Grade 9

Topic: Electronic Communications System

Production

It is expected that students will:

• use a design process to modify products to improve their appearance, usefulness, and function
• investigate and select materials to meet design specifications

It is expected that students will:

• demonstrate an understanding of the operating principles used in various control devices
• design and contruct a system that uses a control device
• use troubleshooting strategies to locate the source of malfunctions in a system
• modify electric, electronic, pneumatic, and mechanical control devices for particular applications

It is expected that students will:

• construct devices that convert and transmit various forms of energy

Planning for Assessment

• Students worked in pairs to design and make an electric or electronic control system and a code to communicate between two parties. Students were required to develop and submit a design portfolio, a prototype, and a code sheet.
• Students worked with their partners to brainstorm possible methods of communicating through sight, sound, and so forth. They were then asked to design a circuit that would operate four or five signalling devices from an isolated location, assemble the unit, test it, and troubleshoot. They were required to keep a record of their design and troubleshooting in their design portfolios, as well as a list of the types of motion controls required to perform given tasks within the activity.
• Students devised a code for communicating through the system and practised using it. They designed and made an appropriate enclosure for their device. The culminating activity was a performance test in which each pair demonstrated their device, and their classmates evaluated its performance.

Defining the Criteria

To what extent is the student able to:

• identify design issues and explore alternative solutions
• access a variety of information sources to solve problems involving design
• develop sketches and drawings that clearly communicate their design ideas
• identify strengths and weaknesses in their work, and incorporate feedback to improve their designs

To what extent is the student able to:

• approach a problem systematically
• identify interrelationships between various parts
• identify the effect of a failed component on the system
• explore alternative solutions
• use appropriate tools and testing equipment

To what extent does the prototype demonstrate:

• quality construction and attention to detail
• efficiency
• aesthetic appeal
• innovation in design

To what extent does the student demonstrate:

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

Assessment and Evaluation of Student Performance

Student design portfolios were assessed using a design portfolio performance scale. (See Grade 9: Habitat Design for a example.)

Troubleshooting Skills

The teacher observed students troubleshooting and evaluated their skills using the following observation checklist:

Prototype

The teacher worked with the class as a whole to develop criteria for a performance test of their communication devices. Each pair made copies of their code sheet for their classmates.
Students evaluated their peers using the following scale:

Problem Solving

The teacher asked students to evaluate the problem-solving processes they used while working on this problem involving design using the "Student Self-Evaluation Checklist" from the reference set Evaluating Problem Solving Across Curriculum.

Problem Solving

Student_________________________________________________
Date____________________________________________________
Problem_________________________________________________

My interest in solving the problem:	I was not very interested in the problem. I did not understand the problem. The teacher had to help me many times.	I wanted to solve the problem. I had some difficulty understanding the problem. I asked the teacher for help sometimes.	I was very interested in the problem. I understood the problem. I worked independently.
My knowledge about the problem:	I didn't know very much about the problem. I didn't know where to get the information I needed.	I knew some things about the problem. I knew how to find some information, but I still needed more.	I was very familiar with the problem. I knew how to find the information I needed.
My understanding about how to solve the problem:	I wasn't sure how to solve the problem. I had no idea which strategy to use. I gave up.	I had some idea of how to solve the problem. I didn't know what to do when my strategy didn't work. I felt frustrated but kept trying.	I knew what to do to solve the problem. I knew which strategy to use, and if it didn't work, I was able to try another. I tried unusual ways to solve the problem.
My explanation of the problem and solution:	It was hard to explain the problem. It was hard to explain how I solved the problem. I don't think I solved the problem. My solution was disorganized.	I could explain most of the problem. I was able to explain how I solved the problem. I solved the problem but the solution wasn't organized.	I could explain all the details of this problem. I was able to explain how I solved the problem and how I knew what to do. I solved the problem, and my solution was organized

Goal Setting

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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