be fastened to the fuselage with bolts for easy removal. The 

design of the wing and fuselage, must incorporate hard points to ensure a secure attachment. The tailplane 

may be bolted or epoxied securely in place, but care must be taken to keep the additional tail 

weight to a minimum. Care must also be taken when mounting the tailplane to the fuselage. The 

horizontal stabilizer must be fastened in place with the centre line of the airfoil running parallel to the 

fuselage datum line (the imaginary line running down the centre of the fuselage). Refer to Unit 4, 

Activity 2 for important information on mounting the engine such as: 

• the engine must be securely mounted to "rails" firmly epoxied into the fuselage (see above 

information.) 

• it is also critical that the engine is mounted and shimmed if necessary, so that the centre line of the 

propeller shaft runs parallel to the datum line. 

The wing must be bolted and shimmed if necessary, so that the centre line on the airfoil (the line running 

from leading edge to trailing edge) is parallel to, or slightly positive (by half a degree maximum) to the 

datum line and tailplane. This, (the angle of incidence) will ensure positive lift from the wing. Avoid too 

much angle however, as the aircraft may develop a tendency to prematurely stall. 

Have an experienced radio control pilot inspect the entire airframe, to ensure the airframe is safe to fly. 



Activity 4: Reflection Paper: Production Work Ethics and Working Conditions 


Description 

Students use a variety of learning strategies to acquire an in-depth understanding of the effects of 

technology on production working conditions. They write a reflection paper summarizing the 

discussions. Students identify the positive and negative impact of technology on working conditions. 

Through creative and reflective writing, students demonstrate a positive sense of respect for the dignity 

and welfare of self and others. Through discussion of case studies and Scripture readings, students will 

be introduced to unions, sweatshops, wages, benefits, strikes and contract negotiation processes keeping 

in mind the values and teachings of the Catholic Church. The emphasis of this activity will be on how 

manufacturing affects the dignity and welfare of the worker and impacts the environment. 









choices and opportunities. 









• Prior to commencing this activity, assign students the task of finding articles related to production 

and working conditions. Have some examples available relating to this activity theme. 

• Have students define key terms (sweat shops, wages, benefits, strikes, contract negotiations, work 

environment, shift work) prior to the activity in preparation for their discussions. You may wish to 

make it a homework assignment. 

• Provide magazines, newspapers, and access to other sources (Library/Resource Centre) for these 

articles in case students have difficulty finding information. Teachers should be familiar with the 

Scripture readings and case studies in preparation for discussions. 

• Choose one of the Scripture readings to begin group discussions. Be sure to refer to the key terms 

that students defined and try to relate some of the articles to the theme of discussions. 

• Teachers should develop case studies to which students can relate. 








These principles will be reviewed prior to beginning the activity. Emphasis will placed on 

Community and the Dignity of Work; 

• reflective writing skills as practised in Units 1 and 2; 





• make critical examination of Internet content and to use information technology ethically. Refer to 

the Board’s policy document on Acceptable Use of Internet Technology; 



• provide a written reflective summary of how Catholic teachings/values influence decision making for 

the betterment of society; 

• explore ethics in the work place. 


• establish a clear understanding of the unit’s description and expectation; 



• refer to Principles of Catholic Teaching - Appendix F, to discuss human dignity and the dignity of 

work, emphasizing how Catholic social teaching promotes social responsibilities, human solidarity as 

it relates to global working conditions and human well being; 

• develop case studies and scenarios relating to production work ethics and conditions; 

• provide the groups with sample case studies (see Appendix 4.1.1) for discussion; 

• encourage the student to reflect upon their discussions and their relationship to everyday decisions. 




The written report will be graded on spelling, grammar, format, and content. A handout of the 

evaluation scheme will be issued with the instruction/criteria sheet. Through this reflection students 

will be evaluated on their understanding of their personal values and abilities that influence life’s 

choices. 


Teaching strategies may include; 










assistance from peer or Special Education staff. 

• providing a list of topics and suggestions for enrichment: 

• having students research a recent manufacturing social issue (students select topic) that has an 

impact internationally. The issue must relate to the unit theme of work ethics. Teachers may 

supply some suggestions. 

• having students write a paper on “sweatshops” with reference to our Catholic social teachings. 


• checking work for errors in Spelling and Writing/Grammar/specific terminology in a respectful way 



Resources 

Web Sites 








Social Issues 





Publications 

Scriptures; Matthew 25: 14-30 parable (Teaching a Lesson), Matthew 24: 45-51, Matthew 20: 1-16 

(Workers in the Vineyard) 

Other 

Case studies handout developed by the teacher 

Activity criteria, constraints, and evaluation 

School Library/Resource Centre for independent study, newspaper, magazines, etc. 





Case Study 1: Stealing 

The tool and die shop of a local manufacturing company was experiencing problems with theft. The 

company was losing thousands of dollars in having to replace stolen tools. To resolve the problem they 

placed hidden cameras in the shop without telling the workers. The employee who was stealing the tools 

was soon caught on video. 

Discussion questions: 

1. If you were one of the company executives, what would you do to the employee caught stealing? 

2. How would you describe this employee’s behaviour in terms of its morality with respect to the 

community? 

3. What do you think of hidden cameras in the work place? 

Case 2: Strike 

Employees of a company have recently broken off negotiations and the workers are currently on strike. 

The office employees who are not part of the union must cross the picket line to get to work. 

On one occasion, an office employee who wanted to get to work on time, attempted to quickly drive 

through the picket line and struck an employee, who refused to move. An argument ensued. The striking 

employee struck the car with his strike sign, causing minor damage to the car. The office employee got 

out of his car and began assaulting the striking employee. All was caught on tape. 

Discussion Questions: 

1. Who was at fault in this case? 

2. How would you describe each employee’s behaviour in terms of its morality with respect to the 

community? 

3. How would you have avoided this situation? 



Unit 4: Production: Introduction to Power and Control Systems 



In this unit, students are presented with design challenges, which focus on adding elements of power and 

control to previous unit products. Students use electrical, pneumatic, and/or hydraulic power and control 

systems to the products. 

This unit also requires that the student also become aware of the social consequences of technology as 

they relate to power and control mechanisms and identify the positive and negative impact of technology 

on the environment and on society. In an era of rising consciousness about our physical environment, we 

have a moral responsibility for the protection of the environment. 

Through creative and reflective writing, students demonstrate respect for the preservation of the 

environment. 


Ontario Catholic School Graduate Expectations: CGE1d, 2b, d, e, 3b, c, d, e, f, 4a, b, e, f , 5a, e, 

f, h, 7a, b, i. 


Overall Expectations: TFV.04, 05, SPV.03, ICV.03. 

Specific Expectations: TF1.05, SP1.02, 06, 07, IC1.01, 04. 


