Grade 7 Communications Technology Module - gov.nl.ca · Grade 7 Communications Technology Module v...

Technology EducationCommunications Technology ModuleGrade 7

A Curriculum Guide2002

GOVERNMENT OFNEWFOUNDLANDAND LABRADOR

Division of Program Development

Grade 7 Communications Technology Module i

Table of Contents

Table of Contents

Acknowledgements ............................................................................................................ v

Chapter 1: Background and Rationale ........................................................................ 1Background ................................................................................................................................................. 1Rationale ..................................................................................................................................................... 1

Outcomes Structure ............................................................................................................................. 1Curriculum Guide Structure ............................................................................................................... 2

Technology Education Program ............................................................................................................. 3Essential Graduation Learnings ......................................................................................................... 3General Curriculum Outcomes .......................................................................................................... 4Key Stage Curriculum Outcomes ...................................................................................................... 5

Time Allocation ......................................................................................................................................... 8

Chapter 2: Course Organization .................................................................................... 9Organization ............................................................................................................................................... 9

Unit 1 - Big Ideas .................................................................................................................................. 9Unit 2 - Basic Skills .............................................................................................................................. 9Unit 3 - Design Activity ..................................................................................................................... 10

Specific Curriculum Outcomes ............................................................................................................. 11Overview.............................................................................................................................................. 11Unit 1 - Big Ideas ................................................................................................................................ 11Unit 2 - Basic Skills ............................................................................................................................ 12Unit 3 - Design Activity ..................................................................................................................... 13

Chapter 3: Specific Curriculum Outcomes ............................................................. 15Unit 1 - Big Ideas ..................................................................................................................................... 17

Overview.............................................................................................................................................. 17Purpose ..................................................................................................................... 17Profile ....................................................................................................................... 17Implementation ......................................................................................................... 18

Evaluation of the Big Ideas Unit ..................................................................................................... 18Outcomes and Strategies ................................................................................................................... 19

Topic 1: Tools of Communication – Past, Present and Future ...................................... 20Topic 2: Communications Tools in Everyday Use ....................................................... 22

Grade 7 Communications Technology Moduleii

Table of Contents

Topic 3: Processes of Communication ........................................................................ 24Topic 4: Communications Systems ............................................................................ 26Topic 5: Introduction to Communications Graphics ................................................... 28Topic 6: Introduction to Graphic Design .................................................................... 30Topic 7: Technological Problem Solving ..................................................................... 32Topic 8: Ownership and Copyright ............................................................................ 34

Unit 2: Basic Skills .................................................................................................................................. 37Overview ........................................................................................................................ 37

Purpose ..................................................................................................................... 37Profile ....................................................................................................................... 37Implementation ......................................................................................................... 38

Evaluation of the Basic Skills Unit .................................................................................... 38Outcomes and Strategies .................................................................................................. 39

Topic 1: Communication Graphics - Sketches and Simple Technical Drawings .............. 40Topic 2: Communications Multimedia - Images, Audio and Video .............................. 42Topic 3: Document Creation ..................................................................................... 44Topic 4: Presentation of Ideas .................................................................................... 46

Unit 3: Design Activity ........................................................................................................................... 49Overview.............................................................................................................................................. 49

Purpose ..................................................................................................................... 49Profile ....................................................................................................................... 49Implementation ......................................................................................................... 50

Organization and Management Issues ................................................................................ 50Planning for Design ................................................................................................... 50Appropriate Problems ................................................................................................ 51

Student Design Teams ...................................................................................................... 52Purpose of Student Design Teams ............................................................................... 52Student Design Teams vs. Professional Design Teams .................................................... 52Effective Operation of Student Design Teams .............................................................. 53Key Issues for Managing Student Design Teams ........................................................... 53

Setting Up and Using Design Portfolios ............................................................................ 55General Information on Design Portfolio Contents ...................................................... 55Organizing the Design Portfolio .................................................................................. 56Maintaining the Design Portfolio ................................................................................ 57

Evaluation of the Design Activity Unit .............................................................................. 58Evaluation of Unit 3: Design Activity .......................................................................... 58

Grade 7 Communications Technology Module iii

Table of Contents

Outcomes and Strategies .................................................................................................. 59Topic 1: The Design Team and The Design Portfolio .................................................. 60Topic 2: Identification of the Problem Situation (Step 1) ............................................ 62Topic 3: Development of the Design Brief (Step 2) ..................................................... 64Topic 4: Investigation and Research (Step 3) ............................................................... 66Topic 5: Identification of Possible Solutions (Step 4) ................................................... 68Topic 6: Selection of the Best Solution (Step 5) .......................................................... 70Topic 7: Development of the Solution (Step 6) ........................................................... 72Topic 8: Evaluation of the Solution (Step 7) ............................................................... 76Topic 9: Presentation of the Report (Step 8) ............................................................... 78

Evaluation of Unit 3 - Design Activity (Summary) ............................................................. 80Portfolios and Design Solution Collection ................................................................... 80

Portfolio Collection ............................................................................................... 80Design Solution Collection ..................................................................................... 80

Evaluation of Design Activities .................................................................................... 80Purpose ................................................................................................................. 80Evaluation of the Design Process ............................................................................. 81

Chapter 4: Assessment and Evaluation ..................................................................... 85

Appendices ......................................................................................................................... 87Appendix A: Big Ideas ..........................................................................................................................A-1

Topic 1: Tools of Communication - Past, Present and Future ........................................... A-1Communications Tools ............................................................................................. A-1Digital Convergence .................................................................................................. A-2

Topic 2: Communications Tools in Everyday Use ............................................................ A-3Purpose and Function of Tools .................................................................................. A-3Common Elements of Tools ...................................................................................... A-3

Topic 3: Processes of Communication............................................................................. A-4Communications Processes ........................................................................................ A-4The Communications Model .................................................................................... A-4

Topic 4: Communications Systems .................................................................................. A-5Technological Systems ............................................................................................... A-5Convergence ............................................................................................................. A-6

Topic 5: Introduction to Communications Graphics ......................................................... A-7Communications Graphics ........................................................................................ A-7Lines used in Technical Drawings ............................................................................... A-7Pictorials .................................................................................................................. A-9One Point Perspective................................................................................................ A-9Cabinet Projection .................................................................................................. A-10Two Point Perspective ............................................................................................. A-10

Grade 7 Communications Technology Moduleiv

Table of Contents

Isometric Drawings ................................................................................................. A-11Orthographic Drawings ........................................................................................... A-12The Makings of an Orthographic Projection ............................................................. A-15Orthographic and Pictorial Drawings - Examples ...................................................... A-18Making Working Drawings ..................................................................................... A-19Using Working Drawings ........................................................................................ A-20

Topic 6: Introduction to Graphic Design ....................................................................... A-20Introduction ........................................................................................................... A-20Basic Design Elements and Principles ....................................................................... A-21

Elements of Graphic Design................................................................................. A-21Principles of Graphic Design ................................................................................ A-24

Typography ............................................................................................................ A-29Basic Typography Information ............................................................................. A-29Type Attributes ................................................................................................... A-29Type Classification .............................................................................................. A-31Type Styles ......................................................................................................... A-33

Effective Use of Type............................................................................................... A-34Image Design Issues ................................................................................................. A-38Basic Document Layout Issues ................................................................................. A-43Combining Copy (Text) and Images ........................................................................ A-47

Topic 7: Technological Problem Solving ........................................................................ A-52Technological Problem Solving ................................................................................ A-52Design as a Technological Problem Solving Strategy .................................................. A-53

Topic 8: Ownership and Copyright ............................................................................... A-54Ethics ..................................................................................................................... A-54Copyright ............................................................................................................... A-55CanCopy................................................................................................................ A-55Canadian Foundation for Economic Education ......................................................... A-55

Appendix B: Basic Skills ...................................................................................................................... B-1Topic 1: Communication Graphics - Sketches and Simple Technical Drawings ................... B-1Topic 2: Communications Multimedia - Images, Audio and Video ................................... B-1

Images .................................................................................................................. B-1Audio ................................................................................................................... B-2Video ................................................................................................................... B-2

Topic 3: Document Creation .......................................................................................... B-3The Document ..................................................................................................... B-3

Topic 4: Presentation of Ideas ......................................................................................... B-4Overview .............................................................................................................. B-4

Appendix C: Sample Problems ............................................................................................................ C-1Appendix D: Resources ....................................................................................................................... D-1Appendix E: Grid Paper .......................................................................................................................E-1

Grade 7 Communications Technology Module v

Acknowledgements

AcknowledgementsThe Department of Education for Newfoundland and Labradorgratefully acknowledges the contribution of the followingmembers, past and present, of the provincial IntermediateTechnology Education Working Group:

Mike AlexanderTeacherHoly Spirit High School, Conception Bay South

Albert CarrollTeacherXavier Junior High School, Deer Lake

Craig CookInformation Technology CoordinatorAvalon West School District

Leon CooperProgram Development Specialist - Technology EducationDepartment of Education

Lynn Fitzpatrick-AntleProgram SpecialistBurin Peninsula School Board

Marion HollohanTeacherSt. Paul’s Intermediate School, Gander

Chris MillsTeacherClarenville Middle School, Clarenville

Frank ShapleighTraining OfficerSTEM~Net

Dr. Dennis SharpeProfessorFaculty of Education, Memorial University of Newfoundland

Jim TuffProgram Development Specialist - Technology EducationDepartment of Education

Diane WilliamsTeacherFatima Academy, St. Bride’s

Darren WoolridgeTeacherPoint Leamington Academy, Point Leamington

Grade 7 Communications Technology Modulevi

Acknowledgements

The Department of Education for Newfoundland and Labradoralso gratefully acknowledges the contribution of the intermediateteachers who so willingly piloted draft editions of the curriculumguide and learning resources to support the Grade 7Communications Technology Module.

The Department of Education would also like to thank Ms.Rosalind Priddle for her work in producing this document.

Grade 7 Communications Technology Module 1

Chapter 1: Background and Rationale

The Communications Technology Module for Grade 7 is based,conceptually, philosophically and practically, on the Foundationfor the Atlantic Canada Technology Education Curriculum(2001). The teacher is directed to the Foundation document forspecific information that forms the basis for this and othertechnology education curricula in the province of Newfoundlandand Labrador.

The Communications Technology Module is the first of fivemodules to be delivered at the Intermediate level. It isrecommended students complete the CommunicationsTechnology Module first, as each module builds on knowledgeand skills obtained in previous modules. The delivery order ofmodules is: Grade 7 Communications Technology Module,Grade 8 Production and Control Technology Modules, andGrade 9 Energy & Power and Biotechnology Modules.

Chapter 1Background and RationaleBackground

RationaleCurriculum content and student activities are defined withrespect to a structure of curriculum outcomes (Figure 1). Theessential components of the outcomes structure are:

EGLs. Essential Graduation Learnings are statements describingthe knowledge, skills, and attitudes expected of all students whograduate from high school.

GCOs. General Curriculum Outcomes are statements thatidentify what students are expected to know and be able to doupon completion of study in a curriculum area.

Outcomes Structure

Grade 7 Communications Technology Module2


Curriculum Guide Structure

Curriculum Guides are developed for a course of study. Thisguide contains the SCOs for the course (Chapter 3) and presentsother information related to it. Content is presented in fourcolumns that span across two pages. Each set of two pages has anOrganizer stated at the top. An Organizer may be a topic, orsome other statement which is employed to create a discretecomponent of the course. The four columns of content include:

Figure 1

KSCOs. Key Stage Curriculum Outcomes provide additionaldetail for each of the GCOs. There are four Key Stages - KeyStage 1 (K-Grade 3), Key Stage 2 (Grades 4-6), Key Stage 3(Grades 7-9), and Key Stage 4 (Grades 10-12). Key StageCurriculum Outcomes provide a means to quickly assess progressin a subject area at the end of a level of schooling.

SCOs. Specific Curriculum Outcomes are statements whichdescribe knowledge, skills, and attitudes, in measurable terms,that students should possess upon completion of a grade level orcourse, e.g., Grade 3 science, or the Grade 7 CommunicationsTechnology Module.

KSCO

Cluster

GCO

EGL

Subject Area

Key Stage

Course

Organizer

Set of SCO’s T/L Strategies A/E Strategies Resources/Notes/

Vignettes/Activities

SCO



TechnologyEducation Program

I Specific Curriculum Outcomes. The set is one or moreSCOs from the course that will be addressed by theorganizer. Each SCO also contains a listing of the KSCOsit directly relates (The relative KSCOs are included inbrackets). The KSCO would be those for the subject areaof the course.

II Suggested Teaching and Learning Strategies. Teaching/Learning Strategies are recommendations for implementingthe curriculum. This section could include Organizationand Preparation and Sample Student Projects and Activitiessections.

III Suggested Assessment and Evaluation Strategies.Assessment and Evaluation Strategies are recommendationsfor determining student achievement. Suggestions areprovided to assist the teacher with the evaluation andassessment of student activity.

IV Resources. This column provides additional informationthat may be of help to the teacher in lesson planning.References to teacher and student texts, appendix material,and other resources will be included here.

The five appendices in this guide provide additional material andresource support to the teacher. Concepts, strategies, andresources identified in the guide are elaborated upon in theappendices.

Essential Graduation Learnings

Essential Graduation Learnings are documented in the Outcomessection of the Foundation for the Atlantic Canada TechnologyEducation Curriculum document. The Essential GraduationLearnings for (EGLs) are:

• Aesthetic Expression. Graduates will be able to respondwith critical awareness to various forms of the arts and beable to express themselves through the arts.

• Citizenship. Graduates will be able to assess social, cultural,economic, and environmental interdependence in a local andglobal context.

• Communication. Graduates will be able to use the listening,viewing, speaking, reading, and writing modes of language(s),and mathematical and scientific concepts and symbols, tothink, learn, and communicate effectively.



• Personal Development. Graduates will be able to continueto learn and to pursue an active, healthy lifestyle.

• Problem Solving. Graduates will be able to use the strategiesand processes needed to solve a wide variety of problems,including those requiring language, and mathematical andscientific concepts.

• Technological Competence. Graduates will be able to use avariety of technologies, demonstrate an understanding oftechnological applications, and apply appropriate technologiesfor solving problems.

• Spiritual and Moral Development. Graduates will be ableto demonstrate understanding and appreciation for the placeof belief systems in shaping the development of moral valuesand ethical conduct

Reference to Foundation for the Atlantic Canada TechnologyEducation Curriculum document is encouraged.

General Curriculum Outcomes

Technology Education curriculum in the Atlantic Provinces isdefined in terms of five General Curriculum Outcomes (GCOs).These define the intent and focus of the Technology EducationProgram and apply from Kindergarten to Grade 12. They are:• GCO 1: Technological Problem Solving. Students will be

expected to design, develop, evaluate, and articulatetechnological solutions.

• GCO 2: Technological Systems. Students will be expectedto evaluate and manage technological systems.

• GCO 3: History and Evolution of Technology. Studentswill be expected to demonstrate an understanding of thehistory and evolution of technology, and of its social andcultural implications.

• GCO 4: Technology and Careers. Students will beexpected to demonstrate an understanding of current andevolving careers and of the influence of technology on thenature of work.

• GCO 5: Technological Responsibility. Students will beexpected to demonstrate an understanding of theconsequences of their technological choices.



Key Stage Curriculum Outcomes

The Key Stage Curriculum Outcomes for Technology Educationare listed in the Outcomes section of the Foundation for theAtlantic Canada Technology Education Curriculum document.Key Stage Curriculum Outcomes (KSCOs) expand the intent ofthe GCOs and summarize what is expected of students duringeach of the four Key Stages. The Grade 7 CommunicationsTechnology Module adheres to the KSCOs at the Key Stage 3level (Grades 7-9).

Key Stage 3 Curriculum Outcomes listed are organized accordingto each of the five General Curriculum Outcomes (GCOs) forthe Atlantic Canada Technology Education Curriculum.

