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Technological Education
The Ontario Curriculum, Grades 11 and 12
2000 |
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Contents |
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Part A: Broad-Based Technology
- Communications Technology
Overview
Courses
- Construction Technology
Overview
Courses
- Health and Personal Services
Overview
Courses
- Health Care, Grade 11, College
Preparation (TPA3C)
- Hairstyling and Aesthetics, Grade 11,
Workplace Preparation (TPE3E)
- Child Development and Gerontology, Grade
12, College Preparation (TPO4C)
- Medical Technologies, Grade 12, College
Preparation (TPT4C)
- Hairstyling and Aesthetics, Grade 12,
Workplace Preparation (TPE4E)
- Hospitality and Tourism
Overview
Courses
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Part B: Computer Studies
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Introduction
The Ontario Curriculum, Grades 11 and 12: Technological Education,
2000 will be implemented in Ontario secondary schools starting in September
2001 for students in Grade 11 and in September 2002 for students in Grade 12.
This document replaces the sections of the following curriculum guidelines that
relate to the senior grades:
- Broad-based Technological Education, Grades 10, 11, and 12,
1995
- Computer Studies, Intermediate and Senior Divisions, 1983
- Computer Studies, Ontario Academic Course, 1987
- Technological Studies, Intermediate and Senior Divisions, Part
C: Ontario Academic Courses, 1987
This document is designed for use in conjunction with
The Ontario Curriculum, Grades 9 to
12: Program Planning and Assessment, 2000, which contains information
relevant to all disciplines represented in the curriculum.
The Place of Technological Education in the Curriculum
Technological innovation influences all areas of life, from the
actions of individuals to those of nations. It addresses basic human needs and
provides the tools and processes required for the exploration of both the known
and the unknown world.
The power of technology, its pervasiveness, and its continual advances
demand a rigorous curriculum and the commitment of educators to understand it,
promote its responsible use, and enable students to become problem solvers who
are self-sufficient, entrepreneurial, and technologically literate. Students
must acquire the technological skills and knowledge required to participate in
a competitive, global economy. They must become critical and innovative
thinkers, able to question, understand, and respond to the implications of
technological innovation, as well as to find solutions and develop products.
Technological education focuses on developing students’ ability
to work creatively and competently with technologies that are central to their
lives. Their development as technologically literate individuals throughout
elementary and secondary school enhances their success in postsecondary studies
and in the workplace. The policy outlined in this secondary school curriculum
document is designed to ensure that technological education in Ontario meets
the challenges and opportunities of the twenty-first century.
Technological education promotes the integration of learning across
subject disciplines. For example, in designing a technological tool, students
may gain information about its intended use (social science), about the
materials used in its construction (science), about mathematical relationships
describing its dimensions and shape (mathematics), and about the aesthetic
qualities of its design (the arts); they may also create text that outlines
procedures for the tool’s use (language). Similarly, technology supports
students’ work in other subjects. It develops research skills, supports
development in literacy and mathematics, and fosters creativity, critical
thinking, and problem solving. In addition, it promotes global citizenship and
environmental awareness.
Technological education contributes to learning in other areas of the
curriculum by providing practical contexts and applications for the knowledge
and skills acquired. For example, the technological education program relates
to science in that students use scientific principles to design buildings and
machines, and to history, the social sciences, and the humanities in that
students assess the impact of the introduction of technologies on historical
and current events. Technological education relies on English and literacy
skills for the description of specifications, proposals, and evaluations, and
has ties to the arts through its use of various media to model and present
ideas and products. In technological education, students also consider the
options provided by various technologies as they affect health and physical
well-being. The connection to business studies is evident in the application of
business principles to the study of the production and marketing of products in
technological education.
Subject matter from any course in technological education can be
combined with subject matter from one or more courses in other disciplines to
create an interdisciplinary course. The policies and procedures regarding the
development of interdisciplinary courses are outlined in the interdisciplinary
studies curriculum policy document.
The organization of expectations in strands flows from the elementary
science and technology curriculum into the secondary curriculum in
technological education. In this continuum, there is a similar emphasis on key
ideas (theory and foundation), technological processes (skills and processes),
and the relationship between technology and the world (impact and
consequences). |
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The Program in Technological Education |
Overview
The technological education program in Grades 11 and 12 encompasses
both broad-based technology and computer studies, each involving a unique
approach to curriculum content and delivery. Courses in broad-based technology
are described in Part A of this document, and courses in computer studies are
described in Part B.
Part A: Broad-Based Technology. The philosophy that
underlies the teaching of broad-based technology is that students learn best by
doing. The curriculum in this area takes an activity-based, project-driven
approach to learning that provides students with knowledge, skills, and
experiences in the subjects of their choice. Courses are offered in the
following subjects:
- communications technology
- construction technology
- health and personal services
- hospitality and tourism
- manufacturing technology
- technological design
- transportation technology
Each area of study is based on a broad, systematic framework of ten
concepts that describe the different types of technological knowledge and
skills. It is important for students to understand and use these concepts,
which can assist them in analysing and classifying technological problems and
identifying the most effective ways of solving those problems. The ten concepts
that provide the framework for technological education are as follows:
- Structure: The essential physical or conceptual parts of a
product, process, or system, including the way in which the parts are
constructed or organized.
- Material: The substances or information used to make the
structure.
- Fabrication: The act or process of forming and assembling
materials and structures.
- Mechanism: The parts of a structure that allow it to work
or function.
- Power and energy: The resource that enables a mechanism to
perform work.
- Controls: The means by which a mechanism is activated and
regulated.
- Systems: The combinations of interrelated parts (structures
and/or mechanisms) that make up a whole and that may be connected with other
systems.
- Function: The use for which a product, process, or system
is developed.
- Aesthetics: The aspects of a product, process, or system
that make it pleasing to the human senses.
- Ergonomics: The aspects of a product, process, or system
that allow people to use it efficiently – that is, with minimal waste of
time or energy.
Part B: Computer Studies. In computer studies, the
computer itself is the object of study. Computer studies is concerned with how
computers represent objects (e.g., a list of names, a graphical image, an
electronic circuit) and how they receive and process instructions to manipulate
these representations. Courses are offered in the following subjects:
- computer and information science
- computer engineering
Courses and Credits. In Grades 11 and 12, three types of
courses are offered in the technological education curriculum:
university/college preparation, college preparation, and workplace preparation
courses. (See The Ontario Curriculum,
Grades 9 to 12: Program Planning and Assessment, 2000 for a description
of the various types of secondary school courses.)
Courses in Grades 11 and 12 are designed to be offered as full-credit
courses. However, half-credit courses may be developed for specialized
programs, such as school-work transition and apprenticeship programs, as long
as the original course is not designated as a requirement for entry into a
university program. Individual universities will identify the courses that are
prerequisites for admission to specific programs. Such courses must be offered
as full-credit courses, to ensure that students meet admission requirements.
In Grades 9-12, half-credit courses, which require a minimum of 55
hours of scheduled instructional time, must adhere to the following
conditions:
- The two half-credit courses created from a full course must
together contain all of the expectations of the full course, drawn from all of
the strands of that course and divided in a manner that best enables students
to achieve the required knowledge and skills in the allotted time.
- A course that is a prerequisite for another course in the
secondary curriculum may be offered as two half-credit courses, but students
must successfully complete both parts of the course to fulfil the prerequisite.
(Students are not required to complete both parts unless the course is a
prerequisite for another course that they wish to take.)
- The title of each half-credit course must include the designation
Part 1 or Part 2. A half-credit (0.5) will be recorded in the credit-value
column of both the report card and the Ontario Student Transcript.
Boards will ensure that all half-credit courses comply with the
conditions described above, and will report all half-credit courses to the
ministry annually in the School September Report.
In broad-based technology, courses in Grades 10, 11, and 12 that lead
to apprenticeship or certification programs or that are part of school-work
transition programs may be planned for up to 330 hours of scheduled
instructional time. This additional instructional time allows for the practice
and refinement of skills needed to raise the quality of students’
performance to the levels required for certification, entry into apprenticeship
programs, or participation in school-work transition programs. (It may also
support articulation agreements for advanced standing or preferred entrance
into specialized programs.) Instructional time may be increased by increments
of 55 hours; for each additional 55 hours, students earn an additional
half-credit. A maximum of three credits may be earned for the successful
completion of a 330-hour course. The number of additional credits and the
nature of the assignments to be completed must be established before the start
of the course.
In all subjects included in the broad-based technology program, the
courses developed by schools must cover a range of areas and applications
within the subject. In manufacturing technology and technological design, the
courses outlined in this document allow for the treatment of a wide variety of
subject areas and applications. In communications technology, construction
technology, health and personal services, and transportation technology, the
areas that must be addressed in every course are specified in the course
descriptions and subject overviews given in this document. For example, it is
expected that students taking a course in transportation technology will study
land, air, and marine transportation, and that students taking a course in
communications technology will learn about electronic, live, recorded, and
graphic communications. In any broad-based technology subject, courses may be
developed to emphasize a particular area (e.g., land transportation in
transportation technology), but not to the exclusion of other areas within the
subject. Regardless of the area emphasized in a course, students must be
given the opportunity to achieve all of the expectations of the course outlined
in this document. Some schools may wish to offer more than one course
developed from a course outlined in this document, each emphasizing a different
area of the subject. In such cases, students may earn credit for the successful
completion of only one of the courses offered.
In courses that emphasize a particular area or that exceed 110 hours
of scheduled instructional time to allow students to prepare for certification,
apprenticeship programs, or school-work transition programs, the content and
the skills and processes related to the area of emphasis and/or the additional
practice should reflect current industry practices and standards.
The principal of a school will retain on file up-to-date copies of the
outlines of all courses of study for courses offered at the school. Each
outline of a course of study will include the overall expectations for the
course identified in this document; an outline of the course content based on
the specific expectations, including unit titles listed in the sequence in
which the material will be studied; and all of the other items specified in
section 7.1.1 of Ontario Secondary Schools, Grades 9 to 12: Program and
Diploma Requirements, 1999.
All technological education courses must be identified by the
five-character course code given in this document (e.g., TTJ3C for
Transportation Technology, Grade 11, College Preparation). Schools may add a
sixth character to the code to indicate additional information. For example, if
a school offers both a one-credit and a three-credit Grade 11 college
preparation course in transportation technology that emphasizes land
transportation, TTJ3C1 could be used to identify the course worth one
credit, and TTJ3C2 could be used to identify the course worth three
credits. If the school also offers one-credit and three-credit courses
emphasizing air transportation, the code TTJ3C3 could be used to
identify the course worth one credit, and TTJ3C4 could be used to
identify the course worth three credits. In school calendars, the area of
emphasis of a course may be identified by adding a descriptive word or phrase
to the course title and an additional sentence to the course description
provided in this document.
If a school or board identifies a need among students and/or the
community for a course that is not represented among the courses outlined in
this curriculum policy document, the school or board may wish to apply to the
ministry to offer a locally developed course. Information on locally developed
courses can be found on the ministry’s website, at
http://www.edu.gov.on.ca.