Activity 1 Adding Power and Control to the Pick-and-Place Robot 465 minutes 

Activity 2 Adding Power and Control to the Remotely Piloted Vehicle (RPV) 675 minutes 

Activity 3 Reflection Paper: Production Effects on the Environment 60 minutes 



• knowledge of collaborative and co-operative group work skills; 








activity; 

• reflective writing skills as practised in Units 1and 2; 



• working knowledge of reading drawings generated in Unit 2; 






• a basic understanding of science relating to pressure/volume relationships (pneumatics and 

hydraulics), levers, mechanics, force, work, and energy; 

• an awareness of the proper use of hand and power tools. This unit includes a lot of hands-on work in 

a shop environment; 

• background in safety concepts. 


• Refer to The Principles of Catholic Teachings – Appendix F, to determine how it can be applied to 

the unit. 




• Be sure that students have their safety passports up-to-date allowing them to work on equipment 

necessary for the activities in this unit. 


students gain proficiency in English. Check with administration, academic resource department 

personnel and guidance counsellor for assistance in making the accommodations. 





• refer to their planning schedules to maintain time lines; 

• get into their groups to apply various material selection processes, production methods, assembly line 

methods, and quality control processes to their design; 

• lay out their products. After layouts, students will begin producing their part; 

• discuss and report (reflection paper activity) on how Catholicity relates to the unit themes. In this 

unit, teachers should discuss how different sources of power and control affects our environment 

positively and/or negatively; 

• write a journal entry reflecting on their experiences in the unit. 







• review lesson on group dynamics. Emphasize collaborative and co-operative participation in light of 

Gospel values; 

• discuss and review general safety precautions; 

• review the manufacturing process as a whole, emphasizing the production phase of the problemsolving 

model and reviewing the design and planning phase; 

• work students through layout procedures, assembly procedures, and any machining procedure 

making sure that students understand the general requirements while in the shop; 

• monitor progress and assist students as required; 

• begin activities with a review on the manufacturing and design process as it relates to adding power 

and control. Refer to the Appendix G – Manufacturing Design Process, and Appendix H – Critical 

Path Planning Chart; 



• continue with discussions on power and control systems (pneumatics, hydraulics, electronics, 

assembly lines, etc.); 





assessment, reflection, conferencing and paper and pencil. Students will be evaluated on written 

reports and practical assignments. 



• Upon completion of all unit content students will write a major unit test. 

Resources 

Web Sites 











MotionNet 



Publications 




ISBN 0-96-0393939-04 



1999. ISBN 0-13-270232-0 


ISBN 0-07-053546-9 

Scriptures. 


CAD/CAM Software 

Desktop Publishing Software (e.g., CorelDRAW) 




Other 

School Library/Resource Centre for independent studies. 

Guest speaker: religion teacher, Chaplain, local parish priest, professional career recruiters. 

CNC Software Inc. Mastercam Mill/Lathe Tutorial- Basic Concepts. Connecticut: 1993, 344 Merrow 

Road, Tolland, Connecticut. 06084 USA. 

Activity 1: Adding Power and Control to the Pick-and-Place Robot 


Description 

In this activity students will install power components to the pick-and-place robot constructed in Unit 3, 

Activity 2. Adding a control element to the robot includes the use of a variety of power transmissions, 

such as electrical, mechanical, pneumatic, or hydraulic power. Components may include elements such as 

electrical motors, pneumatic cylinders, and control as switches. 

Through team building, students develop a respect for the rights, responsibilities, and contributions of 

self and others. This is demonstrated through the activities as well as the routine duties associated with 

shop activities. Working as a part of a team provides opportunities to apply Gospel values for the 

common good of all. 









CGE5d - find meaning, dignity, fulfillment, and vocation in work which contributes to the common good; 

CGE5f - exercise Christian leadership in the achievement of individual and personal goals. 




TFV.05M - demonstrate understanding of manual of and assembly-line production; 

SPV.03M - use the manufacturing process correctly in specific projects; 


Industry. 


TF1.05M - demonstrate understanding of manual and assembly-line production; 

SP1.02M - follow a design process that includes identification of the design problem, design 


SP1.06M - select methods of generating, transmitting, and transforming power; 

SP1.07M - apply various electrical and electronic controls; 

SP1.08M - describe the purpose of quality control processes; 

SP1.09M - evaluate projects using assessment instruments and identify design alterations; 

IC1.01M - apply personal and health safety regulations in the handling of equipment and materials. 





the problem-solving model, and reviewing the design and planning phase. 



• Refer to Appendix 4.1.1 for activity process instructions prior to beginning the activity. 


• Teachers should be familiar enough with the three basic power and control systems that are most 

commonly uses in the construction of this pick-and-place robot. They are: 

1. pneumatic or hydraulic cylinders controlled by manual or solenoid valves; 

2. electric motors and pulleys to reduce speed and increase torque with on/off switches; 

3. electric stepper motors with appropriate controls. 

• Teachers will need to source a variety of power and control devices appropriate for the students use. 

These include such components as electrical motors, pulleys and electrical switches, stepper motors 

and controls, pneumatic cylinders, and manual or solenoid operated switches. 

• These components can be purchased at industrial supply depots, however they can more 

inexpensively be purchased at industrial surplus stores or be acquired through local industry 

donations. 

• The power and control elements of this project are focussed on three areas: 

• rotation of the arm unit; 

• the movement of the arm itself: the shoulder and the elbow; 

• the opening and closing of the end effector or hand. 







• basic understanding of science principles relating to pressure/volume relationships (pneumatics and 

hydraulics), levers, mechanics, force, work, and energy; 

• an awareness proper use of hand and power tools; 

• background in safety concepts. 



• refer to their design work in Unit 2 to install the power and control systems; 



• refer to their planning schedules to maintain timelines. It is important that each activity follow the 

same process; 


• acquire proper training and licensing on all machines and power tools, to maintain a safe working 

environment; 

• practice proper safety procedures and clean up; 




experiences; 

• through the journal entry, reflect on personal values as they apply to working within a group and on 



• review lesson on group dynamics (Appendix J) emphasizing collaborative and co-operative 


• review proper, use of equipment, safety procedures and clean up duties (see Appendix D); 



Appendix G – Manufacturing Design Process. and Appendix H – Critical Path Planning Chart;. 


• discuss the wise use of materials, reinforcing the notion of available resources driving the design, 

particularly when a mass production is anticipated and the cost of waste becomes considerable; 

• give students opportunity to reflect upon individual’s responsibility in preserving the earth. Recycled 

materials are recommended to minimize costs; 



Note: See Appendix 4.1.1 for teaching strategy of the activity instructions. 



journal entries are evaluated through a rubric evaluation format (see Appendix B). 



