Grade 8

Topic: Introduction to Design, Tools, and Materials

Self and Society

It is expected that students will:

• demonstrate confidence and positive attitudes when solving problems that arise during the design process
• identify practical problems involving technology in a variety of contexts
• work with others to solve problems that come up during the design process

It is expected that students will:

• produce initial concept sketches and final drawings using a design process
• develop two- and three-dimensional graphics using manual and computer-assisted processes
• revise presentations based on suggestions and comments from others

It is expected that students will:

• describe and use the process of product design
• identify and classify the properties of materials used to manufacture products
• select materials based on a set of design specifications
• identify ways to minimize waste and reuse products
• demonstrate safe work habits when using tools, equipment, and technical processes

Planning for Assessment

• The classroom was divided into three areas:
  • a group meeting and planning area, with tables and chairs
  • a computer area, with a graphics and word processing software program
  • a production area, with primarily hand tools to cut, join, and form a wide range of materials
• The learning environment was designed to allow for the three facility areas to be used simultaneously, with groups rotating through them. Once students completed a rotation, groups moved freely among the three areas to complete their group project.
• Each member in the group was asked to assume an expert role. These students were given special training and information by the teacher, which they were expected to pass on to their group.
• Each group participated in the following four sets of activities, the first three in separate facility areas, and the last one in all areas of the learning environment, as needed.

• In the group meeting and planning area students focussed on using a design process and developing a design portfolio while creating a mobile. Students added information to their design portfolios as they worked. Each portfolio included ideas, sketches and drawings, tests of materials and processes, records of discussions, and any evaluations that had taken place during the group work.
• The teacher developed a design portfolio worksheet to help students work through the stages of a design process. This worksheet contained all elements of design: statement of the problem, generation of initial ideas, development of possible solutions, testing of ideas and processes, development of a plan for construction, construction of the solution, and evaluation of the solution.
• The statement of the problem included:
  • the design of a mobile using a support beam (levers, cantilevers, pivot points, balance)
  • placement of component parts (balance, mass, aesthetics, presentation of ideas)
  • use of three-dimensional space (mobile structure, design and construction of component parts)
  • use of air currents to move the mobile and its component parts

• In the computer area students used a computer graphics program to generate outlines and templates for the shapes they would construct and hang from their mobile. During the activity the students:
  • applied the computer graphics program to the task
  • used basic drawing tools
  • located clip art and symbols
  • placed clip art on a printable page
  • sized clip art
  • printed their work

• In the production area, students were provided with a wide range of materials:
  • rigid materials (e.g., sheet metal, wood, plastic)
  • semi-rigid materials (e.g., styrofoam, foam board, 1/16" welding rod, card stock)
  • flexible materials (e.g., fabric, paper, foam, string)
• Students had access to the following tools:
  • pencils
  • hacksaws
  • hand drill and bits
  • sandpaper
  • tin snips
  • rulers
  • wood files
  • metal files
  • Whitney punches
  • handsaws (wood)
  • wire cutters
  • strip benders
  • pliers
  • scissors
  • spot welders
• Students were introduced to a wide variety of hand and portable power tools that could be used in the construction of their mobile.
• Students were encouraged to practise using tools safely on various materials to determine:
  • the function of various tools
  • how to choose the proper tool according to the material used and its final use or purpose
  • how to lay out, cut, bend, join, and finish materials

• Students put their learning from the first three activities together to construct a mobile. Each group was responsible for the construction of one mobile, which was later hung from the ceiling in the classroom. The following task requirements had to be met before the mobile could be considered complete and submitted for evaluation:
  • The design reflects a theme (i.e., festive occasions, the environment, sports, animals).
  • The mobile has only one main support rod.
  • The mobile has at least two secondary support rods.
  • Each of the secondary supports is a different distance from the hanging point.
  • Each object on the mobile is a different shape and material.
  • The mobile is hung from the ceiling using string.
  • At least one object looks three -dimensional.
  • The finished mobile includes an object listing each group member's name, the team name, the course, and the block.

Defining the Criteria

To what extent does the student:

• participate willingly and constructively in the group
• initiate, develop, and sustain interactions in the group
• contribute ideas and build on the ideas of others

To what extent does the student:

• identify common tools and their proper uses
• choose materials based on their characteristics
• use materials carefully to minimize waste
• use safety equipment and follow safety procedures

To what extent is the student able to:

• use correct start-up routines
• demonstrate familiarity with the operating system
• use the mouse and keyboard
• use correct computer terminology
• efficiently apply a computer graphics program to a task

To what extent is the final product:

• consistent with the task requirements and design parameters
• aesthetically pleasing
• innovative in design

To what extent does the student demonstrate:

• engagement in the problem
• appropriate use of background knowledge
• effective problem-solving processes
• the ability to represent solutions to the problem

Assessing and Evaluating Student Performance

The teacher used two sections ("Social and Ideas") from "Group Communications Skills" from the reference set Evaluating Group Communication Skills Across Curriculum to assess the way individual students contributed to the success of their design groups. The teacher defined a scale point of 2 as minimally acceptable. The teacher gathered information about student performance by observing students as they worked and by collecting their own evaluations of their group work.

Tool and Material Use

The students' performances with respect to the safe and proper use of tools and materials was evaluated using the following performance scale:

Outstanding

The student makes exceptionally thoughtful choices of materials, uses tools with proficiency, is especially conscientious about the safety of self and others, and assists in the organization and maintenance of a safe, orderly work environment.

Competent

The student chooses appropriate materials and tools, uses tools correctly, uses the proper safety equipment and procedures, and exhibits personal preparedness with respect to clothes, shoes, hair, jewellery, sleeves, and so forth.

Unacceptable

The student may be able to identify common tools but is unsure what tools to use for particular tasks and materials. Materials choices may be inappropriate. The student may not use proper safety measures or may need excessive supervision in order to do so. The student may be unaware of how personal actions affect the safety of others.

Computer Use

Over time, the teacher expects all students to gain proficiency in using the computer to assist in designing products and communicating ideas. The teacher asks students to do a brief performance task. (e.g., "Choose a piece of clip art, draw a surrounding scene, and print your work.") Performance is evaluated using the following scale:

Product (Mobile) Although the teacher placed more emphasis on the design team process than on the final product, the final product was evaluated by both the teacher and the class using the same scale.

Key:
4-met the criterion at an outstanding level
3-met the criterion at a good level
2-met the criterion at a satisfactory level
1-did not meet the criterion; needs moresupport or practice

Problem Solving

The teacher used the reference set Evaluating Problem Solving Across Curriculum to evaluate students' problem-solving skills and abilities.

Problem Solving
Individual Observation Checklist

NAME ___________________________ Grade/level ___________________________ KEY: B = Beginning D = Developing M = Maturing Date___________ Problem________ Date___________ Problem________ Date___________ Problem________ Date___________ Problem________ Descriptors Engagement         interested         involved         defines problem         Background Knowledge         content knowledge         focuses         applies techniques (rules, methods, plans, algorithms)         transfers knowledge         Process         recognizes what to do         applies strategies         uses alternatives         monitors progress         Representation         restarts problem         communicates about process         organizes solution

Comments:

Goal(s):

Table of Contents

Province of British Columbia
Ministry of Education
MOE Curriculum Branch

© 1996 Copyright

Maintained by: Technology Education Coordinator

Revised: February 27, 1996

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