By the end of grade 9, students will have achieved the outcomesfor entry to grade 6 (Key Stage 1 and Key Stage 2) and will alsobe expected to:

1.301 articulate problems that may be solved through technological means

• examine problem situations

• construct simple design briefs that include theproblem statement and conditions affecting thesolution

1.302 conduct design studies to identify a technological solution to a problem

• investigate related solutions

• document a range of options to solve the problem

• determine and justify the best option

• create a plan of action that includes technical sketches

1.303 develop (prototype, fabricate, make) technological solutions to problems

• identify appropriate tools and resources

• employ safe practices and resource conservation

• develop the solution with redesign as necessary toensure the design brief is satisfied

• document all activities and decisions

GCO 1Technological ProblemSolving



1.304 critically evaluate technological solutions and report their findings

• use established and their own criteria to evaluate theeffectiveness of both their own and others’technological solutions

• assess solution components and incorporate therequired changes during the design activity

• document and report their changes, the rationale forchange, and conclusions

1.305 communicate ideas and information about technological solutions through appropriate technical means

• create more sophisticated orthographic and isometricviews

• create alternate representations, such as computeranimations and physical models

2.301 operate, monitor, and adjust a representative range of technological systems

2.302 manage a representative range of technological systems

2.303 employ programming logic and control systems to sense, switch, and regulate events and processes

2.304 classify technological systems, using one or more schema, and determine their operational components and parameters (e.g., schema include general make-up, underlying principles and purposes, and sub-systems)

2.305 diagnose and repair malfunctioning systems

3.301 examine the historical evolution of technologies and predict future developments

3.302 investigate ways that science activities depend on technology and that inventions in technology depend on science

GCO 2Technological Systems

GCO 3History and Evolution ofTechnology



3.303 examine technological literacy and capability in modern society and their effects on citizenship and education

3.304 evaluate the effects of rapid change in technological systems on people in their schools and communities

3.305 account for effects of cultural diversity on technological solutions

• examine the effects of culture on traditionalproducts, and vice versa

• explore how products are designed differently fordifferent markets

• apply their understanding of cultural preferenceswhen developing technological solutions

4.301 examine the technologies of specific careers and workplaces, including the organizational structures of work environments and the effects of newer technologies

4.302 examine the roles of design and invention in business growth and economic development

4.303 develop strategies to assess their technological literacy/ capability and plan for continuous personal growth, using external criteria

5.301 demonstrate an understanding of the nature and purpose of legal and ethical rules and principles

5.302 develop personal rules of conduct that ensure healthy and safe practices

5.303 develop and demonstrate risk-management strategies for a variety of technological activities

GCO 4Technology and Careers

GCO 5Technological Responsibility



The Grade 7 Communications Technology Module is designedto be completed in a minimum of twenty-six (26) hours of classtime as a stand-alone module. Although the module requiresstudents to construct physical objects, it does so by implementinga design and problem solving methodology. There are manyopportunities to connect to other subject areas, either throughone or more stages of the problem solving process, or through thevery nature of the problem being solved.

Time Allocation


Chapter 2: Course Organization

Chapter 2Course OrganizationOrganization The Specific Curriculum Outcomes (SCOs) for the Grade 7

Communications Technology Module are derived from KeyStage 3 (Grade 7-9) Key Stage Curriculum Outcomes (KSCOs).The SCOs are organized into three units:

• Unit 1 - Big Ideas• Unit 2 - Basic Skills• Unit 3 - Design Activity

Outcomes in each unit are listed within Unit topics.

Unit 1 - Big Ideas• Topic 1: Tools of Communication – Past, Present and

Future• Topic 2: Communications Tools in Everyday Use • Topic 3: Processes of Communications • Topic 4: Communications Systems • Topic 5: Introduction to Communications Graphics • Topic 6: Introduction to Graphic Design • Topic 7: Technological Problem Solving• Topic 8: Ownership and Copyright

Unit 2 - Basic Skills• Topic 1: Communications Graphics – Sketches and Simple

Technical Drawings • Topic 2: Communications Multimedia - Images, Audio and

Video • Topic 3: Document Creation • Topic 4: Presentation of Ideas



Unit 3 - Design Activity• Topic 1: The Design Team and The Design Portfolio• Topic 2: Identification of the Problem Situation (Step 1)• Topic 3: Development of the Design Brief (Step 2)• Topic 4: Investigation and Research (Step 3)• Topic 5: Identification of Possible Solutions (Step 4)• Topic 6: Selection of the Best Solution (Step 5)• Topic 7: Development of the Solution (Step 6)• Topic 8: Evaluation of the Solution (Step 7)• Topic 9: Presentation of the Report (Step 8)

Each topic has one or more SCOs associated with it. SuggestedTeaching/Learning Strategies and Assessment/EvaluationStrategies for each topic are designed to provide introductorymaterial for the teacher and foster lesson preparation.

Intermediate Technology Education Modules are sequential andsuccessive modules build upon knowledge and skills achieved inpreviously completed modules. It is recommended that studentsenrol in the modules in the sequential order, beginning with theGrade 7 Communications Technology Module. It is expectedthat many of the Communications Technology Module SCOswill be addressed repeatedly throughout the IntermediateTechnology Education Program.



Specific Curriculum Outcomes

Overview All of the Specific Curriculum Outcomes (SCOs) for the Grade7 Communications Technology Module are listed. The KeyStage Curriculum Outcome(s) the SCO relates is included at theend of each SCO statement, included in the brackets. Refer tothe Key Stage Curriculum Outcomes section in Chapter 1.

Unit 1 has eighteen (18) SCOs:

Students will be expected to

1.01 trace the evolution of communications technologies [3.301]

1.02 identify the role of the Atlantic Region in the evolution ofcommunications technology [3.301]

1.03 identify and describe digital convergence in a variety ofinformation and communications technologies [3.304]

1.04 identify information and communications tools, systemsand networks in daily use at home and in school [3.305]

1.05 work effectively in a variety of communications media[3.301, 3.302]

1.06 demonstrate understanding of how communicationstechnologies are used to build new knowledge from existinginformation [3.301, 3.302]

1.07 demonstrate understanding of how communicationstechnologies are used to create, modify and disseminateinformation [3.301, 3.302]

1.08 identify examples of the basic communications processes ofencoding/decoding, transmitting/receiving, storing/retrieving [3.304 ]

1.09 differentiate between analog and digital communicationsprinciples and technologies [3.304]

Unit 1 - Big Ideas



1.10 identify new and emerging communications systems [3.303]

1.11 describe the role of communications systems as a tool forlifelong learning [4.303]

1.12 demonstrate understanding of the purpose of technicaldrawings [1.305]

1.13 identify specific examples of isometric (pictorial) andorthographic drawings [1.305]

1.14 use the language and terminology of communicationsprocesses and communications tools [1.305]

1.15 demonstrate knowledge of the elements of graphic visualdesign [1.305]

1.16 demonstrate knowledge of the principles of graphic design[1.305]

1.17 demonstrate understanding of the technological problem-solving model [1.301, 1.302, 3.303, 3.304]

1.18 identify the roles of ethical decision making and intellectualhonesty as factors in making technological choices [5.301]

Unit 2 has eight (8) SCOs:


2.01 use a range of 2-dimensional and 3-dimensionalrepresentational techniques to communicate technicalsolutions and ideas [2.301, 1.305]

2.02 use image editing programs to create bitmapped images andstructured drawings [1.305, 2.301]

2.03 digitize still images by using scanners, digital cameras, orvideo capture devices [1.305, 2.301, 2.302]

2.04 digitize sound and/or video by using audio cards,microphones, digital cameras, video capture cards and otherdevices [1.305, 2.301, 2.302]

Unit 2 - Basic Skills



2.05 use graphic design elements and principles to design anddevelop simple documents [1.305]

2.06 use a variety of media to create documents that incorporatetext and graphics [ 2.301]

2.07 design and develop a presentation outline [1.305]

2.08 design and develop a presentation using a variety of media,digital and non-digital tools and resources [1.305]

Unit 3 has twenty-one (21) SCOs:


3.01 work cooperatively and collaboratively in design teams[1.301, 1.302, 1.303, 1.304, 1.305]

3.02 maintain a complete design portfolio of the design processand the design activity [1.301, 1.302, 1.303, 1.304, 1.305]

3.03 identify real life communication problem situations andopportunities, and select one for further development[1.301]

3.04 develop a rationale for solving a particular problem, andeffectively communicate that rationale to others [1.301]

3.05 identify and clearly state communications problems [1.301]

3.06 specify conditions and criteria that determine the design anddevelopment of a solution to a problem [1.301]

3.07 generate a design brief for a specific problem [1.301, 1.305]

3.08 investigate problems similar to the problem presented andassess their solutions [1.302, 1.304, 5.301, 5.303]

3.09 identify technological resources available to resolve thedesign brief [1.302, 3.305]

3.10 engage in idea generating strategies to identify a range ofalternative solutions [1.302]

Unit 3 - DesignActivity



3.11 develop criteria for assessing solution options [1.302, 3.303,5.303]

3.12 using established criteria, examine the solution options andselect the most appropriate [1.302]

3.13 identify specific tools and resources that are required toeffectively develop the solution [1.303, 4.303]

3.14 determine new skills that will need to be acquired toeffectively develop the solution [1.303, 4.303]

3.15 create a plan of action [1.302]

3.16 using safe practices, develop the solution, redesigning asnecessary [5.302, 5.303, 1.303, 1.305]

3.17 establish criteria for evaluating the solution [1.304]

3.18 evaluate the solution, based on predetermined criteria[1.304]

3.19 develop a presentation plan that is based on informationrecorded in the design portfolio [1.305]

3.20 develop a presentation that uses appropriate presentationtools and strategies, demonstrates how the design model wasimplemented, and identifies the implications of the solution[1.305, 3.305]

3.21 present the design portfolio, the design solution and thedesign activity report to the class [1.305]


Chapter 3: Specific Curriculum Outcomes

Chapter 3Specific Curriculum Outcomes

Unit 1 - Big Ideas

Unit 2 - Basic Skills

Unit 3 - Design Activity


Chapter 3: Specific Curriculum Outcomes


Chapter 3: Unit 1 - Big Ideas

Overview Purpose

The purpose of the big ideas section is to provide students withan introduction to the ideas, terminology and concepts coveredin the module. In this section, students will develop knowledgeof the following topics:

• Topic 1: Tools of Communication - Past, Present and Future

• Topic 2: Communications Tools in Everyday Use• Topic 3: Processes of Communication • Topic 4: Communications Systems • Topic 5: Introduction to Communications Graphics • Topic 6: Introduction to Graphic Design• Topic 7: Technological Problem Solving

• Topic 8: Ownership and Copyright

Profile

This section introduces the concept of communications as apurposeful activity that employs a broad range of tools andmethodologies. Specific tools and methods will be introduced asexamples. In particular, students will be introduced to ways thatgraphics, audio and video, and multimedia are used to presentideas. Introductory graphic techniques for orthographics (2D)and pictorial representation (3D) will be covered.

The section may include connections to other subjects, and willlikely include non-class activities, such as homework.

The section does not have “design and make” activities.

Unit 1 - Big Ideas



Implementation

This section should be completed in not more than 6 hoursmaximum class time. Consideration should be given tointegrating parts of this section with Unit 2: Basic Skills and Unit3: Design Activity.

Evaluation of theBig Ideas Unit

The Big Ideas section is intended to introduce ideas, terminologyand concepts related to communication. Evaluation will focusprimarily on student's understanding of this information.

Although activities and evaluation suggestions are offered witheach topic, it is not intended that significant detail be covered, orthat students engage in any great depth of treatment. Much ofthe content will actually be learned while engaging in the activitiesof Unit 2: Basic Skills and Unit 3: Design Activity.

The Big Ideas unit should account for 20% of the evaluation forthe Communications Technology Module.



Outcomes and Strategies



Suggested Teaching and Learning StartegiesSpecific Curriculum Outcomes

Grade 7 CommunicationsTechnology Module


Organization and Preparation

Teachers should:• Identify sources of historical information on

communications technologies such as local communicationscompanies or the Internet

• Collect samples of tools and equipment such as telephones,computers, or televisions

• Collect samples of communications products such as images,posters, videos, movies, communiqués

• Develop a short presentation that identifies communicationstools, systems and networks that are in use at the school leveland at the home

Sample Student Projects and Activities

• Construction of a timeline showing inventions, innovationsand other significant communications events

• Development of a research report on how communicationstools have been used in the local community and in theprovince (e.g., the evolution of the phone system)

• Identification of the differences in communicationscapabilities in different regions of the Atlantic provinces

• Examination of ways that newer communications toolscombine tasks that were formerly done by different tools

• Demonstration of how a particular message (e.g.,photograph) can be communicated through a variety ofinformation and communications technologies

1.01 trace the evolution ofcommunicationstechnologies [3.301]

1.02 identify the role of theAtlantic region in theevolution ofcommunications technology[3.301]

1.03 identify and describe digitalconvergence in a variety ofinformation andcommunicationstechnologies [3.304]

1.04 identify information andcommunications tools,systems and networks indaily use at home and inschool [3.305]

Topic 1: Tools of Communication – Past, Present and Future



ResourcesSuggested Assessment and Evaluation Strategies

Technology Interactions (Harmsand Swernofsky) p. 108

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.73-74, 157-158

Appendix A - Big Ideas(pp. A-1 - A-3)

Appendix D - Resources

Strategies could include

• Assess and evaluate students’ work by using criteria such as:

• Accuracy of information

• Range and scope of information

• Understanding of the material

• Communication style/skills

• Level of language and indication of technologicalliteracy

• Group and individual dynamics

• Accountability of individuals within the group• Determine students’ ability to recognize communications

tools and equipment, their functions, and procedures forusing them



Suggested Teaching and Learning StrategiesSpecific Curriculum Outcomes




Teachers should prepare a presentation that illustrates the basicconcepts and issues of communications tools. They shoulddemonstrate each tool's main components. Students could beintroduced to the following:

• Text editors (word processors, HTML editors)• Paint software programs• Different types of Paint brushes and other paint tools• Different materials that can accommodate “hard copy”

information (e.g., paper, canvas, plastic, etc.)• Various types of telecommunication devices• Illustration and CAD software• Desktop publishing software• Computer animation software• The Internet• Audio/video capture/edit software and hardware• Film Camera/Video Camera• Digital Camera / Digital Video Camera• Scanners• Printers


• Selection of a communications product/process andidentification of the following:

• Its purpose

• Main tools and features

• Typical sequence of tasks necessary to use theproduct or complete the process

• Development and implementation of a short presentation oncommunications tools employed in the home or at school

• Development of a report that identifies and describes thefeatures and tools of various freeware software packagesavailable from the Internet

1.05 work effectively in a varietyof communications media[3.301, 3.302]

1.06 demonstrate understandingof how communicationstechnologies are used tobuild new knowledge fromexisting information [3.301,3.302]

1.07 demonstrate understandingof how communicationstechnologies are used tocreate, modify anddisseminate information[3.301, 3.302]

Topic 2: Communications Tools in Everyday Use




Technology Interactions (Harmsand Swernofsky) Ch. 3-7

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.67-76, 149-160, 201-212

Appendix A - Big Ideas(p. A-3)



• Determine the degree to which students understand the usesof communication technology in their daily lives

• Assess ways that students adopt new communications toolsinto their own practices







• Teachers could develop a presentation that:

• illustrates communications processes

• demonstrates how different communications toolsaddress the accomplishment of each process

• differentiates the operation of analogcommunications tools from digital communicationstools


• Selection of a communication product or tool (for text,audio or video) and identification/demonstration of how it(e.g., telephone system, computer system) does each of thefollowing :

• encodes information

• decodes information

• stores information

• retrieves information

• sends information

• receives information

• Development of a presentation/demonstration that clearlyshows the differences between analog communicationsdevices and digital communications devices. Thepresentation/demonstration could highlight the similaritiesand differences form the perspectives of effectiveness,efficiency, ease of use, functionality, cost and others.

1.08 identify examples of thebasic communicationsprocesses of encoding/decoding, transmitting/receiving, storing/retrieving[3.304 ]

1.09 differentiate between analogand digital communicationsprinciples and technologies[3.304]

Topic 3: Processes of Communication




Technology Interactions (Harmsand Swernofsky) Ch. 3-7


Appendix A - Big Ideas (p. A-4)



• Determine students’ understanding of basic communicationsconcepts

• Determine students’ ability to identify communicationsprocess functions when they naturally occur around them

• Determine students’ ability to identify analog devices anddigital devices and explain why they are analog or digital






Topic 4: Communications Systems

1.10 identify new and emergingcommunications systems[3.303]

1.11 describe the role ofcommunications systems asa tool for lifelong learning[4.303]


Teachers could prepare a short presentation that addresses each ofthe outcomes, focusing on the basic concepts that underlie them:

• Describe/define systems and communicationssystems

• Identify a number of communications devices/products/services and show how they are examplesof systems (e.g., printer, modem, keyboard, PASystem, radio)

• Discuss convergence of functions and services acrossdifferent communications systems

• Identify the roles that communications tools play inour current and future educational endevors


Selection of a single communications device, or mechanism, andthe development of a description of it that includes:

• Its structure for addressing the input of information• An explanation of how it processes the input information• Its structure for addressing the output of information• An explanation of how it provides feedback to the user or

how it provides feedback as a mechanism of self control• An explanation of its advantages/disadvantages over

competing products• An explanation of how it delivers services that other forms

of communications also deliver• An explanation of how it has changed in the last 3 years• Predictions on how it will likely change in the next several

years





• Determine students’ understanding of systems, componentsand examples of communications systems, types of servicesand activities that communications systems enable, and waysthat these services and activities are being delivered bycompeting systems

• Determine students’ understanding of the evolution ofcommunications systems

• Assess students’ ability to describe how communications technologies and tools enable them to learn in their present educational setting and how it will enable them to learn in the future

Technology Interactions (Harmsand Swernofsky) pp. 23-25, 126

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.63-64, 75-76, 145-146, 197-198

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) Ch. 6-9








Topic 5: Introduction to Communications Graphics

1.12 demonstrate understandingof the purpose of technicaldrawings [1.305]

1.13 identify specific examples ofisometric (pictorial) andorthographic drawings[1.305]

1.14 use the language andterminology ofcommunications processesand communications tools[1.305]


Teachers could prepare and deliver a presentation of basictechnical drawings - pictorials and working drawings. Theyshould describe the purpose of each type of drawing and showexamples of isometrics and orthographics.