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Courses in Technological Education,
Grades 11 and 12
Part A: Broad-Based Technology
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Grade |
Course Name |
Course Type |
Course Code |
Prerequisite |
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Communications Technology |
11 |
Communications
Technology |
University/College |
TGJ3M |
None |
11 |
Communications Technology |
Workplace |
TGJ3E |
None |
12 |
Communications Technology |
University/College |
TGJ4M |
Grade 11 Communications
Technology, University/College |
12 |
Communications
Technology |
Workplace |
TGJ4E |
Grade 11 Communications
Technology, Workplace |
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11 |
Construction Technology |
College |
TCJ3C |
None |
11 |
Construction
Technology |
Workplace |
TCJ3E |
None |
12 |
Construction Technology |
College |
TCJ4C |
Grade 11 Construction
Technology, College |
12 |
Construction Technology |
Workplace |
TCJ4E |
Grade 11 Construction
Technology, Workplace |
Health and
Personal Services |
11 |
Health Care |
College |
TPA3C |
None |
11 |
Hairstyling and
Aesthetics |
Workplace |
TPE3E |
None |
12 |
Child Development and
Gerontology |
College |
TPO4C |
None |
12 |
Medical Technologies |
College |
TPT4C |
Grade 11 Health Care,
College |
12 |
Hairstyling and
Aesthetics |
Workplace |
TPE4E |
Grade 11 Hairstyling and
Aesthetics, Workplace |
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11 |
Hospitality |
College |
TFT3C |
None |
11 |
Hospitality and Tourism |
Workplace |
TFH3E |
None |
12 |
Tourism |
College |
TFS4C |
None |
12 |
Hospitality and Tourism |
Workplace |
TFH4E |
Grade 11 Hospitality and Tourism, Workplace |
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11 |
Manufacturing
Engineering Technology |
College |
TMJ3C |
None |
11 |
Manufacturing Technology |
Workplace |
TMJ3E |
None |
12 |
Manufacturing Engineering Technology |
College |
TMJ4C |
Grade 11 Manufacturing Engineering Technology, College |
12 |
Manufacturing Technology |
Workplace |
TMJ4E |
Grade 11 Manufacturing
Technology, Workplace |
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11 |
Technological Design |
University/College |
TDJ3M |
None |
11 |
Technological
Design |
Workplace |
TDJ3E |
None |
12 |
Technological Design |
University/College |
TDJ4M |
Grade 11 Technological
Design, University/College |
12 |
Technological Design |
Workplace |
TDJ4E |
Grade 11 Technological
Design, Workplace |
Transportation Technology |
11 |
Transportation Technology |
College |
TTJ3C |
None |
11 |
Transportation Technology |
Workplace |
TTJ3E |
None |
12 |
Transportation Technology |
College |
TTJ4C |
Grade 11 Transportation Technology, College |
12 |
Transportation Technology |
Workplace |
TTJ4E |
Grade 11 Transportation
Technology, Workplace |
Part B: Computer Studies
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Grade |
Course Name |
Course Type |
Course Code |
Prerequisite |
Computer and Information Science |
11 |
Computer and Information Science |
University/College |
ICS3M |
None |
12 |
Computer and Information Science |
University/College |
ICS4M |
Grade 11 Computer and Information Science, University/College |
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11 |
Computer Engineering |
University/College |
ICE3M |
None |
11 |
Computer Engineering |
Workplace |
ICE3E |
None |
12 |
Computer Engineering |
University/College |
ICE4M |
Grade 11 Computer
Engineering, University/College, or Grade 11 Computer and Information Science,
University/College |
12 |
Computer Engineering |
Workplace |
ICE4E |
Grade 11 Computer
Engineering, Workplace |
Note: When scheduled for 110 hours of instructional time, each
of the courses listed above is worth one credit. |
Prerequisite Charts for Technological
Education, Grades 9–12
Part A: Broad-Based Technology
These charts map out all the courses in the discipline
and show the links between courses and the possible prerequisites for them.
They do not attempt to depict all possible movements from course to
course.
Part B: Computer Studies
These charts map out all the courses in the discipline
and show the links between courses and the possible prerequisites for them.
They do not attempt to depict all possible movements from course to
course.
Teaching Approaches
Technological education involves knowing, doing, testing, designing
and building, and evaluating. Teaching and learning approaches should address
all of these areas. Students should use projects as a major means of achieving
these expectations, and they should be provided with a combination of
information and experience that will prepare them to make informed choices
about the use of various technologies, to use technology wisely and well, and
to solve technological problems. Students will be involved in:
- investigating technological products, systems, and processes;
- gaining knowledge of the principles and processes of technology;
- exploring needs that can be met through technology;
- creating and evaluating alternatives and modifications in relation
to these needs;
- developing safe and efficient work habits;
- making products that satisfy defined specifications and standards
of quality and safety;
- making connections between technology and society (past, present,
and future);
- assessing related career opportunities and requirements;
- developing confidence to contribute to a technological society.
It is important that students have opportunities to learn in a variety
of ways. Programs in technological education should involve an open,
collaborative, activity-based approach to teaching that accommodates
students’ interests, aspirations, and learning styles. Activities should
be designed to include both individual and team approaches, as technological
projects in the workplace often require individuals to work collaboratively
while undertaking a variety of roles and tasks. Students should be given
opportunities to work both independently and with teacher direction, and to
learn through the study of examples followed by practice. There is no single
correct way to teach or to learn, and the strategies used in the classroom
should vary according to the curriculum expectations and the needs of the
students.
Teachers should work collaboratively with colleagues to plan and
deliver the technological education curriculum. Individual teachers can
contribute their expertise in particular areas of technology to ensure the
successful implementation of the curriculum.
Curriculum Expectations
The expectations identified for each course describe the knowledge and
skills that students are expected to develop and demonstrate in their class
work, on tests, and in various other activities on which their achievement is
assessed and evaluated.
Two sets of expectations are listed for each strand, or broad
curriculum area, of each course. The overall expectations describe in
general terms the knowledge and skills that students are expected to
demonstrate by the end of each course. The specific expectations
describe the expected knowledge and skills in greater detail. The specific
expectations in some courses are organized under subheadings that reflect
particular aspects of the required knowledge and skills and that may serve as a
guide for teachers as they plan learning activities for their students.The
organization of expectations in strands and subgroupings is not meant to imply
that the expectations in any one strand or group are achieved independently of
the expectations in the other strands or groups.
Many of the expectations are accompanied by examples, given in
parentheses. These examples are meant to illustrate the kind of skill, the
specific area of learning, the depth of learning, and/or the level of
complexity that the expectation entails. They are intended as a guide for
teachers rather than as an exhaustive or mandatory list.
Strands
The overall and specific expectations for each course in the
technological education program are organized in three distinct but related
strands. While each strand is represented in all courses, not all parts of the
definition of each strand may apply to all courses.
Theory and foundation. The key ideas about concepts,
components and systems, materials, services, and products.
Skills and processes. The technological skills and
processes required for responding to a variety of practical challenges.
Impact and consequences. Safety-related issues, career
opportunities, and the implications of technology. |
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Part A. Broad-Based Technology |
Communications Technology
Overview
Communications technology affects all aspects of our lives, from work
to leisure. It extends our ability to communicate and is an important part of
being technologically literate.
These courses will provide students with opportunities to acquire the
knowledge and skills required to design, use, and manage electronic, live,
recorded, and graphic communications systems. They will help students
understand the role of communications technology in our economy; its
relationship with other economic sectors; and its effect on people, society,
and the environment. Students will also examine standards and regulations,
health and safety issues, careers, and the importance of lifelong learning.
Communications Technology, Grade 11, University/College
Preparation (TGJ3M)
This course examines communications systems and design and production
processes in the areas of electronic, live, recorded, and graphic
communications. Students will develop knowledge and skills relating to the
assembly, operation, maintenance, and repair of the basic and more complex
components of a range of communications systems. Students will also study
industry standards and regulations and health and safety issues, and will
explore careers, the importance of lifelong learning, and the impact of
communications technology on society and the environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in electronic,
live, recorded, or graphic communications;
- identify and describe the components and processes that make up
each of the following: electronic, live, recorded, and graphic communications;
- explain how basic communications systems function and describe the
knowledge required to manage a range of communications systems;
- describe industry standards, regulations, and formats that apply
to communications technology.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of communications technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce a drawing, model, or prototype of the best
solution;
- evaluate the prototype and what is required to produce it;
- communicate the solution, using one or more of the
following: final drawings, technical reports, electronic presentations, flow
charts, storyboards, mock-ups, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Components, Systems, and Processes
By the end of this course, students will:
- explain the basic electronic communications system (how
energy is converted into an electrical signal, amplified, transmitted by
physical or atmospheric channels, decoded, and converted to sound);
- describe the processes of analog-digital and digital-analog
signal conversion;
- explain how electricity and magnetism form the basis for
audio and video communications;
- demonstrate a working knowledge of amplification and signal
processing;
- identify the advantages of various formats for specific
applications;
- summarize the configurations for a variety of electronic,
live, recorded, and graphic systems, and develop a plan to set up and manage
the systems;
- evaluate component properties and select the most
appropriate components for a particular process.
Standards
By the end of this course, students will:
- outline guidelines, conventions, and rules used in the
composition and design of a communications process;
- research appropriate production techniques and recommend
processes that adhere to industry standards;
- select the appropriate formats for electronic, live,
recorded, and graphic productions.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- effectively plan, organize, direct, and control a variety of
communications activities;
- use current technology and production skills to develop a process
or a product in response to a communications challenge or problem;
- set up, operate, and maintain a communications system and analyse
its efficiency;
- use effective techniques to carry out and document the steps in
pre-production, production, and post-production;
- use mathematical and language skills effectively and apply
scientific principles in the design of electronic, live, recorded, and graphic
communications systems.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- demonstrate the interpersonal skills required for effective
teamwork;
- function effectively as individuals and as members of a
cooperative team to produce a product or service;
- demonstrate the time management and problem-solving skills
required to complete projects;
- accurately document planning and production processes;
- effectively apply a variety of planning tools (e.g.,
storyboards, flow charts, schematic diagrams);
- select and use appropriate software to manage the production
process;
- use time management schemes to ensure that their productions
meet client deadlines.
Production Skills
By the end of this course, students will:
- set up and correctly operate the equipment and accessories
required to create and modify environments for communications productions
(e.g., video and audio editing suites, desktop publishing configurations, live
and recorded productions, electronic communication systems, websites);
- select and use tools and equipment to solve a communications
problem;
- operate control devices and components to manipulate or
create communications technology projects;
- develop and interpret technical and artistic drawings,
reports, instructions, manuals, on-line documentation, and specifications to
help solve a communications problem;
- set up and operate communications equipment (e.g.,
transmitters and receivers, frequency and phase modulation equipment, antennas,
two-way communications equipment);
- troubleshoot a communications system to remove any obstacles
to its effective operation;
- design and set up a communications system (e.g., a computer
network, audio and video editing systems, lighting grids) to perform production
and post-production processes.
Documentation and Standards
By the end of this course, students will:
- use a variety of methods to document the planning and
production processes;
- use specific gauges and meters to monitor, test, and modify
processes or systems to ensure adherence to industry-recognized standards;
- use industry-standard guidelines, conventions, and rules for
composition and design;
- use colour theory and colour standards to create
presentations that adhere to industry standards.
Interdisciplinary Applications
By the end of this course, students will:
- apply mathematics accurately in spreadsheets and when
calculating electrical current, resistance, and energy consumption;
- use appropriate language in flow charts, storyboards,
operation charts, scripts, and presentations;
- use terminology that is recognized by the communications
industry;
- apply scientific principles related to light, magnetism, and
basic digital fundamentals.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the social, environmental, and economic impacts of
communications technology;
- demonstrate an understanding of the health and safety rules and
regulations applicable to a communications technology program;
- identify career opportunities in the communications technology
sector and the skills, education, and training required for each.
Specific Expectations |
Impacts
By the end of this course, students will:
- describe social, environmental, and economic influences that
affect the evolution of the communications industry;
- explain how communications technology has contributed to
globalization and has influenced economic and social issues;
- describe how communications technology plays a vital role in
the production, promotion, and maintenance of different products.
Safety and Legislation
By the end of this course, students will:
- apply safe work practices when performing communications
processes;
- identify potential hazards in their workplace by conducting
safety audits and inspections;
- describe specific components of the Occupational Health and
Safety Act that relate to their workplace and the actions required on their
part to adhere to them;
- describe the Workplace Hazardous Materials Information
System (WHMIS) and explain the importance of consulting material safety data
sheets (MSDS) whenever appropriate.
Education, Training, and Career Opportunities
By the end of this course, students will:
- explore communications programs offered by postsecondary
institutions;
- describe the personal attributes required for careers in the
creative, management, and skilled trade areas of the communications sector;
- distinguish among the careers of technician, technologist,
and engineer and identify the education required for each;
- describe the roles of unions, guilds, and associations in
the communications sector;
- explain the importance of lifelong learning for individuals
in the communications technology sector.