E); 

• Test on Science content; pressure/volume relationships (pneumatics and hydraulics), levers, 

simple machines, force, word and energy; 

• Bench Test Evaluation; When students have assembled the power and control components on the 

workbench and before power is applied the student’s work may be assessed by the teacher using 

the following checklist: 

Component layout; 

Wire, hose layout; 

Quality of connections; 

Correct system assembly; 

Power and Control mounted on the robot. 

• Evaluation of the power-and-control elements of the project should be included in the overall 

evaluation of the robot operation. The effective interaction of the design and control elements 

will result in successful operation of the robot. 

• Through observation, the teacher will document the following: 

• student’s conflict resolution skills; 

• student’s respect for the responsibilities, contributions of self and others; 

• student’s initiative and participation in a group should be noted. Anecdotal comments will serve 

to assess students. 









• providing a glossary of terms with definitions. Use graphic illustrations with labels; 


in creativity, organizational and practical skills; 






• providing visual examples and representations of expected work expectations; 




evaluated; 




• a checklist of practical skills on the profile of activities; 

• involving students in assessing their own projects and papers; 

• considering open book or Special Education Support when writing tests. 

Resources 

Web Sites 

MotionNet 



Publications 


ISBN 0-07-549650-X 




ISBN 0-07-053546-9 




Teaching Strategy for the Activity Process 

• The project completion stages should be divided into the following main sections; this will help 

students to differentiate among the different parts of the robot and to communicate clearly what they 

are working on. These sections are intended to be built in sequence, however, some overlap of 

activities is normal. 

• Construct and assemble the base and arm sections, completed in Unit 3 

• Construct the end effector (or hand), completed in Unit 3 

• Mount the power and control elements as required 

• Commission all parts until operating effectively 

• The mounting of the power and control components gives the students the opportunity to explore 

the potential range of motion that each device can accomplish and the methods available to 

adjust mounting details etc. to change this range of motion. The goal is to pick up the selected 

object and move it to a new, but predetermined location. 

• Review the difference between power and control systems and the importance of using power and 

control voltages that are appropriate for the operational components being used. 

• Review the basic elements of electricity including basic circuits (parallel and series), Ohms Law (the 

relationship among voltage, current, and resistance) and the use of multimeters to measure voltage, 

current and resistance. 

Bench Testing of power and control system 

• The power and control components should be assembled and connected together on a workbench 

prior to installation on the robot. This allows testing of the power and control elements without the 

complication of interactions with the robot itself. For many students, this will be their first 

experience with hands-on activities involving power. It is recommended that low voltage power 

systems be used; however, if high voltage is used, teachers must emphasize the safe use of power 

components. 

• All circuits must be inspected by the teacher prior to application of power. 

The recommended power and control systems for use with grade 10 students are: 

1. Pneumatics only – Using four pneumatic cylinders (rotation, elbow, and wrist use double acting 

cylinders and hand uses a single acting cylinder). Use flow-control valves on each cylinder for speed 

control and manually operated pneumatic directional control valves (5/2 way for double acting 

cylinders and 3/2 way for single acting cylinders). This approach requires the use of compressed air. 

In general 35 kg/cm 2 (50 psi) is sufficient to operate most robots. The four cylinders can be grouped 

together to minimize the number of manual control valves needed. To minimize costs it is 

recommended that the class assemble one or two power and control systems which all students can 

hook up to their own cylinders. 

2. Pneumatics to operate the four cylinders with solenoid (electrical) operated directional control 

valves. This approach is the same as option 1 except that the directional control valves are operated 

using an electrical circuit, which in turn shifts the directional control valves. These solenoid operated 

directional control valves can be purchased to operate on a variety of voltages, the most common 

being 24 volts DC, 12 volts DC and 120 volts AC. In any case care must be taken to use switches, 

connectors, wire and other electrical components that meet appropriate electrical codes. 




Teaching Strategy for the Activity Process 

3. Hydraulics – Hydraulic systems may be used in the same manner as pneumatic systems; however, 

care must be taken to use components appropriate for hydraulics and not pneumatics. They are not 

interchangeable. 

4. Counterbalanced Arm Using DC Motors and Pulleys – This approach uses small DC motors (Usually 

turning at 3000 rpm) and a series of pulleys to increase torque and reduce speed to operational 

values. In this case the pulley systems are often integral with the base and arm components so will 

not be a part of the bench tests. Care must be taken to minimize friction when installing the pulleys 

and to use counterbalancing to minimize the torque needed to operate the robot arm. 

5. Counterbalanced Arm Using Stepper Motors – This approach uses small electrical stepper motors, 

the advantage of which is that they often have built-in gear systems. The disadvantage is that an 

appropriate control system must be provided to make the motors move. These control systems are 

available commercially at electronic supply stores. 



Activity 2: Adding Power and Control to the Remotely Piloted Vehicle (RPV) 


Description 

Students are challenged to create a radio controlled airborne (RPV) designed to perform a specific 

function (e.g., to take an aerial photograph). Through the development of this project, students directly 

apply, and thus gain a better understanding of, design processes. They also experience the benefit of 

working as part of a team towards a common goal, and gaining an understanding of the importance of 

producing a product to a high level of quality, and accuracy, in a safe and efficient manner. 

In this activity, students will add and test the power and control systems in the RPV airframe fabricated 

in Unit 3, Activity 3. Through team building, students develop a respect for the rights, responsibilities 

and contributions of self and others. This is demonstrated through the activities as well as the routine 

duties associated with shop activities. Working as a part of a team provides opportunities to consolidate 

the values taught to us as Catholics for the common good of all. 









CGE5d - find meaning, dignity, fulfillment, and vocation in work which contributes to the common good; 

CGE5f - exercise Christian leadership in the achievement of individual and personal goals. 




TFV.05M - demonstrate understanding of manual of and assembly-line production; 

SPV.03M - use the manufacturing process correctly in specific projects; 


industry. 


TF1.05M - identify the stages and equipment used in assembly-line production; 

SP1.02M - follow a design process follow that includes identification of the design problem, design 


SP1.06M - select methods of generating, transmitting, and transforming power; 

SP1.07M - apply various electrical and electronic controls; 

SP1.08M - describe the purpose of quality control processes; 


IC1.01M - apply personal and health safety regulations in the handling of equipment and materials. 








• See Appendix 4.2.1 for activity process. 


• The teacher will provide lessons on the principles of flight (ground school), aircraft design, structural 

design, and power transmission and control, at the appropriate times. This project facilitates: 

• the investigation and practical application of aerodynamic principles; 

• an introduction to power transmission and control systems using mechanical linkages and 

fixtures; 

• the use of mechanical fasteners and adhesives; 

• the safe and correct use of a variety of tools and manufacturing processes. 

• The teacher must be thoroughly aware of the critical aspects of the aircraft design especially when 

setting the angles of incidence (lift) on wings and tail-planes, and balancing the aircraft for flight. For 

this reason, it is often advantageous to enlist the help of an advisor, such as a person from the 

community experienced in building and flying radio controlled aircraft. 

