Friday, February 25, 2011
Thursday, February 24, 2011
The Locator Design
Week 3 - Journals
Monday - Family Day
Tuesday - Learned about where different symbols are and what different commands are represented by symbols or hidden in pull down menus. Began working on tutorial from Mr.D's blog.
Wednesday - Worked on tutorial from Mr.D's Moodle on The Locator Design. I used pull down menus instead of typing commands. I completed the design by the end of class.
Thursday - Converted my drawings to JPG images to post to blog. Updated my blog and caught up with the Bolt activity that I had missed from a previous class.
Friday - Completed bolt activity. Filled out quiz numbers 1, 5 and 6 out of the Chapter 1 quizes.
Tuesday - Learned about where different symbols are and what different commands are represented by symbols or hidden in pull down menus. Began working on tutorial from Mr.D's blog.
Wednesday - Worked on tutorial from Mr.D's Moodle on The Locator Design. I used pull down menus instead of typing commands. I completed the design by the end of class.
Thursday - Converted my drawings to JPG images to post to blog. Updated my blog and caught up with the Bolt activity that I had missed from a previous class.
Friday - Completed bolt activity. Filled out quiz numbers 1, 5 and 6 out of the Chapter 1 quizes.
Friday, February 18, 2011
Tuesday, February 15, 2011
Week 2
Monday - I was absent from school because I had a drving lesson and my G - Road Test.
Tuesday - We learned how to create journals and learned a lesson on views and drawings.
Wednesday - Worked on AutoCad Problem 1.7. Completed and posted to blog.
Thursday - I was absent from school. I went to CWOSSA for wrestling.
Friday - Worked on AutoCad Problems and completed. They aren't posted yet but will be next week.
Tuesday - We learned how to create journals and learned a lesson on views and drawings.
Wednesday - Worked on AutoCad Problem 1.7. Completed and posted to blog.
Thursday - I was absent from school. I went to CWOSSA for wrestling.
Friday - Worked on AutoCad Problems and completed. They aren't posted yet but will be next week.
Monday, February 7, 2011
Information Sheet
Course Information Sheet
Course Title: Technological Design
Course Code: TDJ4 OPEN Credit Value: 1
Department: Technology Prerequisite: n/a
Level: Teacher: S.Dobrowolski
Grade: 12
Course Description:
This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, modeling, or other products. Students will develop an awareness of environmental and societal issues related to technological design, and learn about secondary and postsecondary education and training leading to careers in the field.
Enduring Understandings. Students will understand that:
- Knowledge of technology tools and operational procedures enables people to use technology effectively.
- When technology serves communication, the exchange of ideas and information expands.
- Technology can facilitate learning when it enables students to explore ideas, solve problems, and derive meaning.
- Information systems, both printed and digital, are the centers of intellectual, academic, social, and cultural life.
The overall expectations for this course can be found at http://www.edu.gov.on.ca/eng/curriculum/secondary/subjects.html
How This Course Supports the Ontario Catholic 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 ensure that students create products and provide services that recognize God-given responsibility to respect the dignity and values of the individual and the community.
Textbook/Resources: www.technologystudent.com
www.cybercollege.com
www.edu.gov.on.ca
www.schoolnet.ca
TEXT BOOKS:
“ Technical Drawing”
Topics and Time Allocations:
Unit Title / Description | Assessment & Evaluation Strategies |
| Unit 1 The Design Process 5 hours | · Ongoing quizzes · Assign exercises · Thumbnail sketches · Finished product checklist |
| | |
| | |
| | |
| Unit 2 Introduction to AutoCAD 20 hours | · Ongoing quiz · Assign exercises · Finished product checklist · Thumbnail sketches · Storyboard |
| | |
| Unit 3 Fundamentals of Technical Drawings 70 hours | · Presentation · Storyboard · Ongoing quizzes · Finished product checklist |
| | |
| Unit 4 Modeling | · Finished product checklist · Thumbnail sketches · Finished product checklist |
| | |
| Unit 5 Career Exploration and Processes | · Self Assessment · Presentation |
| · explain the benefits, risks, and ethics associated with designing technology; · observe safety rules and regulations; · identify career opportunities in the technological field. | |
| Final Evaluation: Portfolio, Career Assignment | · Sketch book · Notebook · Finished product checklist |
Text(s) and Other Essential Materials
Drafting and Design, jump drive, binder, pencil, pen, sketch book, graph paper.