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Communications Technology, Grade 11, Workplace Preparation
(TGJ3E)
This course examines communications systems and design and production
processes in the areas of electronic, live, recorded, and graphic
communications. Students will be given the opportunity to develop and apply
practical skills to assemble, repair, operate, maintain, and test various
systems. Students will also study industry standards and regulations and health
and safety issues, and will explore careers, the importance of lifelong
learning, and the impact of communications technology on society and the
environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to simple challenges or problems in
electronic, live, recorded, or graphic communications;
- identify the mechanical and electronic characteristics of the
components and processes required to produce a product or a service in
communications technology;
- demonstrate an understanding of electronic, live, recorded, and
graphic communications systems;
- describe industry standards applicable to communications
technology.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of simple communications technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce a drawing, model, or prototype of the best
solution;
- evaluate the prototype and what is required to produce it;
- communicate the solution, using one or more of the
following: final drawings, technical reports, electronic presentations, flow
charts, storyboards, mock-ups, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Components, Systems, and Processes
By the end of this course, students will:
- explain the processes and components (e.g., photography,
desktop publishing, printing, web-page creation) used in current communications
technology;
- explain different methods of storing and retrieving
information and the advantages of each;
- explain how digitization is used for print, audio, video,
recording, and photographic media and in the transfer of data;
- explain how microchip advancements have affected the
development of computers and other electronic devices;
- explain how signals are transmitted via wire, cable, fibre
optic filaments, electromagnetic waves, and satellites;
- explain fundamental digital concepts and the functions of
basic equipment, including analog and digital signals, logic gates and
circuits, counters and readout devices, and peripheral communications devices
that interface with computers;
- explain the relationship among current, voltage, and
resistance;
- define the following terms: watt, kilowatt, amp, volt,
direct current, alternating current, parallel circuit, series circuit;
- explain how different materials and components are converted
or assembled to make finished products.
- analyse and describe the electronic components of an
industry-standard communications system;
- explain how the concepts of encoding, storing, decoding,
transmitting, and receiving apply to electronic, live, recorded, and graphic
projects in communications technology;
- explain how electricity and magnetism form the basis for
audio and video communications;
- describe the effects of frequency and phase modulation in a
communications system;
- explain the purpose of transmitters, receivers, and antennas
in a communications technology system.
Standards
By the end of this course, students will:
- define the terminology used in the areas of electronic,
live, recorded, and graphic communications;
- recognize symbols used for identification in current
electronic, live, recorded, and graphic communications systems;
- identify industry regulations that affect systems and
components in electronic, live, recorded, and graphic communications.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- function effectively as individuals and as members of a
cooperative team to produce a product or service;
- produce, assemble, connect, and operate current equipment and
components to perform specific functions related to communications technology;
- use appropriate equipment and techniques to communicate, describe,
and market solutions to communications technology problems;
- use mathematical and language skills effectively and apply
scientific principles to construct products that adhere to design
specifications.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- demonstrate the interpersonal skills required for effective
teamwork;
- develop the time management and problem-solving skills
required to complete projects;
- accurately document planning and production processes;
- effectively apply a variety of planning tools (e.g.,
storyboards, flow charts, schematic diagrams);
- select and use appropriate software to manage the production
process;
- use time management schemes to ensure that their productions
meet client deadlines.
Production Skills
By the end of this course, students will:
- use appropriate techniques to model and communicate project
ideas, materials, and specifications;
- demonstrate the skills required to complete communications
technology projects, both independently and in a group;
- use a variety of communications equipment and processes to
produce pictorial and technical drawings, models, and prototypes of a
communications product or a service;
- produce, repair, use, and maintain components and systems;
- demonstrate troubleshooting and testing skills using
measurement and quality control instruments;
- follow assembly and prescribed maintenance procedures for
components or systems in communications technology.
Documentation and Standards
By the end of this course, students will:
- use a variety of methods to document the planning and
production processes;
- use specific gauges and meters to monitor, test, and modify
processes or systems to ensure adherence to industry-recognized standards;
- use industry-standard guidelines, conventions, and rules for
composition and design;
- use colour theory and colour standards to create
presentations that adhere to industry standards.
Interdisciplinary Applications
By the end of this course, students will:
- apply mathematical equations to solve simple problems (e.g.,
calculating current loads and resistance, file sizes for bitmaps, or frame
rates for animation);
- use appropriate language in reports and presentations;
- apply scientific principles related to concepts such as
light, magnetism, and colour.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the social, environmental, and economic impacts of
communications technology;
- identify pertinent legislation and practices related to safety in
a communications technology facility and in the workplace;
- describe the career opportunities available in the communications
technology sector immediately on graduation from high school;
- identify the employability skills required to be successful in the
workplace.
Specific Expectations |
Impacts
By the end of this course, students will:
- describe the social, environmental, and economic effects of
technological advancements in the communications sector.
Safety and Legislation
By the end of this course, students will:
- identify hazards related to materials, processes, and
equipment in a communications technology work environment;
- describe health and safety precautions for students and
workers in a communications technology environment, and apply where
appropriate;
- explain the need for health and safety laws and regulations
related to a communications technology environment;
- explain how to handle hazardous materials in accordance with
the Workplace Hazardous Materials Information System (WHMIS) guidelines.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in the communications sector;
- describe the prerequisites for employment in communications
sector careers and assess their own aptitude for such careers;
- identify the employability skills that employers seek in
potential employees;
- explain the importance of lifelong learning for individuals
in the communications technology sector.
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Communications Technology, Grade 12, University/College
Preparation (TGJ4M)
This course examines communications systems and design and production
processes in the areas of electronic, live, recorded, and graphic
communications. Students will create, manage, and distribute complex
electronic, graphic, recorded, or audio-visual projects independently and in
project teams. Students will also study industry standards and regulations and
health and safety issues, and will explore careers, the importance of lifelong
learning, and the impact of communications technology on society and the
environment.
Prerequisite: Communications Technology, Grade 11,
University/College Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to complex challenges or problems in
electronic, live, recorded, or graphic communications;
- describe the processes used to plan an independent project in
communications technology;
- explain how to maximize the performance of electronic, live,
recorded, or graphic communications systems;
- describe the different industry standards that apply to
electronic, live, recorded, or graphic communications;
- describe the different forms of current communications systems and
how they interface with one another.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of complex communications technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce a drawing, model, or prototype of the best
solution;
- evaluate the prototype and what is required to produce it;
- communicate the solution, using one or more of the
following: final drawings, technical reports, electronic presentations, flow
charts, storyboards, mock-ups, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Components, Systems, and Processes
By the end of this course, students will:
- analyse colour theory and industry standards for colour
manipulation and representation;
- demonstrate a working knowledge of signal conversion,
amplification, and processing;
- research and describe the equipment and techniques used in
the communications industry and in postsecondary programs;
- describe the roles of individuals within a communications
system or process;
- describe the use of state-of-the-art technology (e.g.,
microwaves; fibre optics; wireless, streamed netcasting, digital audio, and
infrared communications systems).
Standards
By the end of this course, students will:
- identify the purpose of industry formats in electronic,
live, recorded, or graphic communications systems;
- describe the current guidelines, conventions, and rules used
in communications design and production.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- design and plan solutions to problems both individually and as
members of a team;
- select and safely use the appropriate technologies and resources
to solve problems in electronic, live, recorded, or graphic communications
technology;
- organize and maintain complex communications systems;
- use industry-recognized standards and formats when developing and
recording solutions to problems;
- use mathematics and language skills and apply scientific
principles to design and set up communications systems and production processes
for electronic, live, recorded, or graphic communications projects.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- analyse and demonstrate the interpersonal and group skills
required to work as part of a team;
- develop a production plan for a project from its conception
to its completion;
- apply time management skills, including the use of software
scheduling and project management software, to meet deadlines when solving
problems.
Production Skills
By the end of this course, students will:
- operate and control devices effectively in communications
technology projects;
- use industry standard specific gauges and meters to monitor,
test, and modify project requirements;
- integrate various current communications technologies in
their solutions;
- select appropriate computer software and production
techniques to complete projects;
- connect digital and analog systems to process signals;
- troubleshoot components of communications systems;
- set up and operate the components and systems required to
create and modify environments for communications productions (e.g., a live
production studio, desktop publishing configurations, websites, test labs).
Documentation and Standards
By the end of this course, students will:
- develop a personal portfolio to use to document skills in
communications technology;
- use software programs to document the project planning and
production process;
- use appropriate graphics formats in pre-production documents
and drawings.
Interdisciplinary Applications
By the end of this course, students will:
- select appropriate formulas to solve mathematical problems
in production and post-production work (e.g., calculating resistance related to
wire size when transmitting signals);
- develop the technical vocabulary used in electronic, live,
recorded, or graphic communications;
- apply scientific principles related to light, colour,
magnetism, and electricity.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- demonstrate an ability to make informed decisions related to the
social, environmental, and economic consequences and impacts of the
communications technology sector;
- implement safe work practices when performing communications
technology tasks;
- identify the role of health and safety legislation in schools and
in the communications sector;
- describe postsecondary programs associated with the communications
technology sector and evaluate the appropriateness of the programs to their
career plans.
Specific Expectations |
Impacts
By the end of this course, students will:
- identify potential consequences of specific communications
technology activities for the individual and for society, and formulate
potential alternatives to minimize harmful consequences (e.g., by assessing the
effect of innovations in the transmission and reception of long-distance
communications signals);
- describe the negative impacts of communications technology
activities on the environment and identify a variety of materials, processes,
and waste management methods to reduce them;
- explain the economic impact of the communications technology
sector for the local community, the province, and the nation.
Safety and Legislation
By the end of this course, students will:
- use safe work practices and model the most appropriate ways
of accomplishing specific operations;
- develop and conduct safety audits and inspections of the
school communications technology facility and implement a plan to address any
deficiencies;
- develop an effective emergency action plan for the school
communications technology facility;
- analyse the Occupational Health and Safety Act (OHSA) and
implement the parts of it that relate specifically to the school communications
technology facility;
- identify the issues addressed in the Workplace Hazardous
Materials Information System (WHMIS).
Education, Training, and Career Opportunities
By the end of this course, students will:
- demonstrate a knowledge of career activities within the
communications technology sector, including those in creative occupations,
management positions, and skilled trades;
- demonstrate an understanding of their own strengths and
limitations in preparation for careers in the communications technology sector;
- investigate the opportunities for self-employment in the
communications sector and the education and skills that would be required;
- complete electronic portfolios that include their career and
education plans;
- identify the entry requirements to guilds and associations
in the communications technology sector.
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Communications Technology, Grade 12, Workplace Preparation
(TGJ4E)
This course examines the key elements in the areas of electronic,
live, recorded, or graphic communications systems. Students will develop safe
workplace habits and business management skills and use a variety of materials,
tools, and equipment to assemble, maintain, operate, and repair communications
systems. They will also research the entry requirements for training programs
available on graduation, such as apprenticeships, and will develop the
employability and technical skills required for entry into the workplace.
Prerequisite: Communications Technology, Grade 11, Workplace
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in electronic,
live, recorded, or graphic communications;
- identify the processes, concepts, materials, and components used
in the development of a product or service;
- analyse and describe the effects of modifications on
communications systems;
- demonstrate an in-depth understanding of industry standards and
regulations related to electronic, live, recorded, or graphic communications
technology.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of communications technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce a drawing, model, or prototype of the best
solution;
- evaluate the prototype and what is required to produce
it;
- communicate the solution, using one or more of the
following: final drawings, technical reports, electronic presentations, flow
charts, storyboards, mock-ups, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Components, Systems, and Processes
By the end of this course, students will:
- identify and describe current processes, methods of
operation, materials, equipment, tools (including computers and peripherals),
and components used to meet client needs;
- identify and describe necessary resources and scheduling
requirements for the phases of production, including pre- production and
post-production;
- demonstrate an understanding of industry-standard
electronic, live, recorded, or graphic communications systems;
- explain how microwaves, lasers, and fibre optics are used in
communications systems.