• Development of a list of examples where isometric andorthographic drawings are used in everyday activities andproduct materials

• Compilation of a glossary of terminology used inconjunction with orthographic and isometric drawings

• Completion of a project that identifies a particular object anddescribes the appropriate isometric and orthographic drawingsto describe that object





• Determine students’ ability to recognize and differentiatebetween isometric and orthographic drawings

• Determine students’ ability to identify the types of lines andsymbols used in isometric and orthographic drawings

• Assess students’ ability to differentiate between the purposesof each type of technical drawing (isometric and orthographic)

• Determine students’ knowledge of technical drawingterminology

Technology Interactions (Harmsand Swernofsky) Ch. 3, pp. 66,72-73, 75, 79, 83

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.67-68, 69-70, 149-150, 153-154, 201-204, 205-206

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 52-64








Topic 6: Introduction to Graphic Design

1.15 demonstrate knowledge ofthe elements of graphicvisual design [1.305]

1.16 demonstrate knowledge ofthe principles of graphicdesign [1.305]


Teachers could prepare a brief presentation on basic graphicdesign elements and principles, typography, image design anddocument design. They should refer to the informationcontained in Appendix A (pp. A20-51) as guidance. Studentsshould be introduced to the basic concepts and supplied withdescriptive examples of each.


The main activities related to this topic will be deferred untilstudents cover the Basic Skills Topic 4: Creating Documents.Students will consult information related to the elements andprinciples of graphic visual design as they begin to completesmall projects in Unit 2 - Basic Skills and the main design activityin Unit 3 - Design Activity.





Evaluation will be deferred until the relevant activities are coveredin Unit 2 - Basic Skills and Unit 3 - Design Activity.

Technology Interactions (Harmsand Swernofsky) pp. 72-78


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp. 64-83








Topic 7: Technological Problem Solving

1.17 demonstrate understandingof the technologicalproblem-solving model[1.301, 1.302, 3.303,3.304]


Teachers should prepare a presentation that outlines the stepsinvolved in a technological problem solving activity, illustratingthe design process model and describing how steps areinterrelated. Emphasis should focus on the importance of thedesign process as a working model for developing technologicalsolutions to everyday problems.


• Development of a sketch of the design process model andaccompanying descriptions of the function and role of eachstep

• Development of a description of how the use of the designprocess model is used in the design and development of acommon product (e.g., automobile)





• Assess students’ understanding of the design process as asequence of methodical activities

• Assess students’ ability to identify products and services theythink were developed by people using the technologicalproblem solving method of design

Technology Interactions (Harmsand Swernofsky) Ch. 2


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) Ch. 2







Topic 8: Ownership and Copyright

1.18 identify the roles of ethicaldecision making andintellectual honesty as factorsin making technologicalchoices [5.301]


• Teachers should introduce students to a variety ofinformation sources. They should provide them withinstruction and guidance on how to do research (findinformation, assess its value, discard unnecessary/uselessinformation, rewrite ideas in their own words, use properreferencing to sources) in the library, on-line and with CD-ROM sources. They should demonstrate how to conductprimary source research. They should explain theorganizational structure and naming system of URLs.

• Teachers should present information on copyright, legitimateuse of information, and plagiarism

• Teachers should reference copyright laws, including CanCopyagreements


• Development of a project that examines the issues pertainingto copying information from various sources (digital andhard copy) in a variety of media (text, audio, visual) withoutproper referencing. Inclusion of a discussion of the legal andmoral implications of such activities.

• Incorporation of copyright and ownership knowledge intothe content being developed for inclusion in the designportfolio in Unit 3 - Design Activity





• Assess students’ abilities to find relevant information, assess it,and reference it properly

• Assess students’ abilities to identify sources of information anddetermine the proper lines of enquiry

Issues related to this topic will reappear in Unit 3: Design Activity.Assessment of students’ response to copyright will be a continuingprocess.

Technology Interactions (Harmsand Swernofsky) pp 101-107


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) Ch 5


CanCopy Reference Material(available at individual schools)


Chapter 3: Unit 2 - Basic Skills

Overview Purpose

The purpose of the basic skills section is to provide students withan introduction to the basic tools and techniques that will beemployed as starting points for Unit 3 - Design Activity. Topicsinclude:

• Topic 1: Communications Graphics – Sketches and Simple Technical Drawings

• Topic 2: Communications Multimedia - Images, Audio and Video

• Topic 3: Document Creation• Topic 4: Presentation of Ideas

Profile

Students will engage in specific skill-building activities that relatedirectly to the concepts and ideas introduced in Unit 1 - BigIdeas.

The section may include connections to other subjects and willlikely include non-class activities, such as homework.

The section does not have ‘design and make” activities, but doesbuild prerequisite capability through student completion ofvarious skillbuilding activities.

Unit 2

Basic Skills



Unit 2 is intended to introduce tools and basic tool skills relatedto communications. Evaluation will focus primarily on students’understanding of the tools and procedures, and to some extent,on the development of basic skills.

The Basic Skills unit should account for 20% of the evaluationfor the Communications Technology Module.

Implementation

This section should be completed in not more than 6 hoursmaximum class time. Consideration should be given tointegrating parts of this section with Unit 1 - Big Ideas and Unit3 - Design Activity.

Evaluation ofthe Basic SkillsUnit






Topic 1: Communication Graphics – Sketches and Simple Technical Drawings

2.01 use a range of 2-dimensionaland 3-dimensionalrepresentational techniquesto communicate technicalsolutions and ideas [2.301,1.305]


• Teachers should prepare a set of grid paper for isometric andorthographics sketching. This can be a dark line grid that canbe used under plain paper, or it can be a fine line grid that canbe drawn on directly. Sample grids on “letter size” layoutsare provided in Appendix E (orthographic, isometric vertical,and isometric horizontal).

• Teachers should provide a set of objects or drawings forstudents to use as models for drawing activities (e.g., simpleblocks)

• Drawings are to be done freehand at this stage, without rulersor other drawing aids. It is important that students acquiresome skill with freehand drawing principles.


• Production of freehand drawing examples which incorporateeach of the appropriate line types and symbols included intechnical drawings.(The drawing exercise should be done repeatedly for shortperiods of time throughout Unit 1 - Big Ideas and Unit 2 -Basic Skills. Skill is developed through regular practice.)

• Development of several pictorial and orthographic sketchesof actual physical objects, or from pictures of simple physicalobjects. There are a few examples in the Topic 5: Introductionto Communications Graphics section in Appendix A.



ResourcesSuggestions Assessment and Evaluaiton Strategies


Sketches completed by students should be evaluated againstcriteria in the following order of importance:

• Evidence that no drawing aids, such as rulers, were used• Evidence that the student understands the relationship

between the parts, or components, of the object beingsketched and the actual parts, or components, of the finishedsketch of that object

• Neatness and accuracy• Evidence that the student understands the relationship

between isometric and orthographic drawings.

Note that many grade 7 students may have difficulty with thelast item. Students at this level will probably experience lessdifficulty making copies of drawings, and may experience moredifficulty creating drawings based on physical objects, such asblocks.

Technology Interactions (Harmsand Swernofsky) Ch. 3, pp 66,72-73, 75, 79, 83


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 52-64


Appendix B - Basic Skills(p. B-1)

Appendix E - Grids






Topic 2: Communications Multimedia - Images, Audio and Video

2.02 use image editing programsto create bitmapped imagesand structured drawings[1.305, 2.301]

2.03 digitize still images by usingscanners, digital cameras, orvideo capture devices [1.305,2.301, 2.302]

2.04 digitize sound and/or videoby using audio cards,microphones, digitalcameras, video capture cardsand other devices [1.305,2.301, 2.302]


Teachers should discuss and demonstrate:

• image acquisition tools (e.g., digital still cameras, flatbedscanners, handheld scanners, video capture cards and videocameras

• audio acquisition tools (e.g., microphone, line in from tapeplayers)

• file naming conventions and file types• image editing tools and techniques• audio editing tools and techniques• video editing tools and techniques

Teachers could consider alternate ways to do this in the timeallotted for Unit 2, or incorporate the material into Unit 3 -Design Activity. For example, students could begin developingsome of the content for their design portfolio while acquiringskill with hardware, software, and other tools.


• Through experimentation create, acquire and manipulateimages, audio and video

• Commencement of the development of image, audio andvideo content for inclusion in the design portfolio that willbe a part of Unit 3 - Design Activity




Technology Interactions (Harmsand Swernofsky) pp 71, 75,130, 131

Appendix B - Basic Skills(pp. B-1 - B-3)


• Assess a wide variety of student activities related to the topic,but be aware of the introductory nature of this unit

• Consider this unit as a skill building activity section. Studentswill demonstrate their full understanding of the content aspart of the application of it in Unit 3 - Design Activity






Topic 3: Document Creation

2.05 use graphic design elementsand principles to design anddevelop simple documents[1.305 ]

2.06 use a variety of media tocreate documents thatincorporate text and graphics[2.301]


• Teachers should identify appropriate short tasks which resultin the creation of a simple document

• Students may need instruction in the use of the documentproduction tool (e.g., wordprocessor, paint tools, HTMLeditor, digital and non-digital desktop publishing tools...)

• This topic directly connects to Unit 1: Topics 6 - Introductionto Graphic Design


• Design and Development of a portfolio for the designactivity that will be completed as part of Unit 3 - DesignActivity. The portfolio will be a complex document withtext and images, and if the portfolio is digital, it could alsoinclude audio, video, and multimedia.

• Design and development of complex documents for othersubject areas (e.g., as a means to develop and practicedocument development skill)

• Design and development of documents which incorporate acombination of digital and non-digital media





• Determine students’ capability with the utilization of contentproduction and editing tools (digital and/or non-digital)

• Assess students’ document organization, primarily, anddocument content, secondarily

• Continue to assess the development of the student designportfolio that is a major component of Unit 3 - DesignActivity

Technology Interactions (Harmsand Swernofsky) Ch 2, pp 23-25, 126, and Ch. 3, pp 66, 72-73, 75, 79, 83

Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.65-66, 69-70

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) Ch 2-5, Ch 6-9 and pp52-64 and pp 64-83

Appendix B - Basic Skills(p. B-3)






Topic 4: Presentation of Ideas

2.07 design and develop apresentation outline [1.305]

2.08 design and develop apresentation using a varietyof media, digital and non-digital tools and resources[1.305]


Teachers could:• Discuss methods of presenting information using text,

images and other media• Introduce presentation software, such as Microsoft

PowerPoint or Corel Presentations• Introduce and demonstrate HTML as a presentation tool

that utilizes an Internet browser• Demonstrate the importance of choosing a presentation tool

that is appropriate for the message being communicated


• Design, development and presentation of a short report oncommunications tools, equipment, systems, or issues

• The major activity related to this topic is the presentation ofthe student report at the conclusion of Unit 3 - DesignActivity





• Look for student conformity to the outline presented inAppendix B for this topic

• Use formative evaluation techniques for student practicesessions

The major Assessment for this topic will be the reportpresentation the student will complete as part of the designactivity in Unit 3 - Design Activity

Technology Interactions (Harmsand Swernofsky) pp 71, 75,130, 131

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) Ch 4

Appendix B - Basic Skills(pp. B-4 - B-5)

Help files and tutorials bundledwith software packages


Chapter 3: Unit 3 - Design Activity

Unit 3

Design Activity

Overview Purpose

The purpose of the Design Activity unit is to provide studentswith experience designing a communications product. Studentswill develop capability with the design process for developingtechnical solutions by employing the fundamental processes ofcommunication. Topics include:

• Topic 1: The Design Team and The Design Portfolio• Topic 2: Identification of the Problem Situation (Step 1)• Topic 3: Development of the Design Brief (Step 2)• Topic 4: Investigation and Research (Step 3)• Topic 5: Identification of Possible Solutions (Step 4)• Topic 6: Selection of the Best Solution (Step 5)• Topic 7: Development of the Solution (Step 6)• Topic 8: Evaluation of the Solution (Step 7)• Topic 9: Presentation of the Report (Step 8)

Profile

The Design Activity constitutes the major activity of the Grade 7Communications Technology Module.

Typical activities/processes include:

• Usage and maintenance of design portfolios• Application of the design process to production of

communications products• Identification of useful problems, and problems which

students are capable of solving• Identification of resources, including tools and materials



OrganizationandManagementIssues

• Investigation and research of possible solutions tocommunications design problems

• Identification of possible solutions to communications designproblems

• Selection of the most appropriate solution to an identifiedcommunications problem

• Development of the solution through the construction of thecommunications product

• Evaluation and/or testing of the communications product,the solution.

• Presentation of a report on the design problem, the process,and the solution

• Relationship building to other subject areas• Participation in design teams

Implementation

This unit should be completed in not less than 14 hoursminimum class time. Additional time may be used if theminimum 26 hours for the module are expanded, possiblythrough integration with other subject areas.

This design activity may be related directly to an activity orproblem in another discipline.

This is primarily a design team activity, but it is reasonable toexpect individual students to maintain a design portfolio, or beresponsible for specific parts of the design team portfolio andcommunications product development/production processes.

Planning for Design

Planning for design in the Grade 7 Communications TechnologyModule needs to address the following:

• Student exposure to problem situations and sample designbriefs with flexibility to accommodate the actual needs of thestudent



• Student access to space that can accommodate a wide rangeof communications activities—not just those that usecomputer technology

• Student access to tools and materials appropriate to theproblems that students will be solving

• Distribution of clear instruction concerning the designprocess/procedure guidelines for students

• Distribution and explanation of appropriate evaluationcriteria to the students - course and design activity

• Distribution of design portfolio guidelines and managementstrategies to students

• Development of a plan for students to manage the designprocess

• Development of design team development and maintenancestrategies for students

• Development of a clear timeline for students, specifyingcompletion dates for each phase of the process

Appropriate Problems

One of the most difficult tasks for the teacher is determiningwhat is an appropriate problem for students to solve. Studentscan attempt to solve many of the problems that professionaldesigners attempt. However, a grade 7 student cannot beexpected to develop a solution with the same level ofsophistication as a professional designer or even a student enrolledin a senior high technology education course. As an example, thestudent and professional designer can each attempt to solve anadvertisement problem for a business, or a communicationproblem for a guest speaker at a school assembly, but thesolutions will differ in their complexity. The main differencebetween each of those solutions is determined by the expectationsfor the solution.

A number of factors may be manipulated to affect solutionexpectations to design problems, including:

• Statement of the Design Brief. A design brief is used tofocus the efforts of the design team. It states the problem,limits that are on the solution, and what the solution mustdo. It can be worded to make the process very open (e.g.,any solution is possible), or narrow (e.g., solutions mustcome from a narrow range of possibilities).



StudentDesign Teams

• Statement of Design Work Evaluation. Inform students sothey understand how they are being evaluated - what will theyget marks for and what will cost them marks. Help themunderstand that they are building capability withtechnological problem solving, and that they are being gradedon this more than the actual product. Many students areaccustomed to being graded on a product (e.g., essay, report,test) and may find it difficult to adjust to this type ofevaluation methodology.

• Complexity of the Problem. Restrict the problem to verysimple ones. Don't confuse a general problem situation (e.g.,there is a need to communicate directly to all students aboutevents in the school) with a specific problem (e.g., theintercom is intrusive and interrupts classes). Pick a veryspecific problem, keep the solution simple, and ensure thatthere are resources to develop the chosen solution.

Purpose of Student Design Teams

• Emulates standard practices from industry• Develops team skills• Develops better solutions to real world problems• Build son strengths of individual students

• Increases chances of success for individuals

Student Design Teams vs. Professional DesignTeams

There is a substantially different expectation with students-as-designers and professional designers. There are high expectationson professionals in terms of skills, strategies, knowledge andquality of their solutions. Students are learning a methodology,while at the same time acquiring basic technical skills and know-how. They are building capability in the academic, social andtechnological arenas. Professionals are presumed to haveadvanced capabilities.

Students are evaluated differently as well. The purpose ofevaluation is to determine their knowledge, technical skill, andlevel of design capability.



