TECHNOLOGICAL DESIGN GRADE 12: TDJ 4M1

Description of Course:

This course provides students with opportunities to solve problems in design through the use of technical drawings, model building, testing, and marketing. Students will research, design, and test solutions for residential architecture, civil engineering, and interior design. They will also examine the educational requirements of a technical design-related career in architecture, engineering and interior design.

Pre-Requisite or Co-Requisite: Technological Design, Grade 11, University/College Preparation

Policy Document Reference: Page 137 - 140, in the Ministry Document, The Ontario Curriculum, Grade 11 and 12, Technological Education.

Textbook(s): Architecture Drafting and Design, by Hepler, Wallach, & Hepler

        Unit Titles (With approximate time allotted per unit)

Unit 1: Introduction to Architecture (5 hours)

Unit 2: Architectural Drafting Techniques (5 hours)

Unit 3: Site Development Plans (12 hours)

Unit 4: Foundation Plans (12 hours)

Unit 5: Floor Framing Plans (12 hours)

Unit 6: Interior/ Exterior Walls (12 hours)

Unit 7: Roofing Plans (12 hours)

Unit 8: Schedules and Specifications (5 hours)

Unit 9: Building Codes (5 hours)

Unit 10: Model Building (15 hours)

Unit 11: Portfolio Design (15 hours)                                                                             

Assessment and Evaluation 

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, time management skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004.

Learning Skills 

These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

☞ unit tests

☞ drawings, board and computer aided design, (practical)

☞ time management skills (daily work habits)

☞ homework, quizzes, assignments (daily work habits)

          Term Work Assessment   70%

          Summative Assessment  30%

Daily Work Habits 15%

Tests 15%

Practical 40%

Final Examination (model) 10%

Final Examination (written) 10%

Final Examination (portfolio) 10%

Specific Course Expectations:

Students should have with them each day:

☞ 3 ring binder containing lined, blank, and graph paper, with dividers.

☞ Calculator

☞ pencil, eraser, pen (blue ink, only)

☞ Time Management sheets - 18 photocopies (from master copy)

☞ A. N. Myer Student Agenda