Standards
By the end of this course, students will:
- define the terminology and symbols used in the areas of
electronic, live, recorded, or graphic communications;
- explain the conventions, formats, and specifications of
industry-standard communications systems.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- work as an effective member of a team;
- set up, and function well in, an effective communications
technology enterprise;
- use current technology and a variety of communications-related
processes to create products that meet specifications determined by a
client’s needs;
- develop and maintain systems that adhere to industry standards,
and develop the means required to document activities using industry-standard
formats;
- use language skills and artistic concepts effectively and apply
scientific principles to develop solutions to communications problems.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- explain the activities associated with research and
development: discovering a need, developing a product, and establishing
specifications for improvement;
- describe the activities associated with marketing:
identifying the potential market, promoting the product, selling and
distributing the product;
- explain the activities associated with industrial relations:
recruiting, selecting, and training the work force;
- describe how a company conducts its financial affairs (how
it raises and controls its money);
- demonstrate communication, conflict resolution, time
management, and goal-setting skills, as well as the ability to accept
responsibility and to delegate tasks when appropriate;
- plan with team members to establish the order of operations;
the availability of tools, parts, and equipment; scheduling requirements; and
other information required to plan and prepare for the production process;
- document the production process using industry-standard
formats (e.g., storyboards, schematics, flow charts);
- prepare a business plan for a venture related to
communications technology.
Production Skills
By the end of this course, students will:
- set up and maintain a current electronic, live, recorded, or
graphic communications system;
- troubleshoot and repair communications systems;
- identify, select, and use the most appropriate equipment and
processes when developing a solution to a communications problem;
- design and produce a variety of communications projects that
meet the demands of specific customers or markets;
- apply design principles and elements to produce effective
solutions in communications technology projects;
- apply current production skills safely and effectively in
the development of a product or service;
- prepare documents for communications projects, including
cost estimates and bidding procedures, lists of materials and labour costs, and
work orders and specifications;
- prepare, interpret, and follow work-related processes when
maintaining communication components and systems;
- solve practical production problems in a variety of
simulated workplace situations.
Documentation and Standards
By the end of this course, students will:
- produce, read, and interpret technical and artistic
drawings, reports, instructions, scripts, manuals, on-line documentation, and
specifications related to complex communications technology projects;
- document and communicate the results of the design process,
of diagnostic analysis, and of troubleshooting for various communications
technology projects.
Interdisciplinary Applications
By the end of this course, students will:
- use language effectively in presentations related to
communications projects;
- apply artistic and aesthetic principles to designs related
to communications projects;
- apply appropriate scientific principles (e.g., those related
to light, colour, magnetism, electricity) in the design and production of
communications technology systems.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- evaluate negative environmental impacts of specific products and
processes and recommend alternative methods and materials to reduce these
impacts;
- develop and conduct safety audits and inspections of the school
communications technology facility and implement a plan to address any
deficiencies;
- describe the Occupational Health and Safety Act (OHSA) and
identify its implications for the school communications facility and for the
workplace;
- identify the career opportunities and apprenticeships or other
training programs available in the communications sector, and assess their
aptitude for such opportunities;
- describe the entrepreneurial and management roles in a business or
operation incorporating communications technology and assess their own
potential for such roles;
- demonstrate the employability skills required for success in the
workplace.
Specific Expectations |
Impacts
By the end of this course, students will:
- evaluate any negative impacts on the environment of
processes used in communications technology and substitute environmentally
friendly alternatives;
- recommend an effective process for collecting and recycling
materials and fluids;
- handle waste products effectively and be prepared to
implement an emergency action plan in the event of a minor spill.
Safety and Legislation
By the end of this course, students will:
- use safe work practices in the communications program;
- develop comprehensive safety checklists for equipment and
operations;
- use all required protective clothing and gear, and assume
ergonomically correct body positions and movements (e.g., when keyboarding);
- demonstrate good housekeeping practices in the work
environment by cleaning up spills and leaks, keeping areas clean and clear of
obstructions, and organizing equipment to minimize the chance of an accident;
- recognize and explain the electrical hazards present when
using electrical equipment;
- recognize and explain the hazards of exposure to
electromagnetic radiation;
- identify and adhere to those aspects of the Occupational
Health and Safety Act (OHSA) and the Workplace Hazardous Materials Information
System (WHMIS) that relate to procedures and operations used in the school
communications technology facility.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify the career opportunities available in the
communications sector;
- identify the training required for careers in the
communications sector;
- describe the employability skills identified by the
Conference Board of Canada.
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Construction Technology |
Overview
Whether residential, commercial, industrial, or recreational,
construction has always played a central role in human life. Through
construction courses that incorporate learning opportunities outside school,
students will learn about the tools, equipment, and processes required to
design, construct, and maintain a variety of buildings and structures. They
will also learn about the construction industry’s health and safety
standards, building codes and regulations, and employment opportunities and
careers in the various sectors of the industry. Note that a construction
project may result in a product, system, process, or service. It may also
involve production, repair, or maintenance.
The Grade 11 construction courses focus on residential and light
construction systems related to commercial, industrial, and/or recreational
buildings and structures. The Grade 12 courses focus on advanced residential
and more complex construction, as well as the introduction of heavy
construction systems, related to commercial, industrial, and/or recreational
buildings and structures.
Links and partnerships with construction associations, home builders
associations, and local business and industry should be established to provide
students with opportunities to learn about careers in the construction
industry.
Note: Working with wood as a material, other than in building
construction, is included under manufacturing technology or technological
design.
Construction Technology, Grade 11, College Preparation
(TCJ3C)
This course focuses on residential and light construction systems
related to commercial, industrial, and/or recreational construction. Students
will learn about the tools, materials, equipment, and methods used in the light
construction industry; structural analysis and design; presentation and working
drawings; and auxiliary systems. They will also estimate materials and labour
costs; study industry standards and building codes; consider health and safety
issues and energy conservation; and explore careers and the impact of
construction technology on society and the environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in construction
technology;
- explain different techniques used to visualize, describe, present,
and build final products of designs of buildings and other structures (e.g.,
presentation and working drawings);
- describe the properties of natural and manufactured building
materials, processes, and finishes;
- identify the building codes, regulations, and standards governing
a construction project;
- describe appropriate building construction techniques;
construction systems (electrical, mechanical, structural); and the building
materials, tools, and equipment used in the construction industry.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of construction technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Building Materials and Methods
By the end of this course, students will:
- describe the properties (physical, mechanical, and thermal)
of the natural and manufactured building products used in construction
projects;
- describe the processes used to prepare natural and
manufactured wood products for the construction industry;
- describe the various finishes and preservatives applied to
wood products used in construction projects;
- describe the materials commonly used for the various
components of a construction project (e.g., footings, foundations, floors,
walls, roof systems, windows, doors, millwork, interior and exterior finishes,
hardware);
- identify a variety of building materials, construction
techniques, architectural styles and details, and engineering features used in
different construction projects;
- identify and describe the building codes, regulations, and
standards applicable to construction projects.
Electrical, Mechanical, and Structural Systems
By the end of this course, students will:
- describe the operating principles of basic electrical,
plumbing, heating, ventilation, and air-conditioning systems used in
construction projects;
- use appropriately the terminology, symbols, industry
standards, codes, regulations, and conventions related to the electrical,
mechanical, and structural systems of a construction project;
- describe the types of loads and structural support members
for footings, foundations, floors, walls, roofs, framing systems, bearing
walls, columns, beams, lintels, and other parts of the systems used in a
wood-frame construction project.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of the design process skills by
applying them to a variety of construction projects;
- interpret and use technical data, building codes, regulations and
standards, and other resources correctly;
- demonstrate a general understanding of residential and light
construction systems, as well as the appropriate technical skills for using the
tools, equipment, and materials required to complete a construction project;
- describe various documents, bidding procedures, and preliminary
estimating methods used in construction projects;
- explain the importance of such aspects of construction projects as
architectural styles and features, quality design and workmanship, and
efficient and functional planning.
Specific Expectations |
Design, Planning, and Communication Skills
By the end of this course, students will:
- design using effective brainstorming techniques, plan, and
implement the best solutions for a variety of construction projects;
- apply design principles to, and identify good planning
characteristics of, construction projects;
- describe and use the basic elements of space planning for
different areas of a building or structure;
- describe different architectural styles and features of a
construction project;
- describe the characteristics of a quality product in terms
of good design, choice and finish of materials, and workmanship;
- research, document, and use resources applicable to
construction projects such as technical data, charts, tables, reports, zoning
by-laws, and building codes, regulations, and standards;
- explain the purpose and content of presentation and working
drawings used in the construction industry;
- describe and,where appropriate, use basic traditional and
computer-assisted drafting practices used in construction projects;
- produce appropriate presentation drawings (including
isometric and oblique drawings, scale models, and two- and three- dimensional
computer-generated drawings) using a variety of techniques (e.g., pencil, ink,
computer software);
- produce appropriate working drawings, including site plans,
floor plans, elevations, sections, and details, using a variety of techniques
and computer software for a range of construction projects;
- design the structural elements of a construction project and
develop drawings describing them and the required materials;
- design the mechanical systems of a building project
(including electrical, plumbing, heating, ventilation, and air-conditioning
systems) in accordance with building codes, regulations, and standards.
Building and Materials Application Skills
By the end of this course, students will:
- evaluate a property with respect to important design
considerations (e.g., orientation, site restrictions, public services, zoning
restrictions, and building codes, regulations, and standards);
- describe the tools, equipment, and procedures required to
properly locate and stake out a building on a property;
- identify the major features of a site plan;
- identify the major considerations (e.g., soil type, building
type and use, weight of the building material) for the footings of a
construction project;
- identify the major features included in a foundation plan;
- identify the components of a floor system and determine
proper joist and subfloor sizes;
- identify structural members and explain methods of frame
wall construction;
- describe types of basic roof designs used in construction
projects;
- describe the components of a roof system and determine the
correct sizes for ceiling joists, rafters, and sheathing;
- explain the advantages of trusses for use in construction
projects;
- explain the importance of allowing for proper ventilation
and moisture protection, as well as using flashing correctly, in construction
projects;
- describe the advantages and disadvantages of different types
of windows and doors used in construction projects;
- demonstrate an ability to design and, where appropriate,
build a stairway for a construction project;
- demonstrate an ability to design and, where appropriate,
build a fireplace for a construction project;
- use a variety of tools and equipment to complete a
construction project;
- complete a construction project using a variety of methods
and procedures for laying out, assembling, and joining.
Estimates, Specifications, and Contracts
By the end of this course, students will:
- explain what is involved in developing an estimate of
building costs;
- prepare a materials list for a construction project;
- estimate accurately the cost of a construction project using
the volume and area method;
- explain the purpose and organization of material and work
specifications;
- identify specification guides for building materials and
work related to construction projects;
- describe various types of contracts and bidding processes
used in the construction industry.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the impact of the construction industry on the economy, on
society, and on the environment;
- describe, and apply where appropriate, health and safety
legislation; general shop and site safety rules; and rules specific to the safe
use of materials, tools, and equipment;
- identify careers in construction technology and the skills,
education, and training each requires.
Specific Expectations |
Economic, Social, and Environmental Impacts
By the end of this course, students will:
- explain how the construction industry is directly linked to
the local economy;
- explain how to reduce negative environmental and social
impacts through the choice of particular energy sources, materials, or
processes for construction projects;
- explain the use of natural and manufactured construction
materials and the short- and long-term impact of their use on the environment;
- evaluate different types of construction projects in terms
of efficiency, community building needs, environmental impact, and local
building codes, regulations, and standards.
Health and Safety
By the end of this course, students will:
- identify hazards related to the materials, processes, and
equipment used in a construction work environment;
- demonstrate safe shop practices when using hand and power
tools, materials, and equipment;
- describe the basic health and safety needs of workers on
construction sites;
- explain the need for health and safety laws and regulations;
- identify safety codes, regulations, and standards applicable
to construction projects and the workplace;
- explain how to handle hazardous materials in accordance with
the Workplace Hazardous Materials Information Systems (WHMIS) guidelines.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in the various sectors of the
construction industry;
- describe the education and training required for employment
in construction-related careers;
- identify postsecondary programs in the construction industry
and describe their admission requirements;
- explain the importance of lifelong learning for someone
choosing a career in the construction field.
|
Construction Technology, Grade 11, Workplace Preparation
(TCJ3E)
This course focuses on residential and light construction systems
related to commercial, industrial, and/or recreational construction; the
development of generic employment skills; and preparation for apprenticeship
and training programs. Students will learn about and gain practical experience
with various types of materials, processes, labour, tools, and equipment used
in the construction industry; technical drawings; and auxiliary systems. They
will also study industry standards and building codes; consider health and
safety issues; and explore careers, the importance of lifelong learning, and
the impact of construction technology on society and the environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in construction
technology;
- describe the properties and application of building materials, and
of construction techniques and processes;
- describe the different technologies, materials, tools, and
equipment applicable to construction technology;
- identify building codes, regulations, and standards applicable to
construction, including those for electrical, mechanical, and structural
systems.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of construction technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Building Materials and Methods
By the end of this course, students will:
- describe the properties (physical, structural, and thermal)
of both natural and manufactured building materials, and describe the processes
used to produce or modify them;
- describe the materials used, and methods of applying them,
for the various components of a construction project (e.g., footings,
foundations, floors, walls, roofs, windows, doors, millwork, interior and
exterior finishes, hardware);
- identify the building codes, regulations, and standards
applicable to a construction project;
- describe the strength of a variety of species of wood, and
of wood products, used in construction.