Effective Operation of Student Design Teams

Some key points:• Requires collaboration, cooperation• Requires sharing of ideas• Requires each student to do his/her part• Requires each student to assume leadership in an area of

expertise or interest when called upon to do so• Requires each student to allow another to be leader when

necessary• Requires willingness to compromise on some issues

Key Issues for Managing Student DesignActivities

Teachers must:• Ensure that the problem is well understood by the

students. This is the purpose of the design brief. The designbrief should state the problem clearly, state any specialconditions related to solving it, state what the solutionshould accomplish, and what the students are expected to do(what they are accountable for).

• Ensure that students understand team versus individualwork. There will be individual work required of students andthat individual work will be part of the overall design teamwork.

• Ensure that students maintain a design portfolio. Thedesign portfolio must have a record of things done, includingdrafts and developmental work, and a record of decisionsmade and the reasons for making them. The design portfolionormally uses the steps of the design process as its mainheadings.

• Ensure that students understand the Design Process. Themajor steps of the design process serve to helpstudents focuson tasks that need to be done. Although the steps arepresented below as a linear sequence, in practice students maymove back and forth through the steps.

• Identification of the Problem Situation. Specifies theproblem that requires a solution.



• Development of the Design Brief . The Design Briefsets the task and conditions.

• Investigation and Research. This step forces studentsto find information about similar problems andresources available.

• Identification of Possible Solutions. Identifyingsolutions is a brainstorming activity to determine thepossible ways of solving a specific design problem.Note that this step does not deal with any aspects ofdeveloping the solution. This step provides studentswith an opportunity to develop a lot of ideas veryquickly.

• Selection of the Best Solution. Picking the bestsolution means just that - evaluate the solution ideasformed in the previous step and pick the “best” one.

• Development of the Solution. This step and theModelling and Prototyping step account for the mostwork in the Design Process. During this step thedetails of the solution are defined and preparation ismade for the completion of the next step.

• Modelling and Prototyping. The chosen solution iscreated, built, made, etc.

• Solution Testing and Evaluation. Testing andevaluating the solution is a trial to see if the solutionactually solves the design problem identified. Theprocess may occur throughout other steps in thedesign process to determine if individual parts orsubsystems of the solution work.

• Solution Redesign and Improvement. It has been saidthat the redesigning and improving of a solution cancontinue forever. During this step students shouldact upon some of the findings form the previousTesting and Evaluation phase.



Setting Up andUsing DesignPortfolios

• Ensure that the reporting procedure is clearly outlined andunderstood. Reporting is a means for students (as part ofdesign teams) to share the results of their design problemsolving activity with other students in the class. It alsoprovides a means of closure for the CommunicationsTechnology Module as the process of student reporting willprovide a review of the material covered during the Module.The design team should present a report to the class.

• Ensure that the importance of the solution development isaddressed. A solution must be developed. No solutionmeans that the design activity was not successful.

• Ensure that the evaluation outline for the module includesthe three design components. The components are thedesign portfolio, the design solution, and the design report.The purpose of the design portfolio is to document whatactually happened, and, as such, it offers clues as to howstudents thought through the process.

General Information on Design PortfolioContents

Portfolios are often used to keep records of the students’ bestwork. This is not the purpose of design portfolios in technologyeducation courses.

The design portfolio is essentially a diary of the progress of thedesign activity. It contains all relevant information, especiallytrial and error information. It is used to illustrate the thinkingand planning processes that students engage in while developing atechnological solution to a problem. Evaluation of process isoften indirect, in that the evidence comes from the designportfolio. The evaluation of the design portfolio is of majorimportance.

The Design Portfolio should contain the following items:

• A copy of the design brief• An entry for each class activity and time the student worked

on the project. Each entry should note the following:

• Things done

• Things that worked



• Things that did not work

• Record of discussions related to the design activity

• Decisions made

• Reasons for the decisions

• Originals and/or copies of sketches, notes, and othermaterials developed as part of the process

• Images of devices, or actual physical components,that were part of the transitory development process- including things that did not work, along withinformation on what this led to

• Information obtained from research andinvestigation

• Any other pertinent information

Organizing the Design Portfolio

Design portfolios use the design process steps as its majorheadings. Information needs to be recorded at each step of theprocess. Headings normally would be:

• Identification of the Design Problem• Design Brief• Investigation and Research• Solution Ideas (Alternate Solutions/Options)• Solution Choice• Development of the Solution• Modelling and Prototyping• Testing and Evaluation of the Solution• Redesigning and Improving• Report Presentation (The presentation would include the

entire design portfolio but there can be a section devoted tothe actual presentation material within the context of thedesign portfolio)

Most of the content of the design portfolio would be related tothe development of the solution.



Maintaining the Design Portfolio

Students can employ two methods to maintain their designportfolios:

• Electronic. An electronic design portfolio could bedeveloped around a template that contains the headings andappropriate instructions that outline the type and amount ofinformation required of the student. This method would begreatly enhanced if students have access to a scanner and adigital camera. The scanner would be used to add allpaperwork and sketches to the design portfolio and thedigital camera could be used to record other kinds ofactivities.

If the solution is developed on the computer (e.g., a webdocument, a poster, or a brochure) it could be added directlyto the design portfolio. If the electronic portfolio is web-based students will have the opportunity to link content andprovide a much more interactive product to the audience.

• File Folder. A paper (hard copy) design portfolio could bemaintained in a file folder. All documentation, sketches, andpertinent information would be added to the file. A writtenrecord of events and file contents would be maintained.

The electronic design portfolio, especially a web-based one, willprovide the students with a direct interaction with the morecontemporary communications technology tools. Unit 2 - BasicSkills could provide the student the opportunity to gain skillwith developing such an electronic portfolio.



Evaluation ofthe DesignActivity Unit

Unit 3 accounts for the largest time allotment of all three units inthe Communications Technology Module. It therefore, shouldaccount for the largest percentage of the Module’s evaluation, atotal value of 60%.

Evaluation of Unit 3 should be based on the following:

Design Process 10%(observation during each step)Design Portfolio 40%Solution 30%Report 20%Total 100%






3.01 work cooperatively andcollaboratively in designteams [1.301, 1.302, 1.303,1.304, 1.305]

3.02 maintain a complete designportfolio of the designprocess and design activity[1.301, 1.302, 1.303,1.304, 1.305]

Points to Emphasize:

• Design is a real-world process that depends significantly onthe cooperative/collaborative processes for success.

• The design process demands great student devotion andcommitment.

• Design portfolios are like diaries and they need to beconstantly maintained to have meaning. They should trackall ideas, decisions, actions and activities. They will form thebasis for the development of the design activity report that ispart of Topic 9 - Presentation of the Report.

• Maintenance of the design portfolio throughout thecompletion of Unit 3 - Design Activity must be a prioritywith students.

Typical Student Activities:

• Establishment of design team structure, determination ofroles and responsibilities, and development of an initial planof action.

• Development of a format for individual design portfoliosand determination of individual roles for the group designportfolios. If the design portfolios are digital in nature(recommended) skill development/competency with thetools/software may be required.

Topic 1: The Design Team and The Design Portfolio




Suggestions include:

Evaluation of outcomes 3.01 and 3.02 will become a majorcomponent of Unit 3’s evaluation.

Outcome 3.01 evaluation has to consider how well students:

• Share responsibilities• Share ideas• Participate• Assume leadership in the area of expertise-interest when called

upon to do so• Allow others to take the lead when necessary• Compromise on some issues

Outcome 3.02 evaluation has to consider how well students:

• Document information in the design portfolio• Provide evidence of their reflection on design decisions• Populate the design portfolio with appropriate information• Demonstrate an understanding of the necessity for including

information related to the various steps of the design processin the design portfolio

Both outcomes will be assessed and evaluated on a continuousbasis throughout Unit 3 - Design Activity.

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) Chapter 4: pp. 48-90;Appendix B: pp. 339-343






Topic 2: Identification of the Problem Situation (Step 1)

3.03 identify real lifecommunication problemsituations and opportunities,and select one for furtherdevelopment [1.301]

3.04 develop a rationale forsolving a particular problem,and effectively communicatethat rationale to others[1.301]


• Many students will be encountering design for the first timeand will require an introduction. Depth of treatment may belimited due to the amount of time available, but teachersshould highlight the major issues related to design.

• It would be most useful if a sample analysis of one or twoproblem situations were presented to the class. One of thoseshould result in the identification of the specific problemstudents will be attempting to solve as part of the module’smajor design activity. It would be useful to conduct part ofthe analysis of problem situations with the class. Somestudents might benefit from conducting the analysis as anindependent exercise, but time and student capability shouldbe considered.


• Development of a chart that lists common communicationsproblems (e.g., school news/information beingcommunicated to parents, important announcements relayedduring school fire drills)

• Development of a ranked list of communications problemsassociated with everyday living according to their level ofimpact on individuals and society

• Statement of a clear rationale for ranking communicationsproblems identified in a specific order





• If students do identify specific problems teachers could assessthe students on the basis of clarity of the problem statement

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 19, 29-38


Technology Interactions(Teacher’s Resource Guide)(Harms, Swernofsky et al) pp.65-66

Appendix C






Topic 3: Development of the Design Brief (Step 2)

3.05 identify and clearly statecommunications problems[1.301]

3.06 specify conditions andcriteria that determine thedesign and development of asolution to a problem[1.301]

3.07 generate a design brief for aspecific problem [1.301,1.305]


Design teams need to be organized. This can be done beforeestablishing the design brief or after. Rules and procedures fordesign teams will need to be established and reviewed.

There are three approaches to developing a design brief:

1. Provide a Design Brief. Teachers could use this approach ifdeveloping a design brief for the first time, or if time doesnot permit one of the other approaches. This will requirepreparation by the teacher of one or even several design briefsfor the class. A single design brief will likely result in allstudent design teams solving the same problem. If severaldesign briefs are provided, multiple problems could be solvedby different design teams.

2. Develop the Design Brief with the Class. This may be the preferred approach. Teachers could supply a problemsituation and develop a design brief through a collaborativeapproach with the entire class. As with the first approachit may be possible to develop several design briefs to providestudent design teams with a choice.

3. Students Develop the Design Brief. This approach isrecommended only when students have prior experience withdesign brief development, or if there is enough time toprovide individual/group guidance. With this approach eachdesign team could develop its own design brief and solve itsown unique problem.

Teachers should prepare information on portfolios. The designbrief will likely be the first piece of information students recordin their design portfolios.


• Completion of a thorough review of the completed designbrief to ensure its contents are fully understood

• Record keeping of the developed design brief in the designportfolio

• Development of a design brief





• Assessment of student understanding of the design brief:

Formative evaluation - assess through discussion,questions, or a homework assignment

• Assessment of the initial cooperation of the design teammembers:

Formative evaluation - assess through observation,review of team plans and responsibilities

Evaluation Components

The design brief may be provided in whole or in part to thestudents. If it is evaluated in its entirety, the followingcomponents are required:

• Short description of the problem situation• Statement of a specific problem• Criteria (conditions and limitations) affecting the solution• Expectations for the solution• Information about the tasks the designers are expected to do

or deliver

Evaluation will focus on those components required of thestudents.








Topic 4: Investigation and Research (Step 3)

3.08 investigate problems similarto the problem presentedand assess their solutions[1.302, 1.304, 5.301,5.303]

3.09 identify technologicalresources available to resolvethe design brief [1.302,3.305]


• A selection of reference materials will need to be identifiedprior to students commencing this task. Materials mayinclude books, magazines, catalogs (showing ready-madeproducts), CD-ROM’s, or the Internet

• Students will need to be made aware of the dual componentsof this step:

• Research of similar problems and related solutions

• Identification of available resources to solve theirown design problem.

• Strict timelines will have to be applied to keep this step ofthe design activity from becoming too extensive

• Teachers should provide design teams with guidelines andstrategies for organizing their design work so the variousdesign activity tasks get evenly shared/distributed amongdesign team members

• Teachers should ensure student design team membersunderstand the importance of the information they gather

• Teachers should demonstrate how the information obtainedneeds to be documented in the design portfolio. Theyshould review the design portfolios at this point in the designprocess to ensure students are properly maintaining them.The design portfolios should be assessed early to allowstudents opportunity to correct any procedural issues.


Completion of the following tasks:

• Design teams meet and assess the design task.

• Design project responsibilities are distributedequitably among design team members.

• Design team members conduct research as required.

• Research acquired is recorded in the design portfolio.




Issues

How students respond to the issues stated below is an indicator oftheir understanding of the specific problem to be solved, thetechnological resources required, and the possible methods forsolving the problem based upon investigation and research.

Teachers could assess students’ research coverage of similarproblems by using the following criteria:

• Student time on task, completion on time• Quantity of information about similar problems retrieved by

the students• Quality of information about similar problems retrieved by

the students• How well the related problem information is connected by

the students to their problem

Teachers could assess students’ research coverage of resourcesavailable (may be speculative at this point in the designactivity) by using the following criteria:

• Level of detail obtained by the students about the resources• Quality of information related to the resources retrieved by

the students• Usefulness of the resources to the design problem retrieved by

the students


Components that need to be evaluated include:

• Research by the student of similar problems and theirsolutions. This may not include a great deal of detail at thislevel.

• Identification by the student of resources to solve theidentified problem. Much of the information may beprovided by the teacher.

Design portfolio review should also be done to ensure thatstudents are having success in properly recording and organizingthe appropriate information.


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 22, Ch 5






Topic 5: Identification of Possible Solutions (Step 4)

3.10 engage in idea generatingstrategies to identify a rangeof alternative solutions[1.302]


• Typically, this step can be accomplished by a brainstormingexercise. It may be useful to ask students to think aboutsolutions in advance and share their ideas with other class/design team members.

• Teachers should ensure that all students have an opportunityto express their ideas - all ideas should be given equal weight.They should record every idea on the board or on a flipchart. They should try for a minimum of 6-8 different ideas,not just variations on the same idea. Variations on the sameidea should be listed but not included in the 6-8 count.They should try to get students to resist the urge to qualifyor judge the ideas as they identify them.

• Brainstorming activity formats could involve the entire class,or each individual design team. Teachers should aim to havethe brainstorming activity student led - let students takeownership of this step of the Design Activity.

• This should be a 20-25 minute exercise.• Note that this activity is not focused on how a solution

might or might not get developed, and may result in lots ofnonsensical ideas. Oftentimes, even the most frivolous ideasmay lead to a useful solution if it is used to spark other ideas.


• Completion of a brainstorming exercise to identify means ofsolving the identified problem. One student can be therecorder and write all ideas on the board. Another canmoderate the activity and ensure that all ideas are treatedequally, and that all students have an opportunity for input.

• Completion of a preliminary analysis of the results of thebrainstorming activity and categorization of the possiblesolutions




Issues

This is an idea generating activity. Evaluation needs to focus onquantity of ideas generated by the student, the level of divergentthinking exhibited, and on the willingness of the student to beinnovative. Evaluation may be formative, occurring during theprocess of students identifying the possible solutions, andsummative, evaluating the ideas after they are identified by thestudents.


• Individual student participation in the idea generating activity.Observation techniques, coupled with a checklist can be usedto identify quantity of interventions. This could be usedformatively to encourage participation and/or to help studentsmoderate how they participate.

• Review of the students’ design portfolios can be undertakenby the teacher to determine how well students recorded theideas and observations generated.








Topic 6: Selection of the Best Solution (Step 5)

3.11 develop criteria for assessingsolution options [1.302,3.303, 5.303]

3.12 using established criteria,examine the solutionoptions and select the mostappropriate [1.302]


• Teachers should prepare a sample evaluation of one solutionidea with the assistance of the entire class. A solutionevaluation checklist should be required of each student ordesign team member

• Evaluation of solutions should be treated as an individualstudent activity. This will permit greater scrutiny of thesolutions and lead to a sound selection of the “best” solutionby the design team.

• Teachers should ensure that students understand theimportance of selecting one solution at this stage of design.There must be sound reasons provided by the students forselecting a specific design solution


• Development of a method to effectively evaluate the possibledesign solutions, including:

• Development of a criteria-based rating scale

• Completion of an accurate evaluation of eachpossible solution based on the criteria based ratingscale

• Determination of the “best” solution, based uponthe results produced by the criteria-based rating scale

• Maintenance of accurate record-keeping in thedesign portfolio of the chosen solution and thereasons for its selection




Issues

Selection of a solution is a deductive, analytical activity thatprovides a variety of assessment approaches to the teacher.Students will assess each idea against a set of pre-determinedcriteria and oftentimes, the teacher will supply the criteria to thestudents. However, some students may wish to create their ownset of criteria and should be encouraged to do so. Evaluation hasto reflect how well students:

• Use objective criteria to assess solution options• Use an appropriate rationale for selecting a solution option• Document the solution selection process in the design

portfolio


Evaluation can be based on:

• The accurate completion of the criteria-based rating scale bythe student

• The quality of the rationale for selecting the solution choiceby the student

• The accuracy of the documentation and organization of thematerial produced during the design solution selection stagein the student/design team design portfolio

Technology Interactions (Harmsand Swernofsky) pp 36







Topic 7: Development of the Solution (Step 6)

3.13 identify specific tools andresources that are required toeffectively develop thesolution [1.303, 4.303]

3.14 determine new skills thatwill need to be acquired toeffectively develop thesolution [1.303, 4.303]

3.15 create a plan of action[1.302]

3.16 using safe practices, developthe solution, redesigning asnecessary [5.302, 5.303,1.303, 1.305]


• This step is the most time consuming step of the designprocess. Preparation must include:

• Identification and preparation of appropriateworkspaces for the design teams

• Collection of resources, including consumables, forthe design activities

• Development of a strategy to keep work progressingsmoothly, especially when tools and workstationsneed to be shared (workstation is just the locationfor a tool or process setup)

• Development of a strategy that ensures design workis shared equitably among the design teammembership

• Development of a strategy for student design teamsthat ensures design work is “kept on task”

• Encouragement to design teams that testing of ideasbefore committing to full development of a designis of critical importance. Most students would wantto 'just do it'. Often this causes more delays thantaking the time to test.