• Tools and materials required for this activity, include: 

• large flat work tables for assembling the aircraft and setting up the power and control systems; 

• 10cc - 2- stroke model aircraft engine ("60" sized), complete with fuel tank, fuel lines, and 

propeller; 

• 4-channel radio control unit designed for model aircraft use; 

• a small disposable camera; 

• adhesive, epoxy, and small screws for the installation of the radio control devices; 

• nylon hinges, model aircraft control linkages (e.g., control horns, threaded rods with clevis ends); 

• 6 mm (1/4") dowel pushrod material for connection to throttle and rear control surfaces; 

• miscellaneous hand tools (e.g., pliers, utility knives, sandpaper and sanding blocks, clamps); 








• an awareness proper use of hand and power tools. This unit includes a lot of hands-on work in a shop 

environment; 


• an understanding of Grade 6 expectations regarding the theory of flight. 





• listen actively and critically to understand and learn in light of Gospel values; 

• refer to their design work in Unit 2 to install the power and control systems; 





same process; 

• practise proper safety procedures and clean up; 


experiences; 

• through the journal entry, reflect on personal values as they apply to working within a group and on 



• monitor progress and provide feedback frequently emphasizing collaborative and cooperative group 

efforts in light of Gospel values. 

• review proper use of equipment, safety procedures and clean up duties (see Appendix C and D); 



Appendix G – Manufacturing Design Process and Appendix H – Critical Path Planning Chart; 


• give students opportunity to reflect upon individual’s responsibility in preserving the earth. Recycled 

materials are recommended to minimize costs; 



Note: See Appendix 4.2.1 for the teaching strategy of the activity process. 



journal entries are evaluated through a rubric evaluation format (see Appendix B.) 

• Performance assessment; 


E) 

• Students will self-assess the quality and quantity of work performed from the design stage 

through the manufacturing stages of the activity. A rubric can be used. 

• Students will be evaluated (using paper and pencil tests, oral quizzes, teacher/student conference) 

on their knowledge and application of the principles of flight; the effect of other scientific 

principles (mechanical devices, levers etc.); math (measurement: angular, linear, surface area, 

weight, volume). 

• The assessment of the aircraft design (completed with check lists, design reports that have been 

handed in, teacher observations) should include the following areas: (See Appendix 4.2.2 for 

sample rubric.) creativity and design innovation; sketches and technical drawings; selection of 

materials; application of design processes; research and written documentation; quality of work; 

evidence of problem solving; analysis of the design, and ideas for improvements; and safe 

working practices. 



• Through observation, the teacher will document: student’s conflict resolution skills; respect for the 

responsibilities, contributions of self and others; and initiative and participation in a group should be 

noted. Anecdotal comments will serve to assess students. 



• providing relevant support material for students to help understand the principles of flight. The 

material should be graphic and hands-on; 



• computer-generated hardcopies of instructions and handouts that are well-spaced, clear, and have 


• providing a glossary of terms with definitions. Use graphic illustrations with labels; 

• structuring the project so the skill level of each individual can be met, allowing for individual 

differences in creativity, organizational, and practical skills; 






• providing visual examples and representations of expected work; 




evaluated; 





• a checkpoint evaluation throughout the process to emphasize assessment of “process rather than 

product”; 

• considering open book or Special Education support when writing tests; 

• involving students in assessing their own projects and papers. 

Resources 

Web Sites 





Publications 


ISBN 0-96-0393939-04. 




Activity Process for the RPV 

• The activity should begin with the teacher reviewing the principles of flight (including Bernoulli’s 

theory) and why a conventional high-wing aircraft design configuration (such as a Piper Cub) was 

chosen as the prototype (to ensure a better chance of success). 

• The fact that the design followed did not incorporate aileron controls should be discussed to simplify 

this project, as a rudder and elevator control is all that is needed to fly the aircraft. 

• The teacher (or guest pilot) should describe that in a subsequent project that ailerons would add a 

considerable degree of flight control to fixed wing aircraft. 

• A review of the selected airfoil flight characteristics would be appropriate at this time. 

The Fuselage: The fuselage should have been constructed to provide a means of access to the radiocontrolled 

and payload area to allow for radio and camera installation. (See Unit 3, Act. 3). 

The Engine: Prior to installation in the aircraft, the engine should be bench-mounted and test run. 

Extreme care must be taken in running the engine and the propeller must never be rotated by hand. 

Flipping the propeller with a short length of stiff rubber hose, or an electric starter will facilitate 

starting the engine. Never stand in line with the arc of the propeller when the engine is running. The 

engine should be firmly and squarely mounted to the nose of the aircraft on hardwood rails. 

Radio Installation: The process of installing the radio-controlled system provides the student with 

an ideal introduction to the principles of mechanical power transmission and control. (e.g., through 

the use of linkages and fixtures, students will learn how to transform rotary motion to linear motion). 

The receiver and airborne batteries, must be protected from engine vibration by wrapping the 

receiver and airborne batteries in foam rubber, and installing them in the fuselage as far forward as 

possible. This will prevent the aircraft from being overly tail-heavy. The servos should be screwed in 

place on wooden rails fastened securely to the inside of the fuselage. Four servos are required to 

control the rudder, elevators, engine throttle, and camera shutter. 

Pushrods can be fabricated by fastening threaded rods with clevis ends (available at hobby stores) to 

both ends of measured lengths of wooden dowel. The clevises will allow some length adjustment 

during installation between the servo arms and the control horns fastened to the rudder and elevators. 

Camera Installation: The camera to be installed should only be a very inexpensive disposable 

camera due to the risk of a crash and thus damaging the camera. However, after the RPV has proved 

to be a reliable and predicable aircraft the camera quality may be enhanced (assuming the weight and 

size are within the limits of the aircraft). The camera must be securely installed in or on the fuselage, 

preferably at or near the centre of gravity with the lens pointing in the desired direction. This is so 

the aircraft can be flown with or without the camera, and not altering the balance of the aircraft. 

Construct a means of depressing the shutter on the camera by actuating one of the servos on the 

aircraft (such as "full left rudder) or by installing a separate servo (if you have an extra channel 

available on your RC radio transmitter or receiver. This type of an installation will require the RPV 

to be landed in order to "reset" the camera for the next photograph. However, with additional design 

work and resources, many pictures (or video) could be recorded in a single flight. 

Balancing: Lateral balancing must be performed prior to flight by adding weight to the wingtip on 

the light side. Fore and aft balancing is more critical. Weight must be added to the nose of the aircraft 

until a centre of balance is achieved at a point on the underside of the wing, one-third of the distance 

back from the leading edge. 




Testing and Flying the Aircraft: If the wings appear unable to support the weight of the aircraft, 

invert the aircraft and lay weights (uniformly distributed small sealable plastic bags filled with sand 

work well) on the underside of wing. Two or three times the weight of the aircraft (less the wing) 

will provide a minimal safety margin. 