Electrical, Mechanical, and Structural Systems
By the end of this course, students will:
- describe the various systems applicable to the construction
industry, including electrical, plumbing, heating, ventilation, and
air-conditioning systems;
- identify the requirements for the various systems used in
different construction projects, using technical resources such as charts,
tables, and building codes, regulations, and standards;
- identify the structural elements (including materials,
spans, loads, forces, and methods of assembly) of a construction project;
- identify materials with different structural properties used
for different parts of construction projects (e.g., for footings, bearing
walls, columns, beams and lintels, floor systems, ceiling and roof systems);
- identify the size of structural members required for a
variety of projects, using technical resources such as charts, tables, and
building codes, regulations, and standards.
|
Skills and Processes
Overall Expectations
By the end of this course, students will:
- apply the design process to a variety of construction projects;
- demonstrate an ability to use resources such as technical data,
reports, charts, tables, and building codes, regulations, and standards;
- demonstrate a general understanding of construction systems in
terms of loads and stresses, structural members (shape, size, and placement),
and the strength of the materials used for the foundation, floor, wall-framing,
and roof systems found in residential and light construction projects;
- demonstrate appropriate technical skills involving the use of
construction tools, materials, and equipment;
- apply mathematical and estimation skills in a variety of
construction projects.
Specific Expectations |
Design, Planning, and Communication Skills
By the end of this course, students will:
- design, plan, and implement solutions for a variety of
construction projects;
- use both conventional and computer-aided methods to produce
working drawings (e.g., site plans, floor plans, assembly drawings) –
including elevations, sections, and details – for construction projects;
- research and gather requisite information, using electronic
and traditional methods, for a variety of construction projects;
- evaluate and document construction projects in relation to
predetermined criteria, specifications, needs, and building codes, regulations,
and standards;
- explain the choice of structure and materials for a
particular project;
- use appropriate equipment and techniques to describe,
illustrate, and market various construction technology projects.
Building and Materials Application Skills
By the end of this course, students will:
- use various tools and equipment to calculate the dimensions
of and to lay out appropriate structural members for footings, floors, walls,
roofs, openings, and other parts of a construction project;
- demonstrate the measurement and layout skills required to
build, assemble, erect, and install a variety of components related to
construction technology;
- identify suitable materials for a variety of components of a
construction project;
- use a variety of appropriate tools, equipment, and materials
to complete a construction project;
- prepare accurate working drawings for a variety of projects;
- demonstrate an ability to design and, where appropriate,
build a stairway for a construction project;
- demonstrate an ability to design and, where appropriate,
build a fireplace for a construction project;
- complete a construction project using a variety of methods
and procedures for laying out, assembling, and joining.
Skills Relating to Electrical, Mechanical, and Structural
Systems
By the end of this course, students will:
- design and prepare drawings indicating the structural
elements of a variety of construction projects;
- determine the size of structural members required for a
construction project using charts, tables, technical data, and building codes,
regulations, and standards;
- prepare and interpret electrical and mechanical drawings,
and identify the components of the electrical and mechanical systems used in a
variety of construction projects;
- calculate the size of the mechanical systems used in a
construction project using charts, tables, and technical data;
- design and install, where appropriate, the mechanical
systems of a building project (including electrical, plumbing, heating,
ventilation, and air-conditioning systems) in accordance with building codes,
regulations, and standards.
Estimating Costs
By the end of this course, students will:
- describe the units of measurement applicable to a variety of
building products and how these units are used in estimating quantities for a
construction project;
- calculate the quantities of materials and costs of labour
for a project, using the area and volume estimating method, and technical data
in charts and tables.
|
Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the effects of technological change in the construction
industry on society and on the environment;
- apply appropriate health and safety legislation; general shop and
site safety rules; and rules specific to the use of materials, tools, and
equipment;
- describe careers in construction technology, identifying the
skills, education, and training required for each;
- identify and describe the employability skills required and the
need for lifelong learning in the construction industry.
Specific Expectations |
Economic, Social, and Environmental Impacts
By the end of this course, students will:
- explain how the local economy is directly linked to the
construction industry;
- explain the social and environmental impacts on the
construction industry of urban planning, land use by-laws, and building codes,
regulations, and standards.
Health and Safety
By the end of this course, students will:
- identify hazards related to materials, processes, and
equipment used in a construction work environment;
- demonstrate safe shop and construction site practices for
the use of hand and power tools, materials, and equipment;
- describe the basic health and safety needs of workers on
construction sites;
- identify, and apply where appropriate, safety codes,
regulations, and standards applicable to construction projects and the
workplace;
- explain how to handle hazardous materials in accordance with
the Workplace Hazardous Materials Information Systems (WHMIS) guidelines.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in a variety of sectors of the
construction industry;
- identify and describe the various skilled trades involved in
the construction industry;
- describe the education and training required for employment
in construction-related careers;
- explain the importance of lifelong learning for someone
choosing a career in the construction field.
|
Construction Technology, Grade 12, College Preparation
(TCJ4C)
This course focuses on advanced residential construction, more complex
construction systems, and the introduction of heavy construction related to
commercial, industrial, and/or recreational construction. Students will learn
about the tools, materials, equipment, and methods used in the light and heavy
construction industries; structural analysis and design; presentation and
working drawings; and auxiliary systems. They will also estimate materials and
labour costs; study industry standards and building codes; consider health and
safety issues; and explore energy conservation, careers, and the impact of
construction technology on society and the environment.
Prerequisite: Construction Technology, Grade 11, College
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to complex challenges or problems in
construction technology;
- explain advanced techniques, including computer applications, used
to visualize, analyse, describe, and present designs of, and to construct,
buildings and other structures (e.g., presentation and working drawings);
- describe the properties of natural and manufactured building
materials, processes, and finishes;
- identify the building codes, regulations, and standards governing
construction projects;
- describe appropriate building construction techniques;
construction systems (electrical, mechanical, structural); and the building
materials, tools, and equipment used in the construction industry.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of construction technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Building Materials and Methods
By the end of this course, students will:
- describe the properties (physical, mechanical, structural,
and thermal) of natural and manufactured building materials;
- describe the processes used to manufacture and prepare a
variety of products (e.g., concrete and masonry, steel and metal products,
gypsum, glass, plastics) used in the construction industry;
- describe the materials, and methods of applying them, used
in various construction components (e.g., footings, foundations, floors, walls,
roofs, windows, doors, millwork, interior and exterior finishes, hardware);
- identify a variety of building materials, construction
techniques, architectural styles and details, and engineering features used in
different construction projects;
- identify the insulation value of a variety of building
materials;
- identify and explain the building codes, regulations, and
standards applicable to construction projects.
Electrical, Mechanical, and Structural Systems
By the end of this course, students will:
- describe the operating principles of basic electrical,
plumbing, heating, ventilation, and air-conditioning systems used in
construction projects;
- use the terminology, symbols, industry standards, codes,
regulations, and conventions related to the electrical, mechanical, and
structural systems of a construction project;
- describe the types of loads and structural support members
for footings, foundations, floors, walls, roofs, framing systems, bearing
walls, columns, beams, lintels, and other parts of construction systems;
- describe the loads and the weight of materials, forces, and
stresses for a variety of construction projects.
|
Skills and Processes
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of design process skills by applying
them to a variety of construction projects;
- interpret technical data, building codes, regulations, standards,
specifications, and other construction resources;
- describe advanced residential and heavy construction systems, and
demonstrate the appropriate technical skills for using the tools, equipment,
and materials required to build the various components of a construction
project;
- demonstrate the mathematical skills required to calculate the
estimated cost of a construction project and the heat loss or gain for the
project;
- describe a construction company’s personnel, documents, and
management structure.
Specific Expectations |
Design, Planning, and Communication Skills
By the end of this course, students will:
- design (using effective brainstorming techniques), plan, and
implement the best solutions for a variety of construction projects;
- apply design principles to, and identify good planning
characteristics of, construction projects;
- research, document, and use resources applicable to
construction projects such as technical data, charts, tables (e.g., on the
strength, properties, and insulation values of materials), reports, zoning
by-laws, and building codes, regulations, and standards;
- produce appropriate presentation and working drawings
(including perspectives, floor plans, elevations, sections, and details), using
traditional and computer-assisted methods, to meet client needs for a variety
of construction projects;
- produce working drawings that accurately replicate the
architectural features of a building;
- evaluate construction projects in relation to predetermined
specifications;
- establish work schedules for a construction project;
- describe the electrical and mechanical system needs for
construction projects, taking into consideration client needs and industry
codes, regulations, and standards;
- design, and install when possible, the mechanical systems of
a building project (including the electrical, plumbing, heating, ventilation,
and air-conditioning systems) in accordance with building codes, regulations,
and standards.
Building and Materials Application Skills
By the end of this course, students will:
- evaluate commercial property with respect to important
design considerations (e.g., location according to type and use of building,
services, zoning restrictions, and building codes, regulations, and standards);
- identify the major considerations related to the footings
for a construction project;
- identify the features included in a foundation plan for a
construction project;
- describe the components of a floor structure and estimate
the quantities of materials required;
- identify structural elements of various construction
projects or systems and explain the methods of construction and their
advantages and disadvantages (e.g., wood structure using post and beam
construction vs. traditional framing; steel frame structure vs. reinforced and
precast concrete and masonry structures);
- explain the mechanical systems used in a construction
project;
- describe various systems that allow movement within
industrial, commercial, and public buildings (e.g., elevators, stairs, ramps,
escalators);
- compare a variety of types of windows and doors used in
construction projects;
- compare different construction techniques, building
materials, and finishes used in construction projects;
- identify new building materials, tools, equipment, and
techniques used in the construction industry;
- complete a construction project using a variety of tools and
equipment for calculating and laying out;
- explain the reasons for selecting the structure and
materials for a particular project;
- calculate the correct sizes of the structural members (e.g.,
footings, floors, walls, roofs, beams, columns) required for a construction
project.
Estimates, Specifications, and Management Skills
By the end of this course, students will:
- prepare a materials list for a construction project;
- describe the units of measurement applicable to a variety of
building products and materials used for complex construction projects;
- prepare a detailed, accurate estimate of the quantities of
materials and costs of a building project, using conventional and
computer-aided resources, charts, tables, technical data, and working drawings;
- calculate correctly heat gain, loss, or transfer and system
capabilities in the design of heating, ventilating, and air-conditioning
systems;
- describe a variety of types and sources of heating, cooling,
and electrical systems;
- describe the organization, documents (e.g., work schedules,
estimates), and management of a small construction company;
- identify and describe the roles of a variety of personnel
involved in the construction industry (e.g., architects, engineers, lawyers,
accountants, journeypeople, technicians, technologists, labourers);
- prepare documentation of all aspects of a construction
project, including the process followed to obtain approval for a building
permit and legal and contractual agreements with owners, architects, and
subtrades.
|
Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the impact of the construction industry on the economy, on
society, and on the environment;
- evaluate construction projects in terms of efficiency and needs;
- apply health and safety legislation; general shop and site safety
rules; and rules specific to the safe use of materials, tools, and equipment;
- identify careers in construction technology and the skills,
education, and training each requires.