• Teachers should ensure that design portfolios are maintained.They should have students keep all materials, tests, trials, andsketches organized and recorded in the design portfolio. Ifsomething is to be discarded, try to get a picture of it toinclude. If a digital camera is available, students should beencouraged to take lots of pictures of themselves in action,and of the project at various stages of completion.

• Each design team needs to finish the product during thisphase. Modelling and prototyping of the solution arerequired.

Continued on next page




Issues

• This activity is the single largest component of the designactivity in terms of time and actual student workload. It willhave a planning component, a trial and error component, amaking component, and it will require that students knowwhen to rethink an idea or method and make criticaldecisions. This is the point in the design process where thesolution gets constructed - the product gets made. Evaluationwill consider how students engage in the process, includingtheir ability to synthesize information and reach reasonableconclusions. Evidence of technical skill may also beconsidered as a component of the evaluation.

• This step of the design process will require development ofeffective design team group skills including work sharing,responsibility sharing, collaboration, cooperation andplanning.


• Teachers should determine the development of student'sdesign capability in terms of:

• Individual/team work habits

• Student willingness to discard ideas that are notworking and move in a new direction.

• Student development of technical skill related toprocesses, tools and techniques

• Student willingness to take responsibility

• Student willingness to learn new methods andtechniques

• Student use of good documentation procedures

• Student use of the design brief as a reference duringthe entire design process.

• Student use of information discovered duringinvestigation/research to guide work

Technology Interactions (Harmsand Swernofsky) pp 39-40, Ch3-7

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 25-26, Ch 11

Continued on next page






Topic 7: Development of the Solution (Step 6) (continued)

(Continued from page 72)

• Periodic inspection and assessment of the student’s solutionand design portfolio development will need to be done


• Development of a fully functional prototype of the designsolution

• Documentation of all aspects of the design solutiondevelopment in the design portfolio. All steps of the designprocess, including tests of ideas, things that worked andthings that did not work, all sketches and plans, all problemsthat arose and had to be solved, and new tools/skills that hadto be learned must be included. Documentation should bean equally shared responsibility among the design teammembership.

3.13 identify specific tools andresources that are required toeffectively develop thesolution [1.303, 4.303]

3.14 determine new skills thatwill need to be acquired toeffectively develop thesolution [1.303, 4.303]

3.15 create a plan of action[1.302]

3.16 using safe practices, developthe solution, redesigning asnecessary [5.302, 5.303,1.303, 1.305]




(Continued from page 73)

Evaluation Components (cont’d)

• Design portfolio review will need to be done periodicallyduring the entire step. Teachers should look for evidence ofcritical decision-making, daily entries, sketches, pictures ofwork in progress, and all other design activity-related work bythe student.

Technology Interactions (Harmsand Swernofsky) pp 39-40, Ch3-7

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 25-26, Ch 11






Topic 8: Evaluation of the Solution (Step 7)

3.17 establish criteria forevaluating the solution[1.304]

3.18 evaluate the solution, basedon pre-determined criteria[1.304]


• Evaluating the solution depends on the problem and thesolution. In some instances, this simply means determiningif the solution meets the conditions stipulated in the designbrief. Evaluation of the solution will require analysis and areasoned judgment by the students. Evaluation will includereferencing the criteria used to select the solution option,including all recorded responses that have been recorded inthe design portfolio.

• Evaluating the solution could also mean using the solution(the product) for its intended purpose and determining if itactually works. This would apply if the prototype was a fullscale working model.


Design teams will evaluate their solution by applying appropriatecriteria to assess it, and/or by testing it under actual workingconditions. Design team members will record the results and thedecisions made in their design portfolios.




Issues

This activity requires that students evaluate their own solutionusing a set of predetermined criteria. Evaluation of their workwill assess how well they employed the process and understoodthe criteria. Evaluation objectivity should be emphasized andstudents must understand that the solution must be evaluatedbased on specific criteria and not influenced by personal biasestoward the design.


Evaluation of students’ work needs to include:

• Evidence of the use of objective criteria to evaluate thesolution

• Evidence of a sound rationale for decision-making processesemployed throughout the solution development stage

• Evidence of observations/predictions that lead to theimprovement of the design solution


Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 28, Ch 12






Topic 9: Presentation of the Report (Step 8)

3.19 develop a presentation planthat is based on informationrecorded in the designportfolio [1.305]

3.20 develop a presentation thatuses appropriate presentationtools and strategies,demonstrates how the designmodel was implemented,and identifies theimplications of the solution[1.305, 3.305]

3.21 present the design portfolio,the design solution and thedesign activity report to theclass [1.305]


• This may be a difficult thing for many students to do.Teachers should ensure that everyone is attentive to andrespectful of others.

• Teachers should ensure that the necessary equipment andspace are available and ready

• Teachers should ensure that all members of the design teamparticipate in the presentation


Presentation of the design team report. The report will include

• A summary of the design brief• A summary of how the design process enabled the design

team to achieve the solution, including successes andchallenges encountered and an explanation of how thechallenges were resolved

• A demonstration/exhibition of the solution• An evaluation of the solution, including evidence of any

improvements made to the design based on the evaluation

The presentation structure should be based on the structure ofthe design team’s design portfolio. The portfolio will containevidence of all aspects of the design activity and will prove to beboth informative and comprehensive. If the design portfolio isin electronic form (e.g., web site or slide show) the presentationof it will be easier to deliver.




Issues

The design report is the student's opportunity to summarize andpresent information on the design brief, the solution, and specificreasons why the problem was solved in the manner it was.Evaluation should consider how well students understand thedesign process as related to the design activity, how well the deignreport is presented, and how well the solution addresses the designproblem stated in the design brief. Some consideration shouldalso be given to the execution of the solution - technical quality,workability, fit and finish.


The design report should include:

• The design process main headings within the context of thedesign portfolio

• A comprehensive coverage of work accomplished at each stepof the design process

• A demonstration that the design team members were able tosynthesize and summarize the material presented

• Props, such as trials that failed, things that were tested andincluded, and visuals

• Technical language and terminology• Evidence that there was a sharing of responsibility among

design team members• Evidence that all design team members had a firm

understanding of the problem and its solution as depicted inthe design report

• Evidence that all design team members had a solidunderstanding of the design process

Evaluation can address individual student work as well as fulldesign team work.

Technology Interactions (Harmsand Swernofsky) Ch 4

Design and Problem Solving inTechnology (Hutchinson,Karsnitz) pp 79-89



Evaluation of Unit 3 - Design Activity(Summary)

Portfolios and DesignSolution Collection

Evaluation of DesignActivities

Portfolio Collection

Portfolios should be collected just prior to, or just after, thedesign report has been presented to the class.

Design Solution Collection

Student solutions should be collected at the conclusion of thedesign team’s presentation. Where possible, solutions can bedisplayed for a period of time to elicit feedback from otherstudents. It may be an idea to showcase solutions as examples forfuture course use.

Purpose

Evaluation of design is cumulative and occurs at each stage of thedesign process.

Evaluation of students’ design activities at the intermediate levelhas several purposes:

• It is used to determine how well students understand andemploy design as a technological problem solving process.

• It is used to assess the students’ design capability. Designcapability is defined as the ability to develop usefultechnological solutions to problems.

• It is used to assess the students’ ability to engage in divergentthinking and to develop effective solutions to identifiedproblems. Effective design tends to not just solve theproblem but to provide an elegant solution. Elegance isconsidered to be simple, uses minimal resources and energy,may be novel, is not always obvious, is reliable, is costeffective, and is of high quality.

• It is used to determine how well the solution addresses theproblem as stated in the design brief.



Evaluation of the Design Process

To be effective, evaluation of the design process has to addresseach stage and specific issues at each stage. There are threeprimary pieces of evidence which can be used to assess students’capability with the process - the design portfolio, the designsolution, and the in-class report. The report may have oral,written, or resource material/presentation components.Additional evidence may be gathered from observation andinteraction with students. Evaluation needs to address each stageof the process:

Step 1 - Identification of the Problem Situation

In the introductory Grade 7 Communications TechnologyModule, the Problem Situation step may be completed for thestudents, depending on how the module is managed, and willlikely not be part of the evaluation.

Step 2 - Development of the Design Brief

The Design Brief may be provided to the students in whole or inpart. If it is evaluated in its entirety, the following componentsare required:

• Short description of problem situation• Statement of a specific problem• Criteria (conditions and limitations) affecting the solution• Expectations for the solution• What the designers are expected to do or deliver

Step 3 - Demonstration of Investigation and Research

This step has 2 components and each requires evaluation:

• Research into similar problems and their solutions. Thiswill be a very simple element with not a lot of detail.

• Resources to solve this problem. This element will havelittle detail. Much of the information may be provided bythe teacher.



Step 4 - Identification of Possible Solutions

This is an idea generating activity. Evaluation needs to focus onquantity of ideas, on divergent thinking, and on studentwillingness to be innovative and spontaneous. Evaluation may bedone during or after the process.

Step 5 - Selection of the Best Solution

This is a more deductive, analytical activity. Students will assesseach idea against a set of pre-determined criteria. Typically, theteacher will supply the criteria for this class. Some students maywish to create their own criteria. Evaluation has to reflect howwell students can perform the task.

Step 6 - Development of the Solution

This activity will have a planning component, a trial and errorcomponent, and will require that students know when to discardan idea or method and when to move forward. This is the pointin the design process where the solution gets constructed - theproduct gets made. Modelling and Prototyping are componentsof this step. Evaluation will have to consider how studentsengage in the process, including their ability to synthesizeinformation and reach reasonable conclusions. Evidence oftechnical skill may also be used as an evaluation component.

Step 7 - Evaluation of the Solution

This activity requires that students evaluate their own solutionusing a set of pre-determined criteria. Evaluation of their workwill assess how well they employed the process and understoodthe criteria. Evaluation objectivity should be emphasized andstudents must understand that the solution must be evaluatedbased on specific criteria and not influenced by personal biasestoward the design.

Step 8 - Presentation of the Report

The report is the student's opportunity to summarize and presentinformation on the design brief, the solution, and reasons formaking particular choices. Evaluation should consider how wellstudents synthesize the material and how well they present it tothe class.



The Design Portfolio

Evaluation of the Design Portfolio should consider

• Completeness of items• Level of detail• Conciseness• Evidence of decisions and reasons for them• Inclusion of authentic information, like sketches, drawings,

photos, video, etc.• Inclusion of components that failed• Organization according to design process headings

The Solution

Evaluation has to consider how well the solution addresses theproblem. Some consideration should also be given to theexecution of the solution - technical quality, workability, fit andfinish.


Chapter 4: Assessment

Chapter 4

Assessment and EvaluationEvaluation of student achievement in a design and problem-solving environment has different requirements than intraditional teaching/learning environments. In particular, moreemphasis must be placed on authentic assessment techniques.

Evaluation for this module should be according to the following:

• Unit 1 - Big Ideas 20%• Unit 2 - Basic Skills 20%• Unit 3 - Design Activity 60%

Significant detail, in the form of suggested strategies, is providedfor each topic in Chapter 3: Specific Curriculum Outcomes.


Chapter 4: Assessment


Appendices

Appendices


Appendices

Grade 7 Communication Technology Module A-1

Appendix A - Big Ideas

Appendix A: Big Ideas

Communications Tools

These are tools used to aid communication and may be used toperform one or more parts of the communication process.

Communications tools are physical and virtual (existing in anelectronic domain) devices and systems employed to communicateinformation. Traditionally, tools belonged to very specific media thatdid not share content very easily. For example,

• the print medium included books, magazines and newspapersand required typesetting tools, printing presses, still cameras andcopy cameras. Processes and skills related to these industrieswere unique to the tools.

• the TV broadcast medium involved electronic signals andtransmission towers, video cameras and recorders,amplifiers, signal mixers and sound stages. It required a broadrange of processes, skills, and tasks.

In both examples, the systems use information encoded in analogformats - content developed for one medium is incompatible withother media requirements, and had to be completely redone to beused in the other media.

The revolution in computer and networking technology hastransformed the entire range of communications systems andindustries. All production systems are now built around computers.This means that all content is in digital format. Digital informationcan be shared across all digital systems. Content developed for printcan now be used directly in video, and vice versa. Students candevelop information in response to a question or problem andsimultaneously publish it in print, video, and any other format. Infact, web documents typically can contain information in alltraditional formats plus novel formats.

Topic 1: Tools ofCommunication – Past Presentand Future

Grade 7 Communication Technology ModuleA-2


It is helpful to start thinking of documents in terms other than textand static images. A document is analogous to a container; it canhold text, pictures, voice, video, animations, technical drawings andother media types.

Digital Convergence

Computers were first popularized for business use when aspreadsheet program was invented. Most people consideredcomputers as being counting tools for business accounting purposesand for a substantial period of time that was the primary function ofcomputers. When database tools were invented the focus shiftedtoward non-numerical data and the relationships among pieces ofinformation and many people considered computers as beingbusiness data tools. Wordprocessors appeared and computers wereadopted as writing tools by business professionals and individualusers. Graphics and drawing tools appeared, and again people'sideas about computers changed.

As each new software tool is added, the perception of what acomputer is changes. Computers have, in fact, become ubiquitous.They are everywhere - even in appliances. They can still only countand add. But they can do it so quickly that a wide range ofinformation can be represented, stored and manipulated. At thepresent time, any information that can be represented in traditionalmethods can also be represented in digital format. Furthermore,when the information is in digital format, it may be presentedalongside other digital information in ways that are not possible withtraditional methods.

As an example, consider a multimedia presentation that would havebeen developed a few years ago. It could include audio, slides,movie clips and video clips. Each required a separate piece ofequipment. Coordinating the events was a formidable task. Bycontrast, a computer-based multimedia event is much easier toproduce, coordinate and present. In addition, only one machine isrequired for the presentation. It is also easy to make the presentationinteractive so that the experience is different for each individual. Aclick here and a click there and different things happen. In fact, theInternet is the largest, most complex multimedia event imaginable.



Digital convergence simply means that all forms of communicationsare becoming digital. Each stage of the process employs digitaltools and uses information that is encoded in digital format. This isall possible because computers are fast enough to present theinformation to people in a manner that appears to be analog. Theimages and text on a computer screen are digitally encoded but arepainted by the electron beam of the CRT (Cathode Ray Tube) toappear as analog information.

Digital convergence is possible because of scanners, digital cameras,video capture cards, a wide variety of software, interfaces andsoftware to control machines and equipment, and small computersthat may be embedded in cars, stereos, and kitchen stoves.

Purpose and Function of Tools

Communications tools are designed to perform specific tasks orfunctions. Often, they may be used for a wide variety ofcommunications functions. For example, a fax machine encodesinformation in a fashion that allows it to be sent to and received byany other fax machine. The purpose of the communication can varywidely and is largely irrelevant to the functioning of the tool.Students need to understand the functioning of the tools and get asense of the range of tasks they can perform with them.

Common Elements of Tools

Many of the sample tools listed in Unit 1 - Big Ideas are computerbased. An examination of the software related to these tools willreveal a series of common components or elements. For example,all software have menus. Many menu items are common (open,save, print) and are located in the same place. The only differentmenu items are those related to the unique functions of the tool.

Topic 2: Communications Toolsin Everyday Use



Communications Processes

Communications processes include the:

• encoding of information as in print, pictures, technical drawings,electronic files

• decoding of information as in reading the print, interpreting thepictures, reading the technical drawings, or turning electronic filesback into a human readable form

• sending information as in mailing a letter or sending email, orspeaking

• receiving information as in getting a letter or listening to a speech• storing information as in a library, on a CD-ROM or hard drive,

or instructions stored in a robotic device• retrieving information as in deliberately getting information from

storage

In any communications action, the processes occur many times, andat different levels of sophistication.

The Communications Model

The communications model connects the various components andparts that interact when communications occurs. Typically, it isillustrated as the following:

The model can represent any communications system.

