Grade 11 - Product Development(Modification and Manipulation)

PRESCRIBED LEARNING OUTCOMES

• produce finished products or systems from plans or designs (drawings, plans, schematics)
• apply the processes of combining, forming, seperating, and finishing
• develop and modify products or systems to address:
  • principles of engineering
  • standards of quality and reliability
  • waste reduction
  • specified design criteria (form, function, aesthetics, ergonomics, end-user needs)
• apply safe work habits in accordance with established regulations, including WCB and WHMIS regulations

To view the prescribed learning outcomes for Product Development (Modification and Manipulation)  in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Guide students as they assemble design portfolios to show the development of a product or system from conception to completion. Provide lists of items to include, such as:
  • drawings, including initial sketches, design briefs, and formal design representations showing several views, structural details (e.g., cutaway views to show joint detail), and dimensions
  • production details, including descriptions of why they selected specific materials, particular fabrication techniques used, and regulations associated with health and safety standards
  • photographs and drawings that show the product in various stages of development, including several views of the completed product
• Give students guidelines, such as the sample below, for selecting product development materials.

Criteria	Examples
Responsible to Environment	Select lumber and other materials in ways that use products efficiently
Cost-Effective	Do cost comparisons to identify the most appropriate material to accomplish tasks
Budget Control	Keep a record of materials and costs

• When students complete products, have them review their design portfolios, list the problems they encountered during product development (e.g., structural flaws, incorrect measurements, difficulty of assembly), list the appropriate technical processes used (in accordance with WCB and WHMIS regulations), and note whether the finished products met design criteria. Ask students to describe how the finished products reflect the original designs and to justify alterations they made to these designs.

SUGGESTED ASSESSMENT STRATEGIES

• While students are working on design projects, look for the use of safety equipment and procedures. List any observed safe practices on the chalkboard, and have students add to the list. Use the results to develop a checklist for teacher and student use.
• As students work on developing design portfolios for a product, observe the extent to which they are able to:
  • generate a variety of ideas for the product design
  • communicate their ideas using all necessary drawings
  • support their reasons for selecting materials
  • accurately describe the fabrication techniques used
  • address the application of health and safety standards
• Work with students to establish criteria to assess the drawings in their design portfolios. These might include:
  • visual presentation (e.g., neatness, clarity)
  • accuracy
  • level of detail (e.g., cutaway views)
• Have students demonstrate their safety knowledge in a performance assessment that includes:
  • a pre-production set-up (e.g., safety guards in place, proper blade for material being cut)
  • a personal safety check (e.g., eye or face protection, ear protection, respirator)
  • a material processing check (e.g., correct speed and feed rate, using relief cuts, extra hold-down devices)
  • identification and reporting of damaged or broken tools or equipment
• Have students self-assess their design portfolios by completing sentence stems such as:
  • Two areas of strength in my design were ____________.
  • I was able to test the effectiveness of my product design by ____________.
  • The part of the design that I would change if I made this product again is ____________.

• Communication Systems
• Design and Plastics
• Design Graphics
• Electrical/Electronic Systems
• The New Product Development Program
• Project Design
• Tracktronics

• Ecological Design
• Energy Choices
• Fluid Power Technology at Work
• Inside Combustible Engines
• Land Transportation
• Sea Transportation
• Technology for the Disabled

• Lasy Control 10 Day Module
• Orientation to WHMIS

• The Building Box: Model #2

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