Specific Expectations |
Economic, Social, and Environmental Impacts
By the end of this course, students will:
- describe natural and manufactured construction materials and
the short- and long-term impact of their use on the environment;
- describe the economic and social impact of the activities of
the construction industry;
- describe a number of ways of reducing negative environmental
and social impacts through the choice of particular energy sources (e.g.,
alternative forms of heating such as the use of solar energy or heat pumps),
materials, or products for construction projects;
- explain modifications to a building project that would
improve its quality and value;
- identify factors to consider in community planning (e.g.,
population density, ecological and environmental factors).
Health and Safety
By the end of this course, students will:
- identify hazards related to the materials, processes, and
equipment used in a construction work environment;
- demonstrate safe shop practices when using hand and power
tools, materials, and equipment;
- describe the basic health and safety needs of workers on
construction sites;
- explain the need for, and apply where appropriate, health
and safety laws and regulations;
- identify safety codes, regulations, and standards applicable
to construction projects and the workplace;
- explain health and safety legislation and practices related
to the construction industry such as the Workplace Hazardous Materials
Information System (WHMIS), the Worker’s Compensation Act, the Ontario
Building Code, and local by-laws;
- handle hazardous materials in accordance with the Workplace
Hazardous Materials Information Systems (WHMIS) guidelines.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in a variety of sectors of the
construction industry;
- describe the education and training required for employment
in construction-related careers;
- identify postsecondary programs in construction technology
and their admission requirements;
- explain the importance of lifelong learning for someone
choosing a career in the construction field.
|
Construction Technology, Grade 12, Workplace Preparation
(TCJ4E)
This course focuses on advanced residential and more complex
construction systems, as well as the introduction of heavy construction,
related to commercial, industrial, and/or residential construction; advanced
practical workplace applications; and the development of generic employment
skills and independent learning skills. Students will examine the materials,
processes, labour, tools, and equipment used in the construction industry;
technical drawings; auxiliary systems; and landscaping. They will also study
industry standards and building codes; consider health and safety issues; and
explore careers, lifelong learning opportunities, and the impact of
construction technology on society and the environment.
Prerequisite: Construction Technology, Grade 11, Workplace
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services for a variety of complex construction renovation and
landscaping projects;
- describe the properties of, and use where applicable, a variety of
building and landscaping materials, techniques, and processes, including those
involved in the production, assembly, and installation of prefabricated units
and in renovation projects;
- describe a variety of construction technologies, materials and
manufactured products, tools, and equipment used in construction projects;
- identify the building codes, regulations, and standards applicable
to construction, including those for electrical, mechanical, and structural
systems.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of construction technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Building Materials and Methods
By the end of this course, students will:
- describe the properties (physical, structural, and thermal)
of natural and manufactured building materials, and describe the processes used
to produce or modify them;
- describe the materials used, and methods of applying them,
for the various components of a construction project (e.g., footings,
foundations, floors, walls, roofs, windows, doors, millwork, interior and
exterior finishes, hardware, landscaping);
- identify the building codes, regulations, and standards
applicable to complex construction projects;
- describe the relative strength of a variety of construction
materials (e.g., wood, steel, concrete, masonry);
- identify the thermal and moisture protection properties of a
variety of materials, as well as the methods of applying them.
Electrical, Mechanical, and Structural Systems
By the end of this course, students will:
- describe the various systems applicable to the construction
industry, including electrical, plumbing, heating, ventilation, and
air-conditioning systems;
- identify the requirements for the various systems used in
different construction projects, using technical resources such as charts,
tables, and building codes, regulations, and standards;
- identify the structural elements (including materials,
spans, loads, forces, and methods of assembly) of complex construction
projects;
- identify materials with a range of structural properties
used for different parts of complex construction projects (e.g., footings,
bearing walls, columns, beams and lintels, floor systems, ceiling and roof
systems, retaining walls);
- identify the size of the structural members required for a
variety of projects, using technical resources such as charts, tables, and
building codes, regulations, and standards.
|
Skills and Processes
Overall Expectations
By the end of this course, students will:
- apply the design process to a variety of construction projects;
- demonstrate an ability to use resources such as technical data,
reports, charts, tables, and building codes, regulations, and standards;
- describe heavy construction systems in terms of predetermined
criteria, type of construction, building use, and building codes, regulations,
and standards;
- demonstrate an ability to use construction tools, materials, and
equipment;
- demonstrate mathematical and estimation skills for a variety of
construction projects;
- demonstrate the entrepreneurial, business, and management skills
required in the construction industry.
Specific Expectations |
Design, Planning, and Communication Skills
By the end of this course, students will:
- design, produce, repair, and maintain a variety of complex
construction and landscaping projects;
- use both conventional and computer-aided methods to produce
working drawings (e.g., site plans, floor plans, assembly drawings) –
including elevations, sections, and details – for various construction
projects;
- gather information and resources, and present solutions to
construction problems;
- evaluate and document construction projects in relation to
type of building, structural elements, aesthetics and architectural style,
efficiency, and compliance with building codes, regulations, and standards;
- prepare accurate documents for complex construction
projects, including cost estimates, bidding proposals, lists of material and
labour costs, work orders, building permits, and specifications.
Building and Materials Application Skills
By the end of this course, students will:
- use various tools and equipment to calculate the dimensions
of and to lay out appropriate structural members for footings, floors, walls,
roofs, openings, walkways, retaining walls, slopes, elevations, and other parts
of an advanced construction project;
- identify suitable materials for a variety of components of a
construction project;
- use a variety of tools, equipment, and materials to complete
a construction project;
- apply a variety of methods and procedures to assemble, join,
and complete construction projects;
- prepare accurate working drawings for a variety of advanced
construction projects;
- explain the type of structure and the materials used for a
particular construction project.
Skills Relating to Electrical, Mechanical, and Structural
Systems
By the end of this course, students will:
- prepare and interpret drawings to identify the components of
a variety of electrical and mechanical systems used in construction;
- determine the components of the mechanical and electrical
systems required for a construction project using charts, tables, and technical
data;
- design and install where appropriate the mechanical systems
of a building project (including those related to electrical, plumbing,
heating, ventilation, and air-conditioning systems) in accordance with building
codes, regulations, and standards;
- describe and calculate the sizes of the structural members
required for a complex construction project, using technical resources such as
charts, tables, and building codes, regulations, and standards.
Estimating Costs
By the end of this course, students will:
- describe the units of measurement applicable to a variety of
building products and materials;
- calculate the quantities of materials and costs of labour
for a project, using the quantity take-off method of estimation and technical
data in charts and tables.
Entrepreneurial Skills
By the end of this course, students will:
- describe the attitudes, attributes, and skills of an
entrepreneur;
- describe the characteristics of a construction industry
organization that promotes an entrepreneurial spirit (e.g., the skills of
creative thinking and decision making, flexible work schedules, a team
approach, opportunities for management training and promotion, profit sharing);
- describe the organization and management functions in a
small construction company;
- identify and describe the skilled construction trades;
- identify and describe the role of the skilled professionals
involved with a small construction company (e.g., lawyers, accountants,
architects, technologists, technicians);
- demonstrate entrepreneurial skills (e.g., managerial,
critical and creative thinking, communication);
- prepare a business plan for a venture related to the
construction industry.
|
Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the effects of technological change in the construction
industry on society and on the environment;
- apply appropriate health and safety legislation; general shop and
site safety rules; and rules specific to the use of materials, tools, and
equipment;
- describe careers in construction technology, identifying the
skills, education, and training required for each;
- identify and describe the employability skills required and the
need for lifelong learning in the construction industry.
Specific Expectations |
Economic, Social, and Environmental Impacts
By the end of this course, students will:
- explain how the local economy is directly linked to the
construction industry;
- explain the social and environmental impacts on the
construction industry of urban planning, land use by-laws, and building codes,
regulations, and standards;
- identify and describe renovations and modifications to
various buildings and construction projects that could have an economic,
social, and/or environmental impact on the community.
Health and Safety
By the end of this course, students will:
- identify hazards related to materials, processes, and
equipment used in a construction work environment;
- demonstrate safe shop and construction site practices for
the use of hand and power tools, materials, and equipment;
- describe the basic health and safety needs of workers on
construction sites;
- explain the need for, and apply where appropriate, health
and safety codes, standards, and regulations applicable to construction
projects and the workplace;
- explain health and safety legislation and practices related
to the construction industry such as the Workplace Hazardous Materials
Information System (WHMIS), the Worker’s Compensation Act, the Ontario
Building Code, and local by-laws;
- explain how to handle hazardous materials in accordance with
the Workplace Hazardous Materials Information Systems (WHMIS) guidelines.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in a variety of sectors of the
construction industry;
- describe the education and training required for employment
in construction-related careers;
- explain the importance of lifelong learning for someone
choosing a career in the construction field;
- produce the necessary documentation (e.g., portfolios,
résumés of experience and skills, references) for entry into the
workplace;
- demonstrate the skills required to meet employer
expectations in the construction industry.
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Health and Personal Services |
Overview
Health and personal services courses offer students an opportunity to
investigate a variety of ways to improve their personal health and self-image,
and at the same time gain a realistic introduction to one or more careers in
the service industry. Students may choose to focus on such careers as child
care provider, hairstylist, personal support worker, aesthetician, nurse, nail
technician, geriatric care giver, make-up artist, and lab technician. In a
growing service economy, the courses in health and personal services help
prepare students for rewarding careers in many areas of employment.
Students will gain hands-on experience by using professional materials
and equipment, practising current techniques, and using professional
terminology related to their chosen trades. They will also acquire transferable
problem-solving skills. Once they learn theoretical knowledge and practical
skills pertaining to their areas of interest, students will be better prepared
to make informed career choices. At the same time, they will expand their
communication and interpersonal skills as they interact with their peers and
clients. Through such close personal contact, students will gain both
confidence in their ability to care for people and increased self-esteem.
Health
Care, Grade 11, College Preparation (TPA3C)
This course focuses on human anatomy, physiology, and basic medical
terminology. Students will learn about the relationship between lifestyle and
personal health, and conventional and alternative methods of disease prevention
and treatment. They will also investigate health care procedures and equipment
in nursing, medicine, and dentistry; examine health and safety issues in health
care and the environmental and societal impacts of biotechnology; and explore
various career opportunities in the health care field.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of human anatomy, physiology, and
medical terminology;
- explain the relationship between lifestyle choices and personal
health;
- compare conventional and alternative methods of disease prevention
and treatment;
- identify patterns and trends in the health care industry;
- describe types and functions of instruments, equipment, and
materials used in the health care industry.
Specific Expectations |
Human Anatomy, Physiology, and Medical Terminology
By the end of this course, students will:
- demonstrate an understanding of human anatomy and
physiology, including the functioning of body systems;
- correctly use basic terminology related to health care.
Lifestyle and Personal Health
By the end of this course, students will:
- explain the relationship among body systems and how they
affect personal health (e.g., not taking in sufficient fluids may lead to
digestive or urinary problems);
- identify relationships between lifestyle and the health of
individuals of various ages;
- describe significant changes in the body during the life
cycle;
- explain how lifestyle choices can have great impact on an
individual’s health and well-being (e.g., sleep, dietary and exercise
habits, the use of tobacco, alcohol, and other drugs);
- assess a client’s dietary strengths and weaknesses and
make appropriate suggestions regarding client needs in terms of Canada’s
Food Guide and the nutritional value of foods;
- describe the benefits of different types of exercise and how
physical fitness programs and equipment can promote health;
- demonstrate an understanding of factors relating to physical
fitness by suggesting ways an exercise regimen could be improved;
- describe how sexual practices (e.g., unprotected sex) can
have an impact on health;
- identify healthier personal lifestyles for themselves by
evaluating their own lifestyle choices and habits;
- describe the organ donation program and its benefits.
Disease Prevention and Treatment
By the end of this course, students will:
- describe conventional and alternative (e.g., homeopathic
remedies, acupuncture, therapeutic touch) methods of preventing and treating
disease;
- analyse various types of home care available in the
community in relation to specific patients’ needs.
The Health Care Industry
By the end of this course, students will:
- identify and describe patterns and trends in the health care
industry based on demographic information and changes in lifestyle;
- identify and determine the purpose of common instruments,
equipment, and materials used for client care in the health care industry.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- use correct techniques and skills that meet industry standards in
the health care field and explain the rationale for each technique;
- demonstrate effective communication, interpersonal, and teamwork
skills.