Topic 3: Processes ofCommunication

ChannelCarries the message

SenderGets the

message out

Messagethe information

ReceiverGets themessage

Feedback



In a telephone system with person to person communications, themessage would be sent from person one in the form of audio(voice), the sender is the telephone, the channel is the phone networkof wires, switchers, amplifiers and computers, the receiver is theother telephone, and feedback is the voice of the second person.

In order for communications to occur, certain actions have to betaken at each stage of the process.

• The message has to be encoded. It has to be converted into aform that the sender can use. In this case, the voice soundwaves are converted by the telephone into electrical impulses.They can no longer be interpreted directly by people.

• The message has to be sent. The electrical signal is sent along thechannel of telephone lines and circuits.

• The message may or may not get stored. We tend to not thinkof telephone conversations as getting stored, but for the time ittakes to move the signal from one location to another, it isstored on the circuits - even if that is only a fraction of a second.

• The message has to be retrieved. The telephone at the other endretrieves the signal from the circuits.

• The message has to be received. In this case receiving andretrieving are pretty much the same action.

• The message has to be decoded. The receiving telephoneconverts the electrical signal back into sound waves that replicatethe original spoken message in audio format.

Technological Systems

A system is comprised of sub-systems and components which, takentogether, perform a function that the components could not performindividually.

Systems are designed to achieve specific outcomes. They have threemajor components: input, process and output. Feedback is used tomodify the system components to ensure that the desired outcome isachieved.

Process OutputInput Outcome

Feedback

Topic 4: CommunicationsSystems



When systems operate they consume resources. Resources are oftenconsidered as the inputs to the system. They are materials, time,capital, information, people, tools and machines, and energy.System processes are the actions taken on the inputs (usually onmaterials, energy, and/or information) to achieve the desiredoutcome or output. System outputs may have expected orunexpected effects. They may also be desirable or undesirable.System design and management always involves assessing the trade-offs in output.

Communications systems are designed to transmit information froma sender to a receiver. For example, the telephone system includesthe phone, the networks of wires and satellites, and the switchingstations and computers that manage it all. The telephone is asubsystem with additional subsystems–the receiver, amplifier, ringer,and transmitter. The entire system uses energy, and requires differentresources to maintain it as a functioning system. Fax machines, localarea networks, the Internet, radio, television, newspapers, andmagazines are all communications systems.

Communications systems are constantly being modified and updated.Consider the phone system. Wired phones are being replaced bycellular phones which employ radio waves. Analog cell phones arebeing replaced by digital cell phones. Satellite based digital cellphones are also available. A wide array of phone services areavailable that includes caller-id, call forwarding, messaging and so on.An examination of other existing and new communications systemswill reveal a similar pattern.

Convergence

All these systems are subject to convergence. Because they aredigital, each mode is incorporating elements of the other. Forexample, TV, especially news services, is also becoming web based,where it incorporates mail and messaging services along with directsales and order processing.



Communications Graphics

Communications graphics refer to the use of a particular set oftechnical drawing techniques. These techniques are employed for avariety of purposes and involve the communication of technicalinformation in a clear, concise manner. These techniques are used byall industries and businesses where products are created. Mostpeople are familiar with a particular type of these drawings–thehouse plan. Communications graphics include sets of lines andsymbols which may be considered in the same fashion as thealphabet. In addition, the location of these lines and symbols on adrawing has meanings, just like we place particular parts of a letter inspecific places. Learning to read these drawings is a critical step indeveloping technological literacy. Learning to develop the drawingsis very important when we engage in technological problem solvingactivities.

This section provides introductions to the important concepts.

Lines used in Technical Drawings

Technical drawings use lines as an alphabet in the same way that textuses letters as an alphabet. These lines are created in a specificfashion, regardless of the tools used to create them, and always havethe same meaning - much like letters do. The most common linesare:

Construction line

Construction lines are used when creating freehand sketches ordrawings done with drafting instruments. They are usually notrequired in CAD drawings. They are lightweight lines used to quicklyblock out the major parts of a drawing. Created with a sharp pencil,they can be erased without leaving any marks on the paper.

Visible Object line

Visible Object lines show the visible edges of objects. They aresharp, clear, and clean lines that will be part of the final drawing.

Topic 5: Introduction toCommunications Graphics



Hidden Object Lines

Hidden Object lines show where the edges of objects would be ifyou could see them (e.g., if they were not obscured by another partof the object). They are sharp, clear, and clean lines that will be partof the final drawing. The spaces are usually 1/3 of the dashes.When 2 hidden object lines meet, they always meet with 2 dashes. If2 hidden lines cross, the intersection is centered on the dashes.

Centerline

Centerlines are used to indicate the center of an object that issymmetrical. They are sharp, clear, and clean lines that will be part ofthe final drawing. They are usually used to show where the center ofa feature is located e.g., the center of a circle. They are often used inconjunction with measurements. When centerlines meet, they crosson the short dashes.

Extension line

Extension lines are used to visually extend an edge or side so thatmeasurements may be included on the drawing. They are sharp, clear,and clean lines that will be part of the final drawing. Extension linesdo not physically touch the edges of the object, but are drawn closeenough so that it is obvious which edge it is associated with.

Dimension line

Dimension lines are used to indicate measurements on a drawing.They are sharp, clear, and clean lines that will be part of the finaldrawing. There are a number of standard ways to create dimensionlines. Only one method would be used on a given drawing. Usingmultiple methods would be similar to writing a paper and randomlyprinting some letters, writing others, putting in capitals, and usingdifferent colors of ink.

Putting it together. Can you identify each line type in the drawingprovided on the next page? Are they all there?



Pictorials

Pictorials are picture drawings that show more than one side of anobject at the same time. There are many forms of pictorials. Themost accurate form of pictorial drawing is perspective. This showsobjects in the form that we see them, or that cameras photograph

Pictorials

Pictorials are picture drawings that show more than one side of anobject at the same time. There are many forms of pictorials. Themost accurate form of pictorial drawing is perspective. It showsobjects in the form that we see them, or that cameras photographthem. Perspective is a very complicated form of drawing tocomplete, so a number of other drawing types have beendeveloped. The following sequence shows the basic types:

One Point Perspective

One point perspective is used to show simple objects.



Notice the horizon line and the single vanishing point. The objectcan also be on or above the horizon line.

Cabinet Projection

Cabinet projections are approximations of one-point perspective.To simplify drawing them, the perspective lines are replaced withlines at fixed angles so that they could be drawn with standarddrafting instruments (T-Squares and triangles). The two commonforms were:

30 Degree Projection 45 Degree Projection

According to the 1946 publication of Audels Answers on BlueprintReading, distances on the 30 degree projection were 2/3 normal size,and on the 45 degree projection were 1/2 normal size. This is avery old style and is seldom used today.

Two Point Perspective

Two point perspective is a common form for pictures and artwork.Three or more points are also very common. They are not used asfrequently for technical drawings, except for illustrations. Illustrationsusually are done to look realistic and include shadows, shading,textures and color. Technical drawings are usually line drawings.

One Point Perspective



Two Point Perspective

Notice the horizon line and the 2 vanishing points. The object can beon or above the horizon line. Technical drawings would most oftenbe below as shown in the diagram above.

Isometric Drawings

Isometric is an approximation of two-point perspective. As withcabinet projections, this form was developed to be drawn usingstandard drafting instruments. This form is widely used for technicaldrawings and is supported in all CAD programs. Autosketch, forexample, has an isometric grid mode which makes it easier to drawisometric drawings.

Note that all lines are either vertical or sloped at 30 degrees.Isometric drawings use full dimensions on all sides. Very complexdrawings may be done relatively easily with isometrics.

Isometric Example



Isometric Examples

Orthographic Drawings

Orthographic Projection is a projection on a plane, using linesperpendicular to the plane.

Graphic communications has many forms. Orthographics is onesuch form. It was developed as a way of communicatinginformation about physical objects and is part of a universal systemof drawings. House plans, one well known drawing format, are aform of orthographic projection. In simple terms, orthographicdrawings are views (front, side, top, etc.) of an object. Anorthographic view is one that displays only one side of an object at atime. It takes several views to show all the object. Before dealingwith the different views one should note the relationship between thepictorial and orthographic drawing. Pictorial drawings show severalsides at the same time. Many people find pictorial drawings easier tounderstand; however, they do not provide as much information asorthographic views. The most commonly used pictorial drawing fortechnical information is called isometric drawings, as discussed earlier.Isometric drawings were developed to approximate perspective, butare much easier to draw. For a square box, all the sides are drawn asvertical lines, or at 30 degrees to the horizontal.

Box Figure 1 shows a typical isometric of a box. Note the way thesides are labelled. This is very important, because each side isnormally used to create orthographic views.



Pictorial Drawing Example 1

A simple box has 6 sides - top, bottom, 2 ends and 2 sides. Anisometric drawing of a box looks like this:

Add labels to the sides...

These labels are OK, but in the world of technical drawings, speciallabels are used. The label refers to a position on the drawing. Properlabels for the sides on this box are:

• Top View• Front View• Right Side View• Left Side View• Rear View• Bottom View

The drawing on the next page has only 3 sides labelled (bottom isopposite the top, left side is opposite the right side, rear is oppositethe front).



One important thing to note is that these labels are for the position.Front view is always in this location, regardless of the object that isdrawn.

Note the drawing below:

In this drawing immediately above the Front View is actually theview of the side of the truck and the Right Side View is of the frontof the truck. Why not draw the truck so that the front of the truckcorresponds with the Front View? The answer is related to how thiskind of drawing is used to develop orthographic views. By placingthe longest part of the object in the Front View, less space is neededto draw orthographic views (projections). The next section illustratesthis idea.



The Makings of an Orthographic Projection

There are several ways to illustrate how isometric drawings relate toorthographic views. The method used here is the non-technical one.

Start with an isometric box::

Think of it as a real box. Imagine cutting the box along the cornersso that it lays flat.

If you make a particular set of cuts, the box will unfold to look likethe following image:



As you can see, the six sides unfold in a pattern. Three sides arenormally used to make orthographic projections - Front View, TopView and Right Side View.

The next drawing has the rear, left side and bottom views removed:

So far, an imaginary box is cut along several edges, folded flat andthree of its sides are removed. What is left with are 3 sides of thebox. The next step is to separate the remaining sides. Note that theFront View, Top View and Right Side View are still in the samerelative position to each other. Also, all surfaces are viewed straighton. Note that in the pictorial drawing, a three dimensional objectwas displayed and all the surfaces were tilted away.

Finally, the three remaining sides are separated.

The three views are now starting to look like orthographic views orprojections. They are located in particular positions. They arealways located in these positions. Floor plans for a house arereally a special type of Top View.



Orthographic views of the truck illustrate the location of views.

Notice that the views are in the same relative position as they are inthe isometric drawing below.

One final set of examples will illustrate why we put the longest sidein the front view. The next two isometric drawings are of the samebox, but with the long side in different views.



Above are the orthographic projections for the 2 boxes. Notice thatthe orthographic representation of the one on the right takes upmuch more space that the one on the left. Notice also that the viewsare labelled by location and are not related to the part of the object.

Orthographic and Pictorial Drawings - Examples

Example 1



Example 2

Example 3

Making Working Drawings

There are three main ways to create working drawings. All of themuse the alphabet of lines and employ the same rules for technicaldrawings.

Sketches. Sketches are drawn freehand without any aids such asrulers. It is the fastest way to create a drawing. It takes a littlepractice, but gives good results. It is used to work out ideas anddetails very quickly. Beginners often try to use rulers and other aids,but this is self-defeating as it unnecessarily slows down the sketchingprocess.



Mechanical drawing tools. Mechanical drawing tools includedrafting tables, T-squares, plastic triangles, protractors, and a numberof specialized tools. Until PCs and CAD tools came along, it wasthe only way to construct neat, detailed working drawings. Thesetools make for a slow process and require a high level of technicalskill.

Computer tools (CAD, Illustration software). ComputerAssisted Drafting (CAD) tools are used extensively for creatingtechnical and working drawings. Besides the high level of accuracy,they allow creation of libraries of drawing parts which may be usedagain in different drawings - a significant time saver. Threedimensional CAD software simultaneously creates orthographic andpictorial drawings. Any view is instantly available, including theperspective view.

Using Working Drawings

Working drawings are used

• to describe objects• to describe how an object may be constructed• to identify the components and develop cost estimates• to communicate an idea from one or more persons to others

Introduction

Graphic design is a term traditionally applied to a collection ofprocesses and strategies used in publishing, advertising, and otherindustries. A graphic product typically has copy (text) and images (linedrawings, photos, or some other form of artwork). Its purpose is toconvey information to a particular audience or group of audiences.Although the purpose is the same, the concepts and practices aresubstantially different than the previous topic of communicationsgraphics or technical drawings. Frequently, technical drawings areincorporated into graphic designs or document layouts.

The major concepts of graphic design include basic design elementsand principles, typography, and image design. These are typicallyincorporated into the principles and practices of page layout. Pagelayout refers to the overall organization of images and text on a pageor a screen.

Topic 6: Introduction to GraphicDesign



Basic Design Elements and Principles

Elements of Graphic Design

Graphics are composed of basic elements. These may appear asdefined, or physical, features. They may also be implied bypositioning one or more elements in particular arrangements.

Line. A line is the most fundamental element of a graphic. Lines canexist alone or be part of a collection.

Shape. Shapes are areas enclosed by lines. They can also be a resultof a collection.

Form. Forms are 3-dimensional or can have the appearance ofbeing 3-dimensional.

http://www.stemnet.nf.ca/eastwest



Texture. Texture refers to the visual look or feel of a surface. It is,or implies, a 3-dimensional feature. For printed graphics, texture canbe a tactile element as well as a visual one. Graphics on a wallpaper,for example, can be embossed or 'raised' on the surface so that thetexture can be felt. This is not possible with video and computergraphics, so the texture has to be visual and has to imply a physicaltexture. Texture can, for example, be rough, smooth, soft, hard, orappear warm or cold.

Color. Color affects the attention given to parts of a graphic. Somecolors appear to stand out, while others appear to recede. Coloraffects the overall appearance of a graphic as well as the detail thatthe viewer sees.

Some groups of colors work together very well and are consideredharmonious; others do not and are in contrast to one another. Coloraffects the appearance of size and weight, and often affects aperson's feelings. Many colors are associated with specific events orproducts.

Example 1




Example 2

Color is employed differently in print and on computermonitors. Colors on a video screen are created differently thanthose on physical materials. Video images are light sources. Theprimary colors used to create them are red, green and blue. Mixingthem in equal proportions gives white. An absence of all three givesblack

Printed images are viewed from light reflected from the image. Thecolors used to create a printed image are cyan, magenta, yellow, andblack. Cyan, magenta and yellow are the complementary colors forred, green and blue. Theoretically, mixing the three colors gives black.Black ink is required in printing because mixing the three inks doesnot give a true black. When creating computer based graphics thatare to be printed this conversion process has to be considered. Colortone can be made darker or lighter by adding black or white,respectively.




Principles of Graphic Design

A number of principles of visual design have been identified. Theseprinciples provide rules for arranging the elements of a graphic. Byfollowing these principles, one can create graphics which mostpeople find pleasing to view.

Proportion. Proportion is the relative size of the various elementsof the graphic. When they are correct, the graphic looks 'right'. Theancient Greeks, for example, frequently used proportions of 1 to 1.6when constructing buildings and works of art. We call this the goldenmean and continue to use it.

Examples:


Balance. This refers to the relationship of the left and right sides ofa graphic. If one is the mirror image of the other, it is formalbalance (static or symmetrical). Formal balance can also occur whenboth sides are different but have equal visual weight. If they aredifferent and one side is dominant visually, it is informal balance(dynamic or asymmetrical).




Contrast. Contrast provides a strong attention-getting feature, butshould normally be used in moderation. If used well, it can improveharmony. Contrast can be provided by color, shape, position, type,or images.

Examples:

Examples:



Pattern. Pattern is the use of repeated elements. Patterns can be 2-dimensional and 3-dimensional.

Examples:

Proximity. Information items that are related to each other shouldbe placed closer together. Items that are not related should be movedfurther apart.

Examples:

Alignment. Alignment is the relationship of elements in the graphic.They should be aligned to the right, left, or center or should useanother strong visual organization. Try to avoid some items alignedone way and some items aligned another way on the same page.

Examples:




Repetition. This refers to consistency of some feature in the design.Use of a specific font and type size, a color, bullets, or a specificgraphic item can increase the strength of the design and give it aunified look.

Examples:

Rhythm. Rhythm is the feeling of movement in a graphic. It can beachieved by repeating a design element (line, shape, color), by gradualchanges in the elements as they are repeated, and by radiating themout from a central point.

Examples:




Whitespace. Whitespace is the amount of space in a graphic that isnot filled by text or images. Although the term initially was used torefer to printed graphics and documents, it also applies to othergraphics media. Whitespace is as important as any other part of thedesign. It provides eye relief and gives greater strength to theelements that are important to the design.