• As this is a prototype design, flying must take place in a large open space (soccer/football field) away 

from populated areas, on a day with light winds. Be sure that a thorough inspection of the aircraft is 

made prior to flight, the radio batteries are fully charged, and the radio is working properly. Control 

linkages should be rigid with minimal slop. 

• It is imperative that a pilot experienced in flying radio-controlled aircraft be engaged to fly the 

aircraft. Test flights should take place well away from all spectators. 

• Aerial Photography: Assuming the aircraft is flying reliably, the RPV may now be used for aerial 

photography. Assuming all flights are at an approved site away from any buildings, towns or other 

dangerous obstructions, many fascinating photographic opportunities are available. Some of the 

variables for taking the photographs may include: 

• altitude of RPV; 

• angle of attack (climbing or diving); 

• speed (fast or slow); 

• weather conditions (sunny or cloudy); 

• time of day (sunrise, mid day or sunset). 




Sample Assessment Rubric for the RPV Aircraft Construction Activity 

Category Level 1 Level 2 Level 3 Level 4 

- demonstrates - demonstrates - demonstrates - demonstrates 

limited knowledge some knowledge considerable thorough 

of facts, technical of facts, technical knowledge of knowledge of 

terminology, terminology, facts, technical facts, technical 

procedures, and procedures, and terminology, terminology, 

standards standards procedures, and procedures, and 

standards standards 

Knowledge and 

Understanding 

TF1.03M, 

identifies and 

describe industrial 

tools and 

materials 

SP1.06M, selects 

methods of 

generating, 

transmitting, and 

transforming 

power 

Thinking/ Inquiry 

TFV.04M, 

analyses and solve 

manufacturing 

problems 

SP1.09M, 

evaluates projects 

using assessment 

instruments and 

identify design 

alterations 

Application 

SPV.02M, applies 

the planning and 

design process to 

specific projects 

SPV.04M, 

assesses processes 

and the resultant 

products 

SP1.07M, applies 

various electrical 

and electronic 

controls 

- applies few of 


in an 


process 



contexts with 

limited 

effectiveness 

- applies some of 


in an 


process 



contexts with 

moderate 

effectiveness 

- applies most of 


in an 


process 



contexts with 

considerable 

effectiveness 

- applies all or 

almost all of the 

skills involved in 

an inquiry/design 

process 



contexts with a 


effectiveness 





Activity 3: Reflection Paper: Effects on the Environment 


Description 

Students use a variety of learning strategies to acquire an in-depth understanding of the effects of 

technology on the environment. They write a reflection paper summarizing the discussions. Students 

identify the positive and negative impacts of technology on the environment and on society. Through 

creative and reflective writing, students demonstrate respect for the dignity of others and welfare of the 

environment. Students explore some case studies and Scripture readings where technology, as it relates to 

power and control, has had an impact on the environment (i.e., nuclear power). 








CGE4g - examine and reflects on one’s personal values, abilities, and aspirations influencing life’s 

choices and opportunities. 









• Provide magazines, newspapers, and access to other sources (Library/Resource Centre) for these 

articles. 

• Have students define key terms (environment, pollution, ozone, rain forest, oil spills, acid rain) prior 

to the activity in preparation for their discussions. 

• Choose one of the case studies or Scripture readings to begin the activity group discussions. 

• When reading “Creation of the Universe”, be sure to emphasize the beauty of creation and how God 

gave control of maintaining its beauty to humans. Refer to the key terms that students had to define 

and try to relate some of the articles with the theme of discussions. 

• Teachers should develop case studies that students can relate to. Case studies should illustrate world 

wide concerns. 









activity; 

• reflective writing skills as practised in Units 1, 2, and 3; 






• participate in small group and class discussions and present information and ideas clearly and 

honestly with sensitivity to others; 



• provide a written reflective summary of the how Catholic teachings/values influence decision making 

for the betterment of society; 

• explore environmental effects of technology through Internet research. 


• establish a clear understanding of the activity description and expectation; 



• refer to Appendix F – Principles of Catholic Teaching, to discuss human dignity and the dignity of 

work. emphasize how Catholic social teaching promotes social responsibilities, human solidarity as it 

relates to local and global effects on our environment; 

• provide the groups with sample case studies (see Appendix 4.3.1). Have the groups discuss the 

chosen case; 

• develop case studies and scenarios relating to production work ethics and conditions; 

• provide access to computers and word processing software; 

• encourage the students to reflect upon their discussions and their relationship to everyday decisions; 

• emphasize how Catholic social teaching promotes social responsibilities as they relate to the 

environment. 



be based on the ability to clearly and honestly communicate, and summarize their findings effectively 

(see Appendix B). The written report will be graded on spelling, grammar, format, and content. A 

handout of the evaluation scheme will be issued with the instruction/criteria sheet. 




Teaching strategies for students with special needs may include: 

• checking that all instructions are understood; 





• using class time for discussion providing an atmosphere that encourages students to ask questions for 

information gathering and for clarification; 




assistance from peer or Special Education staff; 

• challenging students to research a recent manufacturing social issue (students select topic) that has an 

impact internationally. The issue must relate to the unit theme of environmental effects. Teachers 

may supply some suggestions; 



Resources 

Web Sites 



International Centre for Technology Assessment (CTA) 


CTA is a non-profit organization providing analyses of technological impacts on society. See the 

“Campaign on Auto Pollution” article. 





Publications 

Scriptures; Genesis “Creation of the Universe” 

Other 

School Library/Resource Centre for independent study 



Unit 5: Post-Production Analysis and Reporting 



In this unit students assess the process and the finished product. Students analyse cost, feasibility, and 

markets. Students also demonstrate effective communication skills through written technical papers, 

design briefs, oral, and multi-media presentations. In analysing the success of the projects, students 

assess their experiences throughout the design, planning, production, and reporting of their project. 

Through self- and peer assessment and reflection, students develop an appreciation and respect for the 

rights, responsibilities, and contributions of self and others. 


Ontario Catholic School Graduate Expectations: The graduate is expected to: CGE2b, c, d, d, e, 

3b, c, e, f, 4a, b, c, e, f, g, 5a, c, e, f, h, 7a, b. 


Overall Expectations: TFV.02, SPV.03. 

Specific Expectations: SP1.02, 08, 09, 10. 


Activity 1 Post-Production Analysis 240 minutes 

Activity 2 Technical Paper/Design Brief using Multi-Media 300 minutes 

Activity 3 Personal/Group Reflection and Analysis 60 minutes 





personal responsibilities, and commitment required for group activities; 




Community and the Common Good, Rights and Responsibilities, Dignity of Work, and Solidarity); 

• reflective writing skills as practised in Units 1, 2, 3, and 4; 


• desktop-publishing skills; 

• knowledge of using projection systems; 

• basic writing skills (spelling and grammar). 