Specific Expectations |
Professional Techniques and Skills
By the end of this course, students will:
- perform proper hand-washing techniques at appropriate times;
- make beds (unoccupied and occupied) and give bed baths,
completing each operation in the correct sequence;
- demonstrate safe feeding, toileting, turning, lifting, or
transferring techniques;
- weigh a client correctly;
- describe appropriate techniques for dental and denture care;
- identify conditions requiring sterile procedures;
- explain what a decubitus ulcer and a contracture are and
describe methods to prevent their occurrence;
- explain the difference between medical and surgical aseptic
procedures;
- describe body substance precautions and other methods to
decrease the spread of infection;
- explain the four types of vital signs and normal values for
each;
- assess vital signs, such as temperature (e.g., by oral,
axillary, and tympanic routes); pulse rate, rhythm, and strength (e.g., by
apical and radial routes); respiration rate, rhythm, and depth; and blood
pressure;
- explain how vital signs can be an overall reflection of an
individual’s health status;
- document case studies to produce client profiles;
- research and report on various health care procedures in
nursing, medicine, and dentistry.
Communication, Interpersonal, and Teamwork Skills
By the end of this course, the students will:
- demonstrate effective communication, organization, teamwork,
and personal management skills;
- use appropriate techniques of therapeutic communication;
- demonstrate effective interviewing skills and an ability to
communicate client progress;
- describe professional decorum that is appropriate to
specific health care situations (e.g., discrete handling of situations that
might be embarrassing to the patient, treating information provided by patients
confidentially);
- explain how to gather health data and the rules of
confidentiality.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the role and impact of biotechnology on Canadian society,
the environment, and the global economy;
- describe health and safety procedures and their application to
health care;
- identify educational requirements for careers in health care.
Specific Expectations |
Effects of Biotechnology
By the end of this course, students will:
- describe the impact of biotechnology, pharmaceuticals, and
health care on the economy, the role of government, and public opinion;
- explain how the health care industry is changing as a result
of recent developments in technology;
- identify products designed to compensate for changes in the
environment (e.g., sunscreen, air filtering systems, water purifiers).
Health and Safety Procedures
By the end of this course, students will:
- describe health and safety procedures, such as the use of
proper body mechanics (e.g., being careful to bend with the knees instead of
the back, having a wide base of support when lifting, or turning the full body
instead of twisting the upper half of the body), and their application to
health care;
- identify problems in health care caused by potentially
unhealthy or unsafe conditions related to equipment, instruments, or materials;
- describe safe methods for the handling, storage, and
disposal of waste, biohazardous materials and equipment, and outdated
medication;
- operate health care and fitness equipment, tools, and
materials safely.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify present health care career opportunities and those
anticipated in the near future;
- identify education or training requirements for careers in
health care.
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Hairstyling and Aesthetics, Grade 11, Workplace Preparation
(TPE3E)
This course provides students with opportunities to learn techniques
in hairstyling and aesthetics that meet industry standards, using appropriate
materials and equipment. Students will identify trends in the hairstyling and
aesthetics industry; describe scientific and physical processes used in beauty
services; learn to respect environmental, health, and safety laws; and explore
career opportunities. The course may focus on either hairstyling or aesthetics,
or may include a combination of both areas.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- describe trends and styles in hairstyling and aesthetics;
- demonstrate an understanding of the role and contributions of the
beauty services industry to individuals and to society;
- identify materials, techniques, and equipment used in the
hairstyling and aesthetics industry;
- describe scientific and physical processes used in various
hairstyling and aesthetics services.
Specific Expectations |
Trends and Styles
By the end of this course, students will:
- describe beauty fashion trends and the methods used to
achieve them;
- describe a variety of health and beauty products;
- identify ways in which the hairstyling and aesthetics
industry provides a service (e.g., using beauty treatments to pamper clients,
interpreting and satisfying clients’ needs, providing customer
satisfaction and rapport);
- identify the role that beauty industry services play in
increasing self-esteem and well-being.
Materials, Techniques, and Equipment
By the end of this course, students will:
- explain vocabulary related to the industry (e.g., words
describing the structure of the hair, skin, and nails; the professional names
for techniques, tools, and products used for services);
- describe various materials, processes, and equipment (e.g.,
types of shampoos, conditioners, masks, and cutting implements; massage
techniques for the scalp, hands, and face; manicure procedures; wax heaters);
- describe traditional and new products and methods used in
the beauty industry;
- select and use appropriate materials and tools to perform
basic salon services.
Scientific and Physical Processes
By the end of this course, students will:
- explain chemical theory related to hair and skin products
(e.g., acidity vs. alkalinity, pH balanced shampoos, hair colouring agents,
chemical relaxers, permanent waves, emulsions, depilatories);
- describe chemical changes that take place during different
procedures (e.g., oxidation of peroxide; breaking down sulfur bonds; actions of
sodium hydroxide, ammonia thioglycolate, neutralizers);
- identify a variety of body reactions to different products
and treatments;
- explain the difference between hypo- allergenic and natural
products (e.g., homemade skin care and health care products vs. products
purchased from a beauty supplier), using information such as that provided on
labels.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- identify a variety of services and techniques that meet industry
standards;
- use appropriate materials and tools to perform basic salon
services;
- demonstrate effective communication and interpersonal skills.
Specific Expectations |
Services, Techniques, Materials, and Tools
By the end of this course, students will:
- describe basic analysis procedures (e.g., related to degree
of porosity, scalp condition, skin type, facial shape, body type, health of
nails) and recommend appropriate services;
- administer treatments following recommended procedures;
- select, prepare, and safely apply health and beauty products
on live models or mannequins (e.g., skin and hair treatments, relaxers, tints,
highlights);
- identify unique styles for special event occasions;
- identify and use appropriate routine sanitization
procedures;
- use information technologies and specialized software
related to the hairstyling and aesthetics industry (e.g., the Cosmopolitan
Virtual Makeover program) effectively.
Communication and Interpersonal Skills
By the end of this course, students will:
- use effective communication techniques to interact with
clients;
- identify techniques for resolving conflicts with clients and
peers;
- identify and use a variety of teamwork and interpersonal
skills.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the environmental impact of products in the hairstyling
and aesthetics industry;
- identify health and safety standards in the use of equipment,
materials, and techniques;
- describe career opportunities and related training and educational
requirements.
Specific Expectations |
Environmental Impacts
By the end of this course, students will:
- describe the environmental impacts of various products used
in the industry;
- identify environmentally friendly products.
Health and Safety Standards
By the end of this course, students will:
- describe laws and regulations related to the industry;
- describe and follow appropriate industry-standard health and
safety procedures and regulations for handling products, tools, and equipment;
- apply personal health and safety standards correctly (e.g.,
by analysing skin, hair, and nails for disorders and diseases; sterilizing
implements and equipment; wearing protective gloves during all chemical
services; sanitizing hands; working in a properly ventilated area);
- describe first-aid and lifesaving techniques.
Education, Training, and Career Opportunities
By the end of this course, students will:
- describe local and regional career opportunities;
- identify training opportunities and educational requirements
related to careers in hairstyling and aesthetics.
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Child
Development and Gerontology, Grade 12, College Preparation (TPO4C)
This course helps students understand the stages of development and
needs of children and the elderly. Students will master the fundamental skills
required to meet these needs; acquire an awareness of legislation governing the
care of children and of elderly people who require support or supervision;
evaluate social and recreational activities for children and the elderly; and
assess available facilities. Students will also examine career paths in child
and geriatric care, the impact of technological developments on products and
services, and health and safety laws.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- describe the stages of child development and the stages of older
adulthood;
- identify needs of children and the elderly at the various stages
of development and of older adulthood;
- describe social and recreational activities and programs designed
to meet the needs of children and the elderly at the various stages of
development and of older adulthood;
- describe government legislation pertaining to the care of children
and the elderly.
Specific Expectations |
Stages of Development in Children and Stages of Older
Adulthood
By the end of this course, students will:
- explain some of the major theories relating to child
development and the stages of older adulthood;
- identify the stages of development in children and the
stages of older adulthood as related to the major theories;
- describe and correct myths about early childhood development
and aging.
Health Promotion
By the end of this course, students will:
- identify factors that contribute to the promotion and
maintenance of the health and well-being of children and the elderly;
- explain the relationship among proper nutrition, physical
activity, rest, sleep, and physical, psychological, social, spiritual, and
cognitive well-being;
- describe the importance of social activities and outings on
physical, psychological, social, spiritual, and cognitive well-being;
- explain the importance of promoting general physical,
psychological, social, spiritual, and cognitive well-being;
- explain health and recreational requirements at different
stages of development in children and at different stages of older adulthood;
- describe the effects of good nutrition on physical,
psychological, and cognitive development;
- explain the requirements of balanced diets for children and
the elderly according to Canada’s Food Guide;
- describe various diets for people with special needs.
Meeting Needs
By the end of this course, students will:
- explain how different activity programs meet the physical,
psychological, cognitive, spiritual, and social development needs of children
and the elderly;
- identify appropriate and stimulating activities and games
for the different stages of development of children and the different stages of
older adulthood;
- explain the suitability of a variety of toys for the various
stages of child development;
- identify different types of physical activities that meet
particular developmental and health needs of children and the elderly;
- describe how environmental obstacles (e.g., lack of
wheelchair access) affect the planning of activities for the elderly;
- design physical activity programs to help elderly people and
children keep physically healthy;
- identify social and recreational activities to help children
and elderly people adapt to new technologies (e.g., preschool software, network
Scrabble, e-mail).
Government Legislation
By the end of this course, students will:
- identify government legislation that establishes procedures
for the prevention of injuries to and neglect of children and elderly people
who may require assistance or support;
- describe requirements and standards that need to be
considered for children and the elderly;
- identify child welfare and protection services provided by
municipal, provincial, and federal organizations.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- demonstrate techniques and practices needed to effectively assess
and meet the physical, psychological, cognitive, spiritual, and social needs of
children and the elderly;
- describe volunteer, public, and private sector programs and care
services for improving the quality of life of children and/or the elderly.
Specific Expectations |
Fundamental Skills
By the end of this course, students will:
- demonstrate appropriate hand-washing techniques and explain
when they should be performed;
- use correct techniques for taking care of children and
elderly people who require support in the following areas: feeding, bathing,
providing a range of motion exercises, lifting and transferring, toileting and
diapering, and caring for the skin;
- describe and demonstrate where applicable the correct use of
safety devices or appropriate techniques for caring for children and elderly
people;
- explain the correct use of ambulation devices used by
children and elderly people (e.g., walkers, canes, wheelchairs) and how to
teach someone to use these devices;
- describe the techniques of cardiopulmonary resuscitation
(CPR), basic first aid, and the Heimlich manoeuvre;
- explain the theory and techniques associated with body
substance precautions;
- describe how the health and well-being of children and the
elderly can be assessed (e.g., in terms of body temperature, skin condition,
infection or illness, abuse, difficulties in ambulation);
- describe and, where applicable, demonstrate the techniques
of therapeutic communication and explain how communication skills must fit the
stage or condition of children and the elderly;
- explain and apply pertinent human relations strategies that
facilitate interpersonal relations with children of different ages and the
elderly (e.g., talking to children in age-appropriate language, compensating
for hearing or visual deficits in the elderly).
Programs and Services
By the end of this course, students will:
- describe various programs and services that focus on the
physical, psychological, cognitive, spiritual, and social well-being of
children and the elderly;
- identify services and products for improving the quality of
life of children and the elderly;
- evaluate products and services (physical, psychological,
cognitive, spiritual, and social) provided by various health care
providers.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- identify factors that influence the health and safety of children
and the elderly;
- describe and, where appropriate, apply laws and regulations
related to health and safety in child care and the care of elderly people who
require support or assistance;
- describe the role of society in caring for children and the
elderly and the impact that an expanding aging population will have on society;
- describe the impact of technological developments on products and
services and on health and safety laws;
- describe careers and related education and training requirements
in child and geriatric care.
Specific Expectations |
Health and Safety Factors
By the end of this course, students will:
- identify health and safety standards in the workplace that
pertain to child and geriatric care;
- demonstrate the use of safety techniques and devices that
are important in the care of children and the elderly;
- explain laws and regulations related to health and safety
regarding child care, gerontology, and geriatrics;
- describe environmental impacts related to products developed
to meet the needs of children and the elderly;
- follow routines for hygienic food preparation and for waste
disposal.