Examples:

Unity. This is the intended effect of every graphic design. All theelements appear as if they belong together. The graphic has goodbalance, proportion, and harmony. There are several forms of unity.

Thematic unity occurswhen all the items arerelated to one another.Tonal unity occurs when allthe items in the graphichave a consistent look andfeel. Visual unity resultswhen the items have a clearvisual relationship and it isin keeping with themessage of the graphic.Typographic unity occurswhen the style of thetypeface is consistent withthe message of the graphic.




Typography

Basic Typography Information

Type is the set of letter shapes or graphic symbols that make up analphabet.

A typeface is a particular alphabet design. Many different typefaceshave been developed by changing the shapes of letters. A typefacecan have different styles such as light, heavy, bold, and italic. In thecomputer world, a single style of a typeface (e.g., Antiqua Bold) isknown as a font.

Alphabets in the Western world usually have two distinct cases ofletters, upper and lower. Capital letters are often called upper caseand small letters are called lower case. These terms probablyoriginated during the time of movable type when lead type wasstored in cases. The capitals were in the upper part of the cabinet,and the smaller letters in the lower part.

There are six general classifications of typefaces, ranging from serifto novelty. All fonts fit into one of these six categories. In additionthere is a variety of attributes. Knowledge of these classifications andattributes is essential for choosing an effective typeface or font for aparticular purpose.

Type Attributes

Each character, or letter, in a typeface can have a variety of attributesas demonstrated by the following diagram. Each of the terms isdescribed in the section following the diagram on the next page.




Explanation of Terms

• Baseline

The is not an attribute. It is the horizontal line that allcharacters rest on. Only descenders extend below the line.

• X-height

This is the height of standard lowercase characters (usuallythe letter x).

• Descender

This is the part of the character below the baseline. Thedistance is set by the descender line. Different typefacesuse different length descenders.

• Ascender

The part of the character that extends above a line at thex-height. The distance that ascenders extend above the x-height is set by the ascender line. This also varies from onetypeface to another. Often the ascender height is not thesame as the height of capital letters.




• Stroke width

This is the thickness of the strokes that make up acharacter. It often varies along the shape of the characteras in these examples. There is a variety of widths availablefor many typefaces. These include hairline, thin, light,book, regular, medium, demibold, bold, heavy, and ultra.

• Point size

This is the total height of the character set measured fromascender to descender lines.

• Leading

Pronounced "ledding." This is the spacing between linesof text. The name comes from the lead type used inprinting presses. Additional spacing between lines of typewas created by inserting a thin strip of lead between eachline.

• Kerning

This is the spacing between pairs of characters. Kerning isusually adjusted so that the area between each pair ofcharacters is the same.

• Serif

A short line added to the ends of characters.

Type Classification

• Serif

A serif is a short line or shape added to end of charactersto improve the readability of words and sentences. Seriftype has these elements as thin strokes and are usuallycalled roman letters. This is the most legible form of textand is used extensively in books and other publications. Itworks very well in headlines.





• Sans-serif

Type without serifs. This is a very clean design. Someexamples are very legible. It is often a good choice forheadlines and special emphasis.

• Square serif

This is similar to serif, but the serifs are blocks. This formis more difficult to read and should be used sparingly forspecial purposes.

• Script

Script is a type that is similar to handwriting. It is oftenused in invitations, greetings and announcements. It isnever used in all capitals.

• Old English

Sometimes called Text. This is a very ornate style withelaborate decorations. It was used by scribes during themiddle ages. It is mainly used for special purposes.




• Novelty

Any typeface that cannot fit the previous 5 is assigned tothis category. Often a typeface is designed for a particularpurpose, such as company names, special events, or toportray a ‘feeling’.

Type Styles

Many typefaces are available in a variety of styles. For example,normal is vertical, italic is redesigned to be thinner and tilted slightlyto the right, and oblique is tilted without being redesigned.

Characters can also be normal, condensed (squeezed togetheracross the width), or expanded (stretched across the width). This isoften done with computer software.




Effective Use of Type

Typeface makes a significant difference to the effectiveness of type ina graphic design. It can appear heavy or light, inviting or forbidding.Several considerations must be accommodated when choosing anappropriate face.

• Type effect

This is the overall look of the type. It can enhance ordetract. Which of the following do you think goes betterwith the message?

• Type texture

The texture of type is created by three factors:

• The x-height controls the body height of the charactersand affects amount of whitespace between the lines oftext. Smaller x-height makes a page of text seem lighter.

• Stroke weight affects the appearance of heaviness ofthe characters. Some typefaces have variable widths andlook very delicate, while others are thick and look veryheavy.

• Leading refers to the spacing between lines of text.More leading gives an open, airy look and less leadinggives it a heavy, dark look.



Example 1

Example 2

Example 3





• Serif versus Sans-Serif

A good rule of thumb is to use serif fonts for body text.It can also be used for headings and most otherapplications. Sans-serif fonts are quite effective forheadlines, short attention getting messages, and larger typesizes used for contrast. If the type is to be very small,sans-serif is most effective.

• Justification

This refers to the alignment of the left and right edges ofa column of text. There are four possibilities - leftjustified, right justified, centered and full justification. Leftjustified is always easiest to read because the whitespacingbetween characters and words is constant and the leftmargin is visually easy to find.




• Capital Letters

Sometimes all capitals are used for emphasis. This is trickyto do since it decreases the readability of the text. Text isread by observing the outlines of the words. Use of allcapitals means that all words will have the same shape -rectangular. It is usually best to avoid all caps except forvery special occasions, and then only for one or twowords.

Example 1

Example 2




• Emphasis and Contrast

Emphasis and contrast can be achieved with type by usingdifferent typefaces and/or sizes. In addition one may usebolding and italics as well as other effects. Underlining isnever a good thing. If a line under text is desired (andnever in the body of a document) use a rule. A rule is aseparate line. Its thickness and length can be controlled. Itis always placed below the descenders.

Image Design Issues

Images (line art or photographic) are an important element in anygraphic design. Just as with typography, there are do’s and don’tswhich, if observed, can lead to a better image. Some of these arelisted below. As with the design considerations for typography, theseare not absolute rules. All the elements and principles of design fromthe previous lessons apply here as well. Each is used to contribute tothe unity of the image.

• The Dominant Feature

In this type of image, a particular component of theimage is clearly the most important. Everything elsesupports this element.




• Balance

Balance in images can be symmetrical (formal) orasymmetrical (informal). Image components of color,size, shape, location or visual interest may contribute tothe balance.




• Proportion

Proportion is achieved through the distribution ofelements in the image. Often some elements are placedslightly out of proportion to add tension and interest.Sometimes an additional element in an otherwise perfectlyproportioned image does the same thing. The angle of aphotograph can achieve the same effect.




• Rhythm

Rhythm, or a recognizable pattern, is often used to implyflow or movement. By repeating an element or verysimilar elements, attention is drawn through the image.

• Perspective

Perspective incorporates the visual cues that distanceprovides. Objects get smaller as they move further away.Parallel lines (roads, fences, railway tracks) converge in thedistance.




Basic Document Layout Issues

Layout is the process of placing the graphic elements in a graphic. Itmost often refers to document design. Documents usually havemultiple pages. For electronic publishing, either to a screen (e.g., forthe Internet) or to a printer, the basic considerations are the same.There is a message, there is an audience, and an effective layout isrequired to get the audience’s attention and keep it.

• Simplicity

The most basic requirement is to keep the layout simple.Visual confusion is easy. Visual clarity requires a simplelayout. Include only those elements essential to themessage. Bring the reader’s attention to the message asquickly as possible. Make the message clear and obvious.This can be done without being boring. Which of thefollowing examples is the easiest to follow?

• Consistency

Once a particular pattern has been established (e.g.,typeface for headings/body text, size and color for rules,position of images), use it consistently. This providesvisual cues which help the reader to follow the flow ofinformation. Examine the following to determine whichis more consistent. Why did you choose that particularone?




Consistency in layout can be achieved by using tags and grids:

• TagsThese are electronic markers which specify typeface, fontsize,margins, character and line spacing, paragraph spacing, and anumber of other criteria. Many wordprocessors and all desktoppublishing tools employ tags. Some programs call them styles.Using a tag to format all items that are called headinglevel2, forexample, ensures that they all look alike. HTML documents, likethe one you are reading, use tags to format text and place imageson the screen.

• GridsThese are standard practice in publishing. Two, three and fourcolumn grids are used. Electronic publishing for the Internet isgenerally restricted to 2 columns since most computer screens arebetween 600 and 800 pixels (picture elements consisting of a red,a green, and a blue dot) wide. A grid allows consistency withoutbeing boring. Items may span one or more columns.



• Make the Message Easy to Find

Different approaches are possible, depending on themessage and the audience. Information should be easy tofind and follow. Remember your medium. What worksfor a technical manual may not be very good for a story.Where possible, use visual cues and markers to drawattention to key locations and points in the information.Which example provides the most obvious message?





• Give the Layout Breathing Room

Squeezing too much information into the available spaceis self defeating. Readers will get tired quickly. Allow lotsof whitespace. Whitespace is not necessarily white if youare designing for video or a computer screen. An open,airy look is achieved through the methods discussed in theprevious lesson on effective type usage. Examine theexamples on the next page and other pages to determinewhich ones make effective use of white space.

• Design for the Whole Project

When developing the look for a layout, do it for the entireproject. If it changes from page to page (or screen toscreen) the reader will get confused. This is particularlytrue for parts of the project that will be viewed side byside as in two pages of a book, or scrolled continuouslyon a computer screen. Persistence of vision will alsoensure that inconsistencies stand out in a video sequence.

In a multimedia project, the user can be expected tomove back and forth and across all parts of the product.Any differences would be very obvious and confusing.Are there examples in this lesson of layouts that could beused through the whole project? In other lessons?

• How Many Visual Items?

Three major visual items seem to work well. This can bethe heading, an image, and the main text of a single story,or it can be the beginning of two different pieces ofinformation with an image being associated with one ofthem. In any event, three design features that compete forattention are effective, provided they imply a sequence orclearly distinguish relationships.




Combining Copy (Text) and Images

Most graphics are composed of text (copy) and images. Theadvertising industry has discovered that certain basic principles areeffective in conveying a message to the audience. It seems reasonableto assume that they will be effective in any situation. As with allprevious principles, the designer has to use personal judgement aboutwhen to use them. They should be kept in mind when a strategy isbeing developed. Most of these principles make it easier for thereader to understand the message and to get to that level ofunderstanding very quickly.




• Copy versus Illustration/Image

Copy has priority over illustration. This is a basic rule. Apicture may be worth a thousand words, but if themessage is simple then state it in simple terms. If there istext over an image, it must be clearly readable. It cannotblend into the image. What message is being given in eachof the following images?

• Serif versus Sans-Serif

Copy should be in serif type for all body text. Anywherethere is to be more that a line or two of text, a serif stylefont should be used. If you want maximum readability,make it easier for the reader’s eyes to follow the text.Sans-serif fonts should only be used with deliberateplanning. In the following examples, look at the way theserifs create a horizontal line which draws your eyes acrossthe text.




• Use Captions

Every photo/illustration should have a caption. A captionmakes it easier for the reader to decide the relationship ofthe image to the text. Which of the following do youthink makes the purpose of the image obvious?

• Use Drop Caps (capitals)

Start text with drop caps. This leads the eye into the textquickly from the headings. Headings are usually muchlarger type sizes than body text. A drop cap makes thetransition much smoother. Note that in this example, thedrop cap goes from the ascender line on the first line oftext to the descender line on the second line of text.




• Use of Black Type on White

Readability is the issue. Black text on a white backgroundis always more readable than any other colorcombination. Sometimes it is unavoidable to use othercombinations, especially when text is being superimposedover images. This probably applies more to graphics forvideo, computers and multimedia than to paper. Mostprofessionally designed Web sites tend to use black texton white backgrounds when more than a paragraph oftext is involved.



Technological Problem Solving

Technological problem-solving is a universal response to humanneeds and wants. A need or want is identified and a solution issought. There are many ways of getting from one point to the other.Collectively, these ways may be analyzed and implemented as thetechnological problem-solving model. In its simplest form, themodel involves the steps outlined in the following diagram:

• Human Needs and Wants. Needs are basic such as food,shelter and other things considered essential for survival. Wantsare much broader and include the full range of things peopledesire but don’t need. By clarifying the needs or wants, one canidentify a particular problem (or problems) to be resolved if toallow the need to be met. Problems are usually specific andrequire immediate, or near term, solutions. Opportunities, on theother hand, are more futures oriented. Often, a want isperceived by an individual only after an opportunity to meet it ispresented. This is frequently the case in a consumer society.

• Identification and Evaluation of Options. Solution optionsare identified and variations are determined. Best possiblesolutions are identified based on a careful consideration of theproblem and available resources. After appropriate evaluation asolution is adopted.

• Application of Resources. Technological activity alwaysinvolves the application and consumption of resources includinginformation, knowledge, capital (money), time, raw and syntheticmaterial, tools, machines, and people. Resources are used todevelop and test the solution.

Topic 7: Technological ProblemSolving



• Solutions and Outcomes. The solution always has outcomes -some known, some unknown, some positive, some negative.Invariably, technological solutions lead to more needs, wants,problems, and opportunities and the cycle continues.

Design as a Technological Problem Solving Strategy

Design can be used as a noun or verb. As a noun, it often means adrawing, plan or representation. As a verb, it refers to a way ofthinking and doing. It is the verb mode that is referenced in thedefinition 'design (designing) is a purposeful activity that results in atechnological solution to a problem'. The design model is a widelyused technological problem solving method. Good design tends notto just solve the problem but to provide an elegant solution.Elegance is considered to be simple, uses minimal resources andenergy, may be novel, is not always obvious, is reliable, is costeffective, and is of good quality.

The diagram below illustrates the sequence of steps used intechnology education programs to engage students in technologicalproblem solving activities. It emulates many of the practices used inindustry. Note the way that each stage is connected to other stages,and is dependant on them for input.



• Opportunities. Represents the problem situation oropportunity which is used as a starting point for the designactivity.

• Design Brief. A short document that provides informationabout the problem, what the solution has to do, if there are anyspecial conditions, and what the student is expected to deliver. Itemulates the contract used in various business and industryactivities.

• Investigation and Research. A fact finding stage that results ininformation and knowledge about how to proceed, resourcesthat are available and those that are required.

• Generate Options. A step that involves idea generationstrategies such as brainstorming. It's purpose is to generate awide variety of ideas, regardless of their value.

• Select Best Option. The stage is used to evaluate all the ideasthat were generated in the previous step. The same criteria areused for evaluating all the ideas. The best idea usually is selected,depending on the resources that are available to develop it.

• Develop Solution. This step usually takes more time that all theothers combined. The solution is developed from an idea into afully functioning product.

• Evaluate/Redesign. This is a continuous process. It getsdone throughout the development process. It is also done as aformal process after the solution is developed.

• Solutions and Outcomes. The consequence of design activity.Seems like the end, but all solutions and outcomes result in newproblems and opportunities, and the process continues.

Concepts and Information

Ethics

Ethics and intellectual honesty in technology education are importantissues:

• Design often relies on and employs information and ideas frommany different people and sources. It is important to creditthose sources and demonstrate how knowledge gained fromthem assists in further development of new knowledge and newsolutions to design problems.

• One of the fundamental purposes of student based designactivities is to develop capability with the process component. Itis important for students to 'connect' what they are doing andgive reasons for their choices. This requires intellectual honesty.

Topic 8: Ownership andCopyright



• Use of technological tools sometimes provides opportunitiesfor students to bypass the development of ‘truly’ originalmaterial in favor of pre-developed material. Students need todevelop the self restraint and integrity that will ensure they dothe right thing rather than the easy thing.

• There are often legal consequences for technological decisions.

Copyright

The following quote from the CanCopy web site (http://www.cancopy.com/) describes copyright:

"Rights established by the Copyright Act give copyrightowners control over their creations, including theexclusive right to authorise reproduction of their worksand decide how, and by whom, they are used. Creatorsare entitled to benefit from their works financially,whether their work is photocopied (as in a page from anovel), or reprinted (as in a short story republished in anew collection)."

Copyright is specified in Canada by The Canadian Copyright Act.

CanCopy

CanCopy, the Canadian Copyright Licensing Agency, developed anagreement between Canadian Publishers and Education institutions.Provincial Departments of Education pay an annual fee to CanCopywhich allows teachers and students to make copies of publishedprint materials under specific rules. The document can be obtainedfrom the CMEC (Council of Ministers of Education, Canada) website:

http://www.cmec.ca/else/copyright/matters/indexe.stm

Canadian Foundation for Economic Education

“To help teachers and students, the Canadian Foundation for EconomicEducation, in partnership with the Canadian Intellectual Property Office of thefederal government, the Society of Composers, Authors and Music Publishers ofCanada (SOCAN), and the Canadian Copyright Licensing Agency(CANCOPY), has produced a teaching kit for use in grades 7, 8 and 9. Thekit comprises an 80-page Teacher’s Guide and two videos.” (CanadianFoundation for Economic Education - http://www.cfee.org/)

Grade 7 Communications Technology Module B-1

Appendix B - Basic Skills

Appendix B: Basic Skills

Images

Images refer to things like line drawings, technical drawings, charts,graphs and photographic type images. They may be generated in awide variety of ways:

• images may be constructed (drawing, painting, photography, ...)• digital images may be constructed with drawing (Corel Draw,

AutoSketch, ...) or painting software (PaintShop, Photo Paint,PhotoShop, ...)