• Refer to Appendix F – The Principles of Catholic Teachings, to determine how it can be applied to 

the unit. 

• Review all activities and prepare handouts and materials necessary for delivery of content. 

• The focus of this unit is to develop skills related to technical report and presentation. 

• Teachers should make available software and materials required for creative presentations. This may 

include projection systems, word processing software, multimedia software, overhead acetate, etc. 

Teachers should also have English/French grammar and spelling resources for students to use. 



• Appropriate modifications to teaching, learning and evaluation strategies must be made to support 

students in gaining proficiency in English. Check with administration, academic resource department 

personnel and guidance counsellor for assistance in making the accommodations. 






• be involved in a group activity involving problem solving and brainstorming ideas for their 

presentation and reports; 

• follow tutorials on desktop publishing software and multi-media software (e.g., Corel Presentations); 

• report and present both orally and written; 


experiences; 

• through the journal entries, reflect on personal values as they apply to working within a group and on 




• supply students with criteria, constraints and instructions for the activity accompanied by an 




• work students through report formats and presentation preparation. It is important that students plan 

their presentations carefully with scripts; 



• open with a review on the manufacturing and design process as it relates to post-production analysis 

and reporting. Refer to the Appendix G – Manufacturing Design Process and Appendix H – Critical 


• discuss the importance of communications skills in Manufacturing Technology; 

• discuss different methods of presentations; 


• encourage the groups to be creative when organizing the report delivery. Monitor group progress 

daily to ensure students remain on task and that projects will be completed on time. 



assessment, reflection, conferencing, and paper and pencil. Students will be evaluated on written 

reports and practical assignments. 



• The student final presentation, spreadsheet analysis, and design brief will be assessed as the 

culminating activity. 



Resources 

Web Sites 



Publications 


OH: 1991. ISBN 0-538-07461-2 

Video 





Word processing software (e.g., Corel WordPerfect) 

Presentation software (e.g., Corel Presentation) 

Other 

School Library/Resource Centre. 


Guest speaker: religion teacher, Chaplain, local parish priest. 

Activity 1: Post-Production Analysis 


Description 

In this unit students conduct post production analysis of their project detailing the efficiency of their 

design and process (product and method improvements, materials cost analysis). Students develop and 

present a spreadsheet for the development of their product. The spreadsheet (flow chart, critical path 

chart) provides a quick and accurate view into the production of the product. Interpersonal growth and 

development of Catholic values within the group are the focus of this activity. Skills developed now will 

be transferred to other projects and life experiences in the form of time management skills, taking 

responsibility for actions, and group interactive skill development. 



















industry; 

SPV.04M - assess processes and resultant products. 


IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing; 




• Provide a list of key terms of this unit. Have students define the terms for homework prior to 

beginning the activity (see Appendix 5.1.3). Be sure students have resources to define the terms. 

• Provide examples of completed spreadsheets or critical path flow charts for the students. 

• The whole class should be involved in a discussion of how the critical path times must be met to 

ensure smooth and effective part flow and maximize employee use in industry. 

• A topic such as “just in time delivery” now popular in assembly plants in order to minimize part 

storage and maximize facility (building) is a prime example. 

• Students should write out their assembly sequence and transfer this knowledge to the spreadsheet for 

discussion, modification and adoption. 

• Prior to beginning the activity, the teacher will produce a sample analysis and spreadsheet. 







• skills in keyboarding, word processing, and spreadsheet software will be very helpful; 

• desktop publishing skills; 


• completed previous unit activities. 



• define the key terms; 

• treat all ideas fairly and with respect; 

• assume Christian leadership roles; 





same process; 


experiences; 

• through the journal entries, reflect on personal values as they apply to working within a group and on 










• discuss key manufacturing terms (see Appendix 5.1.3); 

• review all production data (labour times per operation, cost of materials, assigned monetary values 

for labour and overhead); 

• using the routing developed in previous units, develop a spreadsheet that will present labour; 

breakdowns by decimal hour by work centre and calculate the project cost (by work centre and 

overall); 

• perform a methods analysis that will identify constraints and be able to provide creative and 

innovative solutions to production problems. (see Appendix 5.1.1); 

• discuss product improvements as they relate to efficiency and product quality; 

• discuss effects of method and cost improvements on workers and society as a whole (down sizing); 

• provide complete examples of spreadsheets/charts (flow, Gant, PERT, etc.); 

• discuss “just in time part delivery” and its effect on manufacturing processes; 

• discuss effective part and machine layouts and how this can effect production costs; 


• describe career opportunities in Engineering and Marketing where report presentations to potential 

buyers and administration executives are extremely important. Describe how engineering and 

planning staff require extensive knowledge of communication styles and techniques; 



• through this group activity, provide a high level of student engagement, as well as interdependence 

and conflict management skills. Monitor progress and provide feedback frequently emphasizing 

collaborative and co-operative group efforts in light of Gospel values. 




• Personal Communications: students will fill out a peer and self-evaluation form allowing them an 

opportunity to assess their performance. 


• Each group completed flow chart/rationale to be evaluated through a rubric (see Appendix 5.1.2); 

• Each group will present their analysis to the class and explain how the spreadsheet works. The 

oral presentation rubric (see Appendix A) can be used for the evaluation; 

• Each group will submit a written report of their analysis to the teacher. 

• Through observation students can be assessed formally or informally. Teachers will document the 

following: 

• the student’s skills pertaining to interaction and any conflict resolution skill building that may be 

required encourage a strong Christian atmosphere; 

• the student’s respect for the responsibilities and contributions of self and others will be 

formatively evaluated. 

• the student’s initiative and participation in a group should be noted. Anecdotal comments serve 

to assess students. 







suggestions, comments or questions about work. Monitor students’ journal entry to ensure that all 

instructions are understood; 

• providing examples of spreadsheets from previous terms and from local companies will help students 

understand the expectations; 

• providing a glossary of terms with definitions; 

• assisting student in filling out the analysis worksheet. Provide conferencing on a daily basis until 

student can work independently. Allow extra time to complete the assignment; 



• checkpoint evaluation. Record progress on a daily basis using their organizers to write anecdotal 

comments; 

• involving students in assessing their assignments. 

Resources 

Publications 


OH: 1991. ISBN 0-538-07461-2 

Video 






Other 






Sample Analysis Notes 

From the process routing and the time estimates, groups will create a spreadsheet that will calculate the 

estimated production time. From this data the teams could also calculate the staffing required for each 

work centre and/or product. The students could use this data to determine labour values and costs for 

mass production as an enrichment activity. 

