Grade 12 - Product Development(Principles and Concepts of Technology)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

evaluate the effects of natural and synthetic materials on the properties, characteristics, and commercial uses of products
compare computer-assisted production processes (CADD, CAM, CNC, robotics) and assembly-line processes in terms of:
- efficiency and cost-effectiveness
- impact on product specifications
- impact on society
describe a product or system in terms of its characteristics, including:
- equilibrium (internal and external forces)
- compression
- tension
- torsion
- shear
assess how social, economic, and environ-mental conditions influence the choice of tools, manufacturing, and production processes used in developing products or systems
analyse how choices made during the development of products or systems reflect predetermined criteria, including:
- aesthetics
- environmental considerations
- ergonomics
- cost-effectiveness
- function

To view the prescribed learning outcomes for Product Development (Principles and Concepts of Technology) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students develop an understanding of product structure, material characteristics, and manufacturing equipment and processes by examining products and materials and exploring how they are manufactured.

Set out a selection of sample construction materials. Have students differentiate between natural and synthetic materials and suggest possible methods of adhesion or blending (e.g., manufactured brick, synthetic marble, engineered beams). Ask each student to group the materials into appropriate categories, suggest uses for each, and justify his or her suggestions based on observed characteristics (e.g., exterior and interior use, durability, structural integrity).
Have students select two competing products that were manufactured using different production processes (e.g., a door manufactured in an automated robotics assembly line and a door made by hand). Ask them to compare the products in terms of aesthetics and functionality, and the production processes in terms of:
- efficiency and cost-effectiveness
- skill and labour requirements
- environmental considerations
Engage the class in a discussion about the ramifications of using materials and natural resources that affect the environment. Have students use a variety of sources to research the social and environmental impact of using environmentally sensitive materials to develop products or systems (e.g., exotic woods from rain forests of the world). Ask students to examine alternative, less vulnerable materials that might fulfil the same production needs, reflecting on aesthetics, market demand, and ergonomics.

SUGGESTED ASSESSMENT STRATEGIES

As students investigate and use a variety of natural and synthetic materials, they can demonstrate their abilities to evaluate materials, tools, and manufacturing and production processes based on various criteria.

As students work with a variety of natural and synthetic materials, conference with them informally and note the extent to which they are able to:
- accurately identify the materials by name
- identify methods used to produce the materials (e.g., blending, adhesion of base materials)
- identify properties (e.g., strength, weight, weathering characteristics, reaction to water)
- identify characteristics (e.g., machinability, physical appearance, quality of finish)
- suggest applications in manufacturing and production
Have students prepare detailed presentations on a material (e.g., MDF board), including the historical development of it, the process used to manufacture it, its properties and characteristics, and any environmental concerns. Note the extent to which each student is able to:
- present factual content supported by research
- use correct terminology
- identify and discuss environmental issues
Have students research the social and cultural impact of automation displacing workers in an industry, and prepare video or multimedia presentations for the class. Work with students to prepare a list of criteria that could be used to evaluate the presentations. Criteria could include:
- presents factual content supported by research
- sequences ideas in an orderly way
- identifies social consequences and presents possible alternatives to minimize negative impact
- uses communication techniques effectively