Communication
Parents or students may contact the teacher during regular school hours. The parent will be contacted by the Teacher as needed to improve the educational opportunities of the student. Please refer to the student agenda for reporting dates and other important event dates S.J.C
Extra Help Opportunities
The teacher will provide extra help/time for students when needed. The student must make the arrangements with the teacher in advance. Extra help/time is only available for completing class projects and not for personal projects. If a student wishes to work on a personal project they must first obtain permission from the teacher. The school will not provide materials for this type of project; it is the student's responsibility to supply all materials.
Course Expectations
It is the student’s responsibility to keep an organized and up-to-date loose-leaf notebook, containing all handouts and notes that are given throughout the semester. Notebook must be brought to class everyday.
Good attendance and punctuality are essential to success. It is each student’s responsibility to catch up with missed class work and assignments due to absence. If a test is missed due to illness it must be written the first day upon return.
Sufficient notice of dates for tests and due dates for assignments will be given. Late penalties will apply to work handed in after the due date.
Assessment Strategies Used
Due to the hands-on nature of this Technology course; consisting of numerous ongoing designing activities, a large portion of each student’s assessment and evaluation will be determined through daily demonstration of course expectations through in-class project accomplishments.
Evaluation:
| Term Work (70% of the final grade) | Final Evaluation (30% of the final grade) | ||
| Category | Weight | Task | Weight |
| Knowledge/Understanding (Knowledge of content, Understanding of content) | 15 % | In Class Exam | 10% |
| Thinking (Use of planning skills, processing skills and critical/creative thinking processes) | 15% | Portfolio/ Presentation | 20% |
| Communication (Expression and organization of ideas and information, communication for different audiences, use of conventions, vocabulary and terminology of the discipline in oral, visual and written forms) | 15% | | |
| Application (Application of knowledge and skills in familiar contexts, transfer to new contexts, making connections within and between various contexts) | 25% | | |
| Final Grade = Term Work (70%) + Final Evaluation (30%) | |||
Learning Skills:
Shall be evaluated on weekly basis, using daily journals as an assessing tool.
Learning Skills play a critical role in students’ achievement of the curriculum expectations. The following five Learning Skills will be assessed and reported separately from the student’s final grade: Independent Work, Teamwork, Organization, Work Habits and Initiative
Assessment/Evaluation Types and Strategies
| Type | Examples | |
| Paper-and-Pencil | Ongoing quizzes | Final evaluation |
| Performance | Assigned exercises | Skills demonstrations |
| | Checklists | Worksheets |
| | Log/journal | Presentation/exhibitions |
| | Finished product | Portfolios |
| Personal Communication | Conferencing | Student-teacher |
| | Teacher-group | Instructional questions and answers |
| | Assessment | Daily log/journal |
| | Ongoing verbal feedback | Critique |
| | | |
| | | |
Assessment Tools
Checklists
Marking schemes
Quizzes/tests
Rubrics/rating scales, Anecdotal comments with suggestions for improvement
School, Department and Classroom Policies:
(Include: late work policy, missed evaluation policy, plagiarism, notebook/materials, attendance & homework expectations, extra help, etc.)
Attending class:
Students are expected to attend class and adhere to the school Code of Conduct. A student attends class in order to receive instruction, to participate in collaborative activities, and to receive feedback on assessments. Attendance is essential in order for the student to demonstrate his or her learning. Frequent absences will prevent a student from participating fully in these learning activities, and likely prevent a student from successfully completing the course.
Completing Assignments:
By completing tasks set by the teacher, students increase their learning and demonstrate it to others. It is therefore important that students work toward completing all tasks, and that the teacher supports them in this process. If work is not completed and/or submitted, there is little or no evidence of learning. If the assignment represents key learning as determined by the teacher, overall achievement will be affected.
Meeting Deadlines:
Deadlines (or timelines for submission) are established to encourage students to manage their time effectively and take responsibility for completing work assigned. Deadlines are also used to allow teachers to effectively deliver curriculum and manage the evaluation of the assignments. The ability to meet deadlines is highly valued as both an employability skill and a general life skill.
Homework/Late Assignments:
Students are expected to hand in assignments by the stated deadlines. If a student is unable to meet the deadline for a specific unavoidable reason, he or she should contact the teacher ahead of time to arrange either a later deadline, or an alternative assignment.
No iPod (or others devices), foods, drink, cell phones, bags are allowed in the classroom at any time.
______________________________________________________________________________
Please return this signed form to the classroom teacher by the end of the first week of classes.
If you have any questions or concerns regarding these policies please contact the classroom teacher, Mr.S.Dobrowolski at 759.2318 extension .
We have read and understand this Course Information Sheet
Student: Date:
Parent: Date:
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