(e.g. routing/spreadsheet for wood components of similar thickness, all estimated times in minutes) 

part/WC 

cutoff 

saw 

(1) 

planer 

(2) 

jointer 

(3) 

layout 

table 

(4) 

bandsaw 

(5) 

sander 

(6) 

side rail 5 10 6 30 20 25 96 

base 5 10 15 

top 5 20 30 55 

total labour staffing 

hours/part 

(est) 

1.6 .21 

.25 .03 

.92 .12 

• total estimated labour in minutes/part = the horizontal addition of columns 1-6 

• total estimated labour hours/part = total labour minutes/60 

• total estimated labour hours/product = the vertical addition of the total labour hours column 

• estimated staffing/part = total labour hours/7.5std labour day 

• total estimated staffing = the vertical addition of the staffing column 

• total estimated labour time to build = the vertical addition of the total labour hours column 

• estimated product labour cost = total labour hours x labour rate ($) as set by the teacher 

• total estimated cost = material cost + total labour cost (+ an overhead factor if desired for 

enrichment) 

total labour 

minutes/part 

(est) 

As the students build, they will keep track (on the routing sheet) of the actual minutes taken for each task 

as well as a point form synopsis of all problems encountered or process changes made (students are 

encouraged to follow the original routing). These notes will be utilized later during the design and 

production process review. 

With the actual times, the students will create a second spreadsheet to calculate the “actual” values, 

which will be compared to the estimates. These comparisons can be used to determine production 

efficiency and actual costing which will help the group decide whether the product is viable in its current 

form (money maker or loser) 

The overall report should be broken into two sections: 

• Calculations (as described above) 

• A written report that summarizes findings of calculations and observations made during production, 

and suggests ways to make improvements to the product and/or the manufacturing process. This 

section should also include answers to specific questions dealing with the impact of manufacturing to 

society and the environment. 




Rubric Technical Report Writing 


Knowledge and 


writing process 

TFV.02M 

Thinking and 

Inquiry 


ideas between 

group members 

(problem 

resolution) 

Interdependent 

team member 

(listens, accepts 

varied roles, work 

organization, time 

management) 


knowledge to a 

finished product 

- shows limited 

knowledge of 

understanding and 

proper use of 

writing or 

presentation 

materials 


limited ability in 

thinking and 

inquiry processes 

- demonstrates the 

communication of 

ideas to others on 

a limited basis 

- student is seen as 

an effective 



limited success 

- produces written 

or visual materials 

to others in a 

manner that is 

easily understood 

on a very limited 

basis 

- shows some 

evidence of 

knowledge and 


the proper use of 

writing or 

presentation 

materials 


some ability in 

thinking and 

inquiry processes 


ability to 

communicate 

ideas to others on 

some occasions 

- student is seen 

as an effective 



moderate success 






in some cases 

- shows 

considerable 

evidence of 

knowledge and 



writing or 

presentation 

materials on most 

occasions 


ability of the 

thinking and 

inquiry process on 

most occasions 


ability to 

communicates 

ideas to others 

most of the time 




team member on 

most occasions 






in most cases 

- shows complete 

knowledge and 



presentation 

resources 


clear 


the thinking and 

inquiry process 


clear 


how to 

communicate 

ideas to others 




team member on 

all occasion 






on all occasions 






Manufacturing Key Terms 

MANUFACTURING SYSTEMS KEY TERMS 

Action item 

Architect 

Business plan 

Cash flow analysis 

Commission 

Contract 

Co-ordination 

Dealer 

Engineer 

Gant Chart 

General contractor 

Overruns 

Owner 

Permits 

PERT Charts 

Profit 

Project manager 

Prototype 

Quality control 

Subcontractor 

Throwaway 

Union 



Activity 2: Technical Paper/Design Brief using Multimedia 


Description 

In this activity, students are exposed to the use of multimedia tools in order to present a technical paper 

or Design Brief for a final project. The use of computers, projection machines and overheads are 

investigated. The student’s development in the use of these tools will be transferable to other classes and 

be of benefit to them in the future. This activity allows all the skills developed in previous units to be 

expressed in a visual manner that would be appreciated by all. 










CGE5a - work effectively as an interdependent team member; 

CGE5e - respect the rights, responsibilities and contribution of self and others. 









• Provide examples of report formats and presentation preparation. It is important that students plan 

their presentations carefully with scripts. 

• Make available software and materials required for creative presentations. This may include 

projection systems, word processing software, multimedia software, and overhead acetate. Students 

will require computer time for the introduction to slide show presentation software or similar 

software programs. 

• This may require the booking of a computer lab. The use of other facilities such as video projection 

machines, overheads, software programs, and printers will be necessary. 

• The use of English, Business Studies, and Communications Technology teachers as resources for the 

student is recommended. 

• The presentation is to be shared equally by group members and consideration for students who may 

feel uncomfortable with public speaking will need to be addressed. The students may do the technical 

work (connecting and running of equipment) or other tasks. 









• skills in keyboarding, and word processing; 

• desktop-publishing skills; 


• working knowledge of projection and overhead machines (slide shows, computer programs); 

• completed previous unit activities. 



• observe and critique sample presentations; 

• participate actively in all tutorials; 




• equally assign duties/responsibilities to each group member; 

• assume the role of leadership reflecting Christian values; 

• listen attentively and discuss ideas related by the teacher; 

• treat all ideas fairly and with respect; 


same process; 


experiences; 

• through the journal entries, reflect on personal values as it applies to working within a group and on 



• review lesson on group dynamics; 

• through this group activity, provide a high level of student engagement, interdependence, and conflict 

management skills. Monitor progress and provide feedback frequently emphasizing collaborative and 

co-operative group efforts in light of Gospel values; 






• provide examples of previous presentations for class to critique; 

• provide tutorials on the use of a computer generated effects (Corel Presentations or similar); 

• provide tutorials in the use of desktop-publishing software; 


• encourage the groups to be creative when organizing the report delivery; 

• group and individual conferencing as required (special needs 1:1 tutoring); 




Marketing, and any other design, planning, or production career. Have local professionals assess 

student drawings through class discussions. Promote Co-operative Education in this area; 





entries are evaluated through a rubric evaluation format. (see Appendix 1.1.2 of Unit 1, Activity 1) 

• Performance assessment: review daily observations; review of conferencing reports and daily student 

evaluation; rubric evaluations (see Appendix 5.2.1). 


following: the student’s skills pertaining to interaction and any conflict resolution skill building that 

may be required to encourage a strong Christian atmosphere; and the student’s initiative and 

participation in a group. 




• provide opportunity for encouragement and praising effort as well as task completion; 


suggestions, comments, or questions about work. Monitor their journal entries to ensure that all 

instructions are understood; 

• providing sample presentations from previous terms so students understand the expectations; 



• providing support in developing presentation scripts and storyboards to ensure success; 

• consideration for students who may feel uncomfortable with public speaking will need to be 

addressed; 

• adding video files that relate to their presentations for enrichment. These video files should be 

viewed through their slide show presentations; 

• encouraging students to enhance their presentations with props, costumes, and special effects; 

• video taping all presentations; 

• having students become peer tutors/mentors assisting students who have difficulties with the 

software; 

• checkpoint evaluation. Assess students on a daily basis writing anecdotal comments in their 

organizers; 

• involve them in assessing their own projects and papers. 