• they may be acquired by searching collections on CD-ROM orthe Internet, directly acquired by scanning them with a flatbedscanner, or acquired with a digital camera and transferred to thecomputer.

Digital images may be saved in a variety of file formats. Any imagecan be modified or edited by opening it in a program that can readthe file format. Points to note:

• software uses propriety formats• there are universal formats such as .jpg, .gif and .png• files my be converted from one format to another• some formats allow compression to save disk space.• some compression methods are lossy (the image loses details)• image compression techniques may often be used multiple times,

but if it is lossy method, they cannot be uncompressed

Topic 1: CommunicationGraphics - Sketches andSimple Technical Drawings

The Topic 5: Introduction to Communications Graphics section in Chapter 3and Appendix A deals with the concepts and techniques associatedwith sketching and technical drawing. Refer to that section forfurther information. In particular, note the examples provided andthe methodology outlined for completing technical drawings.

Topic 2: CommunicationsMultimedia - Images, Audioand Video

Grade 7 Communications Technology ModuleB-2


Audio

Audio can refer to regular audio taped sound or to the use of audiofiles on the computer. Audio files are acquired in a variety of ways:

• from a digital source such as a CD-ROM collection or from theInternet.

• by digitizing them through the use of an audio capture card andthe appropriate software. Windows includes a capture programcalled Sound Recorder that can be used with a microphone or aline source.

There are a number of audio file formats:

• The most popular Windows type is .wav.• Windows also supports Midi, RealAudio and others• Audio files may be manipulated and edited, similarly to text files,

by using an audio editor.

Video

Video refers to NTSC (National Television System Committee)television style images. They may be created using camcorders,professional cameras, video recorders, or digital video camcorders.They may also be created using digital video camcorders. NTSCVideo (8mm, Hi8mm, VHS-C, VHS, SVHS, BETA, and others) canbe transferred to the computer by using a video capture card such asthe Intel Smart Recorder series. Other options include a video cardsuch as the ATI All-In-Wonder Pro (has NTSC video in and out, andconnections for the computer monitor), or the Matrox Mystiquevideo card with the Rainbow Runner add-on that has inputs andoutputs for NTSC video. Software to capture video and audio, andto edit and output the results is usually included with video capturecards.

When the video and audio are captured they become digital signalsand are edited just like any other computer file. There is nogenerational loss as there is in editing audio tape or video tape whichemploy analog signals.

Digital video may be created directly with no intermediate analogsignal. A digital video recorder may be used, such as a DVCamcorder. The digital information has to be transferred to thecomputer for editing and requires an interface card. The standardinterface for video capture is an IEEE 1394 card called ‘FireWire’.FireWire does not capture the video in the same fashion as cards that



connect to regular camcorders. Instead, it changes it from one digitalfile format to another so that editing can take place on the computer.The same card is used to transfer the edited files back to the DVrecorder. Regular capture cards can lose video information duringthe capture. FireWire cards are doing a digital file transfer, so nodata is lost. Many digital cameras also allow data to be transferred tothe computer via the USB (Universal Serial Bus) port.

Digital video may also be created directly on the computer by usinga small digital camera that connects directly to the parallel port or tothe USB port of the computer. As a rule, the quality is lower thanthat of other methods. This is, however, the least costly method toobtain digital video. If certain conditions are met, this method givesquite acceptable results.

The Document

Print and electronic documents have common components (e.g.,text, images, diagrams and multiple columns) but electronicdocuments also include animations, video, audio and multimedia.

Complex documents are usually constructed with desktop publishingtools if they are to be printed. For example, Microsoft Publisher isan inexpensive, but very powerful tool. Others, such as QuarkExpress or Adobe's PageMaker and FrameMaker are much moreexpensive. The latter are used for more complex jobs such asbooks, magazines, and catalogs.

Electronic documents such as CD-ROM encyclopedias areconstructed with highly specialized multimedia authoring tools suchas IconAuthor. Internet and Intranet documents are constructedwith a wide variety of tools and methods HyperText MarkupLanguage (HTML) is at the core of most of them. It canincorporate a wide variety of information and data formats fromaudio to video, from text to complex drawings and animations.

Student construction of documents should include a variety ofinformation formats.

Topic 3: Document Creation



Overview

Students need to be given guidance for report development andpresentation. Many courses at the Intermediate level providestudents with opportunities to present reports to their peers, teacher,and others. Design and technological problem solving activities serveas a means of evolution and enrichment to society; there is usually acontinuation of many activities that were originally started by otherpeople in possibly other places. Documentation is a crucialmechanism that preserves findings and solutions to problems. Aswell, presentation of that documentation ensures others clearlyunderstand its contents and be able to make an intelligentinterpretation of it.

Students should be aware of the following points:

• Purpose of Presentation. There needs to be a clear rationalestated explaining why a particular activity was undertaken and thereasons for its presentation to others. This is a very briefstatement indicating the purpose of the presentation.

• Outline. There should be a listing of the components of thepresentation. This is essentially a table of contents, or an agenda.Presentations of design activities usually include the steps of thedesign process as its outline:

• Problem Situation

• Design Brief

• Investigation and Research

• Identification of Possible Solutions

• Best Solution

• Development of the Solution

• Evaluation of the Solution (includes prototyping andtesting)

• Presentation Details. The content of the presentation. Theagenda, or table of contents, should be followed. There is aneed for sufficient information that doesn’t include too muchdetail. Presenters should assume the audience, typically otherstudents and the teacher, knows and understands thecomponents of the design activity but need clarification on thespecific aspects of the design activity being presented.

Topic 4: Presentation of Ideas



• Summary. This would be a summary of the contents of thepresentation. A summary should be very brief and stated asconcluding remarks. This is especially important for reports ondesign activities. For example, the summary would include:

• a sentence stating the problem

• a sentence stating the solution

• a few sentences stating a suggested course of action forthe future

Presentations can avail of multimedia and computer technologies.For example, many students will develop electronic slideshows usingpopular presentation software.

Grade 7 Communications Technology Module C-1

Appendix C - Sample Problems

Appendix C: Sample Problems

The following table of sample problem situations and lists ofrelated issues are provided as a starting point to generateideas for communications design activities.

Sample Situations Related Issues

There is marine traffic incoastal waterways around theprovince

• Increased potential for spills as traffic increases from offshore oildevelopment

• Accident Prevention• Environmental Cleanup• Effect on the food chain• Cost (environmental, monetary)• Need for precise navigation• Dead reckoning• Global Positioning System (GPS)• Course plotting• Navigation rules• Lighthouses and buoys• Environmental impact• Fish• Mammals• Tourism• Leisure/recreation• Industries and commercial traffic• Bilge discharges.• Discharge of oil from freighters and tankers to calm rough

waters.• Public attitude and surveillance

Grade 7 Communications Technology ModuleC-2



A new mine is being started.(or a processing facility isbeing built) in a remote,unpopulated area.

• How to attract employees• Local versus other sources of labor• Benefits• Quality of life• Climate• Town development• Town planning• Site selection• Size• Location i.e., distance from actual mine• Transportation of workers• Seasonal/all year• Entire families/workers• Recreation• Services i.e., shopping, schools, churches, entertainment

Students are moving from ruralareas to urban areas

• Impact of increased concentrations of people in urban areas• Types of illnesses or diseases (e.g., Sexually Transmitted Diseases

(STDs) - any disease, illness, or viral infections could be used)

• Types of STDs

• How they are transmitted

• Prevention

• Technological innovations

• Latex condoms

• Spermicides

• Abstinence

• Education

• Employment• Social interactions• Friends• Entertainment




Technology affects jobs • Changing roles• Changing values• Types of jobs• Availability• Retraining• For new mode of same job• For new job• Public perception of jobs• Social value• Economic value• Environmental consequence• Enhancements• Value and quality control• Value of traditional products (arts and crafts)• Traditional Jobs• Continue/discontinue the seal hunt• Promote a positive/negative image• Historical impact• Financial impact• Use of seal parts (clothing, food etc.)• Cultural influences

Absenteeism in the school • Protests• Illnesses• School environment• Air quality• Socially related issues• School morale• Community/parental involvement• Local employment opportunities and attitudes




Poor nutritional habits • Nutrition and performance• Selection and choice• Selection and cost• Knowledge of nutrition• Peer pressure and nutritional choice• Social norm for body image• Self-esteem• Nutrition and health

Public and private lives - realityvs. image

• The role of communications technology in building an image• The effect of positive vs. negative image• Shaping/building an image

Some people need verydetailed weather information.

• Reasons for needing the information• Consequences of not getting it• Applications for weather information• Planning• Safety• Damage control• Health• Profitability• Tourism /Travel

Relationship betweeneconomic development andthe environment.

• Industrial pollution• The role of communications in environmentally related issues• Real elated issues versus perceived related issues• Industry versus the environment• The economic benefits of pollution• The economic costs of pollution




Genetic engineering has madenew and modified life formspossible.

• Cloning• DNA modifications• Accelerate growth in plants and animals• New plants• New animals• Economics of genetic engineering• Patented life forms• Ownership of life forms• Reproductive technology• Cultural impacts• Cultural bias• The role of communications technology in enabling people to

make informed decisions• The role of genetic engineering in economics

A new industry is moving inthat requires new sources ofelectrical energy

• Methods of electrical production• Impact of electrical production methods on the environment• Trade-off between economic activity and the environment• Public relations issues related to production and implementation

of electrical generating industries

A tour company plans to bringtourists to your town

• Airline access and costs• Ferry costs.• Gasoline prices• Alternate transportation• Time and route to get there• Look and general tidiness of the community• Convenience-Inconvenience• Accommodations, impact on traffic, lifestyles




Schools and parents need tocommunicate effectively withone another

• What needs to be communicated• Parental interest• Parent-school interactions• Parent-child relationships• Parental responsibilities• School responsibilities• Methods and processes• Responses• Student responsibility• Feedback and response to feedback• Teacher attitudes

Some students attend schoolbut do not participate

• Participation and interest• Participation and perception of personal value of

education• Self-esteem and participation• Teacher-student interactions• Reading skill and participation in learning

The school is recyclingmaterials but it is not aseffective as it could be.

• Collecting• Sorting• Delivery to site• Fund-raising• Attitudes• Engaging people in the process• Beverage containers are mixed in the sorting bins.• Non-recyclable materials are being placed in the bins

Teachers and students do notstartup or shut down thecomputers properly

• Proper procedure for startup/shutdown• Closing applications• Logging on/off the network• Management of the equipment• Sharing access• Responsible use




A lot of vehicular trafficoperates on the schoolgrounds

• Loading zones• Speed• Safety• Access• Disability access• Time of access• Parking• Student play zones• Parking lot design

Many students smoke • Health related issues• Ventilation• Age legislation• Place where people smoke• Why people smoke• Peer pressure• Economics

School resource centerscannot accommodate all theneeds of students

• Student waiting list for materials• Associated costs• Lending/borrowing responsibilities• Library management• Accessibility

Grade 7 Communications Technology Module D-1


Appendix D: Resources

Introduction

URL’s

There are numerous resources available related to communicationstechnology and technology education. The authorized texts for thecourse offer a solid foundation for the concepts presented and theyoffer suggestions for student activities and assessment. Theauthorized texts are:

• Technology Interactions (Harms and Swernofsky) studentedition (class set of 15 copies)

• Technology Interactions - Teacher’s Resource Guide(Harms, Swernofsky et al) (1 copy)

• Design and Problem Solving in Technology (Hutchinson,Karsnitz) student edition (teacher reference copy) (1 copy)

The Internet provides a rich and exhaustive database of informationthat both the teacher and student can use as resources for the course.Included in this appendix is a listing of URL’s for web sites thatcontain information applicable for the Communications Technologycourse. Please note that the Internet is dynamic, it is constantlychanging and evolving and it may be possible that some of theURL’s given may not be accurate at some point in the future.

Teachers are encouraged to visit the sites listed and conduct theirown Internet searches to supplement. Students will also benefitfrom utilizing the Internet, one of the best communicationtechnology tools in the world, and will be able to apply some oftheir understanding of the concepts in the course to it.

The URL’s listed are organized according to discrete course topics.It should be noted that many of the web sites identified can be usedas information sources for many of the topics; web sites should berevisited for additional information related to subsequent topiccoverage. The web sites listed are just a sampling of available onlineweb sites dealing with communications technology topics. FurtherInternet searching is encouraged.

Grade 7 Communications Technology ModuleD-2


Communications History Sites

• The Media History Project

http://www.mediahistory.com

• The Development of International Telecommunications inthe Victorian Era

http://www.cwhistory.com/history/TeacherPack/TPintro.html

• The Smithsonian Institution

http://www.si.edu/

• Internet Timeline

http://www.zakon.org/robert/internet/timeline/

• The Computer Museum History Center

http://www.computerhistory.org/

• Get Ready for Digital Convergence: A Primer on Life inthe Twenty-First Century

http://www.emcp.com/intro_pc/reading7.htm

Graphic Design Sites

• Graphic Design Links

http://graphicdesign.about.com/arts/graphicdesign/

• Graphic Design Portal

http://graphicdesign.searchking.com/

• Graphic Design Web Site (EastWest Project)

http://www.stemnet.nf.ca/eastwest/

• Graphic Design Basics

http://www.graphicdesignbasics.com/

• Grantastic Design Glossary

http://www.grantasticdesigns.com/glossary.html



• Graphic Designers Paradise

http://desktoppublishing.com/design.html

Graphics Software

• Corel Draw Suite

http://www.corel.com

• Adobe Photoshop

http://www.adobe.com/

• Paint Shop Pro

http://www.jasc.com

• Software Download Site

http://stemnet.tucows.com/

Graphics Tutorials

• Corel Draw and PhotoPaint Tutorials

http://www.linecraft.com/tutorials.htm

• Graphics Unleashed - Listing of many graphics tutorials

http://www.unleash.com/tipstricks/

• GrafX Design Tutorials

http://www.grafx-design.com/tutorials.html

• Corel Designer.com Web Site

http://www.designer.com/

• Linecraft Grafics Tutorials

http://www.linecraft.com/corel-tutorials.htm

• Graphix Land Tutorials



http://www.graphixland.com/tutorials.shtml

• Corel PhotoPaint Tutorials

http://www.visionary-voyager.com.au/corel/photopaint/

• Corel Draw Tips

http://www.mccannas.com/othertip/other.htm

• Corel Draw Users Page

http://www.vakcer.com/oberon/draw/index.htm

HTML and Web Site Development Sites

• Yale’s Web Style Guide

http://info.med.yale.edu/caim/manual/contents.html

• Standardly Speaking About HTML

http://www.mcli.dist.maricopa.edu/tut/tut0.html

• Creating Graphics for the Web

http://www.widearea.co.uk/designer/index.html

• Dmitry’s Design Lab

http://www.webreference.com/dlab/

• Web Page Design for Designers

http://www.wpdfd.com/index.htm

• Web Design Tips

http://www.design.ru/ttt/

• HTML: 8 Lessons for Beginners

http://www.netpedia.com/html/tutorials/

• Writing HTML - Tutorials for Teachers



http://www.mcli.dist.maricopa.edu/tut/

• All-HTML Tutorials for Beginners

http://all-html.com/

Technology Education Sites

• International Technology Education Association (ITEA)

http://www.iteawww.org/

Various Topical Sites

• Can Copy Web Site

http://www.cancopy.com/

• The Discovery Channel Canada’s web site

http://www.discovery.ca/

• High-Tech Online Dictionary

http://www.computeruser.com/resources/dictionary/index.html

• How Stuff Works

http://www.howstuffworks.com/

• Online Dictionary of Computing

http://wombat.doc.ic.ac.uk/foldoc/index.html

Grade 7 Communications Technology Module E-1

Appendix E - Grid Paper

Appendix E: Grid Paper

Included in this appendix are three samples of grid paper:

• Isometric (portrait)• Isometric (landscape)• Orthographic

The grids can be copied and distributed to students to use as guidesfor the sketching exercises that are part of Unit 2 - Basic Skills, Topic1: Communication Graphics – Sketches and Simple Technical Drawings.Sketches can be drawn directly on the grids, or the grids can beplaced underneath plain paper and used as guides.

Introduction

Grade 7 Communications Technology ModuleE-2

Appendix E - Grid Paper

ISBN # 1-55146-170-6June 2002

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