Rubric Assessment of Technical Paper/Design Brief Using Multimedia 


Understanding 

and application of 

ideas 

SPV.02M 

- demonstration of 


application of 

ideas is obtained 

with limited 

success 





some success 





most of the time 





with great success 

Organization and 

analysing of 

information 

SP1.02M 

Communicates 


precisely 

SP1.10M 

TFV.02M 

Applies the 

appropriate 

terminology and 

symbols or 

conventions 

TF1.04M 

SP1.02M 


limited ability 

with analysing or 

organizing 

information 



precisely with 

limited success 

- limited ability to 

use correct 


symbols or 

conventions 



with analysing 

and organizing 

information 



precisely with 


- moderate ability 

to use correct 


symbols or 

conventions 


considerable 

success with 

analysing and 

organizing 

information 



precisely on most 

occasions 


ability to use 

correct 


symbols or 

conventions 


thorough working 

knowledge of 

organization and 

analysis of 

information 



precisely on all 

occasions 


correct use of 


symbols or 

conventions 





Activity 3: Personal/Group Reflection and Analysis 


Description 

In this activity students analyse the flow of the project from inception to completion. Group members 

will evaluate the sequencing of project activities, recognizing positive as well as negative aspects, while 

suggesting alternatives. Personal and group evaluation is essential to ensure that students appreciate the 

human resources involved and how their contributions can affect productivity. 

Students are given an opportunity to reflect on how they have grown as Christian students in this unit. 

Students are encouraged to discuss how they have been affected positively or negatively through group 

interactions. The graduate expectations of communication, reflective thinker, and collaborative learner 

are the focus of the writings. Students are to discuss how they can continue to apply these new/improved 

values to other parts of their life. 



CGE2b - read, understand, and uses written material effectively; 

CGE2c - present ideas and information clearly and honestly with sensitivity to others; 




CGE5e - respect the rights, responsibilities, and contributions of self and others. 





• Teachers explain that students are to write about their learning experiences and personal growth 

during this activity (see Appendix 5.3.1 for activity instructions). 

• They are also to reflect on their Christian growth and development and how this can be transferred 

into other parts of their lives. 




• reflective writing skills as practiced in Units 1, 2, 3, and 4; 

• skills in keyboarding, and word processing; 


• completed most of the course activities. 






with sensitivity to others. As part of a group, respect the rights, responsibilities and contributions of 

others; 

• provide a written reflective summary of how Catholic teachings/values influence group/team 

activities and help in our spiritual and academic growth; 

• record answers to the group reflection questions found in Appendix 5.3.1; 

• reflect on group interaction growth and development; 

• reflect on Christian growth and development. 


• refer to Principles of Catholic Teaching Appendix F, to discuss human dignity and the dignity of 

work. Emphasize how Catholic social teaching promotes social responsibilities and human solidarity 

as they relate to group work; 

• encourage the student to reflect upon their discussions and their relationship to everyday decisions. 


• Reflections: Individually, students are assessed on their unit reflection paper. The evaluation will be 

based on the ability to clearly and honestly communicate and summarize their findings effectively 

(see Appendix B). The written report will be graded on spelling, grammar, format, and content. A 

handout of the evaluation scheme will be issued with the instruction/criteria sheet. 

• Group self-evaluation (see Appendix 5.3.2) 



• checking that all instructions are understood; 





• using class time for students to ask questions for information gathering and for clarification; 




• provide opportunity for students to share experiences and results of program work with teacher in 

confidence; 

• ensuring the expectations for assessment of reflection paper are understood. 

Resources 

Web Sites 








Group Reflection Instructions 

It is important to reflect on your experiences within your group. Discuss your experiences in completing 

the projects. To help get the discussions started, ask yourselves the following questions. 

Be sure to have someone in your group record the groups answers to the questions. The answers to the 

questions below along with the group evaluation will be submitted with your final report. 

Select a spokesperson for your group. This person must be ready to present the results of your group 

discussions. 

1. Were all group members on task and on topic each and every day you worked on the assignment? 

2. Were all members involved in making decisions? 

3. Did the group get along? Were members pleasant with one another? 

4. Did the group prioritize and organize their work? 

5. Did the group meet often and refer back to flow charts and assignment criteria and constraints? 

6. Did all members contribute equally to the discussions and the final report? 

7. Did all members complete their portion of the assignment on time? If not, discuss why. 

8. Discuss any difficulties your group experienced. How can you prevent these difficulties from 

happening again? 

9. If your group was given the opportunity to do an assignment all over again, what would you do 

differently? 

10. Describe how you have grown spiritually through these experiences. Consider your beliefs, values, 

responsibilities, goals, etc. 

Note: If, as an individual, you have any other comments or concerns regarding your experiences with the 

group, please discuss them with your group at this time. 




Sample of Group Self-Evaluation 

1. As a group score your opinion of the group’s performance when doing the activities. Use the criteria 

listed in the rubric below. 

2. Be fair and honest, but be careful in the way you discuss things. 

Criteria Level 1 Level 2 Level 3 Level 4 Mark 

- group rarely 

- group always _____/4 

stayed on task 

stayed on task 

On Topic 

Did the group stay 

on topic or did the 

discussions wander 

into other topics? 

Decision-making 

Were all members 

involved in making 

final decisions? 

Congeniality and 

co-operation 

Did the group get 

along? 

Were members 

pleasant with one 

another? 

Summarizing and 

prioritizing 

Did the group 

prioritize and 

organize their work 

Shared 

Responsibilities 

Did all members 

contribute equally 

to the discussions 

and the final 

report? 

Did ALL members 

show effort in 

completing the 

assignment? 

- few 

members were 

involved in 

decision 

making 

- members 

rarely got 

along 

- the group 

rarely 

prioritized and 

organized 

their work. 

- limited 

evidence of 

equal 

contributions 

- group stayed 

on task 

sometimes 

- some 

members were 

involved in 

decision 

making 

- members got 

along 

sometimes 

- the group 


organized 

their work 

sometimes 

- some 

evidence of 

equal 

contributions 

- group stayed 

on task most 

of the time 

- most 

members were 

involved in 

decision 

making 

- members got 

along most of 

the time 

- the group 


organized 

their work 

most of the 

time 


evidence of 

equal 

contributions 

- all members 

were involved in 

decision making 

- members 

always got along 

- the group 


organized their 

work all the time 

- all members 

contributed 

equally 

_____/4 

_____/4 

_____/4 

_____/4 

TOTAL _____/20

Course Profile - Curriculum Services Canada

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