Role of Society
By the end of this course, students will:
- describe the role of society in meeting the needs of and
caring for children and the elderly;
- describe the impact that an expanding aging population will
have on society.
Effects of Technology
By the end of this course, students will:
- explain technological changes that have influenced child and
geriatric care (e.g., advances in the design of diapers, new skin care
products, video monitoring from a remote site, computers, lifts);
- identify relationships between technology and community
services (e.g., phone access for the hearing-impaired, video or Internet access
to daycare centres from the home or workplace);
- describe relationships between technological developments
and job opportunities in child and geriatric care (e.g., advances in medical
technology that allow patients to go home on respirators have resulted in the
growth of home-care jobs).
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify occupations that are concerned with products and
services for helping children and the elderly;
- identify careers and related education, training
requirements, and opportunities in child and geriatric care.
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Medical Technologies, Grade 12, College Preparation
(TPT4C)
This course focuses on human physiology, pathology, and immunology.
Students will learn about accepted medical care practices, current
technological advances in health care, and how to perform various procedures
and use tools and equipment in the field of health care. Students will also
design solutions to common medical and health care problems, investigate career
opportunities, and examine laws and safety standards in the health care
industry and the impact of this industry on the environment.
Prerequisite: Health Care, Grade 11, College Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of human physiology, pathology, and
immunology;
- describe accepted practices in health care.
Specific Expectations |
Human Physiology, Pathology, and Immunology
By the end of this course, students will:
- describe conditions required for the healthy functioning of
microorganisms;
- explain the difference between various types and families of
microorganisms;
- identify methods of microorganism identification;
- describe the mechanism of microbiological activity;
- explain the impact of enzymes in health and medicine;
- identify causes of various diseases and the body changes
related to each;
- describe the functioning of a healthy immune system and
explain what happens in the body when its functioning is impaired;
- explain how diseases spread and what measures are used to
control them.
Accepted Practices in Medical Care
By the end of this course, students will:
- explain the evolution of health care practices;
- identify common medical problems and possible interventions;
- identify a range of medical services available (e.g.,
radiation, chemotherapy, and surgery for cancer treatment);
- describe abnormal values for each type of vital sign and
identify appropriate interventions for each of these values;
- identify the resources needed to implement intervention
plans;
- explain first-aid and cardiopulmonary resuscitation (CPR)
procedures;
- identify preventive health screenings, examinations, and
immunizations;
- describe cultural diversity as it applies to medical care
(e.g., the need to respect religious beliefs such as those that preclude
after-death care and blood transfusions, and cultural beliefs related to child
birth and pain management);
- describe conventional health practices and alternative
health practices (e.g., homeopathic remedies, acupuncture, therapeutic
touch).
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- demonstrate correct techniques for performing various skills and
for using the tools and equipment of the health care field;
- demonstrate an advanced understanding and use of medical
terminology and communication techniques specific to health care.
Specific Expectations |
Health Care Skills and the Use of Tools and Equipment
By the end of this course, students will:
- perform a range of health care skills to meet industry
standards (e.g., proper hand-washing techniques, techniques to prevent the
contamination of specimens);
- use tools and equipment in the health care field correctly;
- use appropriate apparatus and instruments (e.g.,
microscopes, slides, staining materials) to measure and collect data;
- apply procedures to identify microorganisms and their
products;
- describe the principles and techniques of medical and
surgical aseptic procedures;
- explain the correct techniques of sterilization in dental
and medical processes;
- follow body substance precautions in handling body
substances;
- design solutions to common medical and health care problems
(e.g., improving methods to prevent the spread of flu in a nursing home).
Medical Terminology and Communication Techniques
By the end of this course, students will:
- use correct terminology for equipment, tools, and
procedures;
- demonstrate an advanced understanding and use of medical
care terminology;
- demonstrate advanced interviewing techniques;
- demonstrate communication skills (e.g., reflection,
clarification, paraphrasing) to understand the needs of individuals;
- use language appropriate to specific situations;
- use the guidelines and methods of the lab or institution in
which they are working to send and receive information;
- use computer technologies effectively to access, process,
analyse, and present information.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the impact of the health care industry on the
environment;
- describe the laws and regulations governing health and safety
standards in the health care industry;
- describe the impact of current or recent technological advances in
the health care field;
- describe career opportunities in the health care industry.
Specific Expectations |
Legal, Environmental, and Safety Issues
By the end of this course, students will:
- describe malpractice and other liability issues;
- describe existing and potential hazards to themselves, to
clients, and to co-workers;
- describe and, where applicable, follow health and safety
policies and procedures required to prevent injury or illness;
- describe work practices that promote a clean and healthy
environment;
- identify recommended practices to reduce or eliminate
pathogenic organisms;
- explain procedures designed to reduce the risk of infection;
- prevent the spread of pathogens by cleaning, disinfecting,
or sterilizing surface instruments and equipment;
- maintain a sanitary food services environment and practise
proper food handling;
- describe and, where possible, apply different laws and
regulations for waste disposal;
- describe and, where possible, apply practices for recycling
and waste management.
Technological Advances in Health Care
By the end of this course, students will:
- identify biotechnology products and their contribution to
health care;
- explain the increasing role that biotechnology plays in our
everyday lives;
- describe treatments that employ biotechnology (e.g., the use
of vaccines and antibiotics);
- identify and explain bioethical issues that arise from
advances in biotechnology;
- describe the impact on health care of current or recent
technological advances;
- explain the environmental impact of technological advances
in the health care field.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in the health care field;
- describe the education and training required for career
opportunities in health care.
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Hairstyling and Aesthetics, Grade 12, Workplace Preparation
(TPE4E)
This course builds on the Grade 11 course to provide a solid
foundation for students wishing to pursue a career in cosmetology. Students
will continue to develop practical skills and knowledge pertaining to the
beauty industry. They will also gain an awareness of the entrepreneurial skills
required to own and operate a salon. The course may focus on either hairstyling
or aesthetics, or may include a combination of both areas.
Prerequisite: Hairstyling and Aesthetics, Grade 11, Workplace
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- describe advanced design techniques used in hairstyling and
aesthetics;
- solve problems related to specific client requests, needs, and
expectations;
- explain the physical and chemical effects of beauty products on
the hair, skin, and nails;
- identify strategies for effective salon operation and business
ownership;
- describe advertising and marketing strategies.
Specific Expectations |
Analytical and Design Techniques
By the end of this course, students will:
- determine appropriate services for a variety of clients
through a consultation process;
- identify diseases and disorders relating to the hair, skin,
and nails;
- explain colour theory concepts (e.g., colour wheel, warm and
cool shades, hair colour formulation, make-up selection, complementary
colours);
- describe the ways in which the design process is used in the
hairstyling and aesthetics industry (e.g., the planning of appropriate style
designs, balance in hairstyles, make-up artistry, or creativity in nail
designs; sketching diagrams of styling and cutting patterns).
Physical and Chemical Effects
By the end of this course, students will:
- describe the potential effects of chemical applications on
the hair, skin, and nails (e.g., effects of permanent hair colour, hair
relaxers, prelighteners, toners, permanent waves, artificial nails, polish
removers, alphahydroxy acids [AHA], topical solutions for the skin and nails);
- describe the differences between acid and alkaline levels
(e.g., through the use of a pH chart) as they relate to hair and skin products
(e.g., perms, shampoos, peroxides) and how these products affect the hair,
skin, and nails;
- identify potential problems arising from product
applications on the hair, skin, and nails.
Business and Marketing Considerations
By the end of this course, students will:
- identify the major steps required to open a beauty salon
(e.g., create a business plan);
- identify terminology related to opening and operating a
business (e.g., lease, business registration, contract, commission, inventory,
retail, insurance);
- explain the importance of customer service;
- identify the influence of advertising and marketing
techniques used to sell health and beauty products;
- describe advertising and management strategies as they
relate to salon operations and new products, implements, and equipment used in
the beauty industry.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- demonstrate business management skills in a salon setting;
- demonstrate problem-solving skills when dealing with a diverse
clientele;
- demonstrate communication and interpersonal skills in a work
environment;
- employ techniques that meet industry standards, including advanced
styling techniques and chemical services applications, using appropriate
equipment, materials, and implements;
- demonstrate effective communication and interpersonal skills.
Specific Expectations |
Management Skills
By the end of this course, students will:
- identify the entrepreneurial skills required for operating a
salon;
- demonstrate the organizational and record keeping skills
required for inventory and finance;
- record and maintain client charts to ensure quality service;
- explain how to obtain information from a variety of sources
to determine the best solution to a given problem (e.g., client consultation,
client record card, colour charts);
- interpret diagnostic results to advise clients of
appropriate services.
Services, Techniques, Equipment, and Materials
By the end of this course, students will:
- use skin and hair analysis procedures to determine the most
suitable service, products, equipment, and techniques (e.g., for services such
as manicures, pedicures, skin treatments, eyebrow shaping, make-up application,
hair removal, advanced thermal styling, advanced dry and wet styling,
artificial hair application, chemical services, corrective treatments, creative
evening styles, and fantasy designs);
- apply hair colour according to client needs (e.g., tint
retouch, virgin hair colour application, cap/foil highlights, lowlights,
semi-permanent colour);
- competently perform services that chemically alter the
structure of hair (e.g., permanent waves, soft curl perms, chemical relaxers),
using a variety of advanced techniques;
- determine hair characteristics (e.g., texture, porosity,
elasticity, density, lengths, amount of curl) of a variety of clients and
determine the solutions that are most suitable and that best satisfy the
clients’ requests and needs;
- perform effectively a variety of fashion cuts that
accentuate the client’s best features by using advanced shaping techniques
(e.g., texturizing, point cutting, blending, razor cutting, tapered cutting,
blunt and layer cutting);
- use appropriate skin treatments (e.g., cleansers, tonics,
exfoliants, treatment creams, masks, high frequency treatments) for specific
client needs;
- interpret and adhere to manufacturers’ directions on
products and equipment related to the beauty industry;
- identify hair, skin, and nail abnormalities and advise
clients on home care and preventive measures.
Communication and Interpersonal Skills
By the end of this course, students will:
- consult effectively with a variety of people in a client
setting and use problem-solving skills to determine the most suitable services
and products for the individual;
- demonstrate effective communication, organizational,
teamwork, and personal management skills;
- demonstrate effective conflict management strategies that
can be used in dealing with difficult clients or peers in problematic
situations.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- evaluate effectively and implement the exemplary practices
essential in an efficient and safe work environment;
- identify the role of legislation related to health and safety for
a cosmetology program and to the beauty industry in general;
- explain the role of career education and training in hairstyling
and aesthetic programs;
- make informed decisions concerning salon ownership.
Specific Expectations |
Health and Safety Standards
By the end of this course, students will:
- use safe and sanitary work practices in performing
hairstyling and aesthetic services;
- identify potential problems related to working in an
unsanitary or unsafe environment;
- use and handle electrical equipment safely;
- interpret hazard labels associated with the WHMIS (Workplace
Hazardous Materials Information System) and explain the purpose of this
legislation in relation to the cosmetology profession;
- use and store waste and chemical products correctly;
- describe safety guidelines for the storage and disposal of
chemicals.
Education, Training, and Career Opportunities
By the end of this course, students will:
- distinguish between the many and diverse careers related to
the beauty industry;
- explain the training and apprenticeship programs required to
prepare for possible employment in the wide field of cosmetology;
- identify considerations in business ownership and potential
problems in opening a salon without proper preparation;
- describe the process to legally register a salon
business.
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Hospitality and Tourism |
Overview
Hospitality and tourism courses focus on the hospitality industry, the
world’s largest employment sector. The courses prepare students to meet
the challenges of this diverse industry by teaching them product preparation
skills and by providing them with insight into tourism and travel.
Hospitality and tourism education provides both a hands-on and
theoretical approach to various facets of the industry. Students will have the
opportunity to develop essential food preparation, presentation, and customer
relations skills; will learn about event coordination and marketing strategies,
human resources, and inventory procedures; and will examine the cultural and
economic forces that drive tourism trends. Students will work with equipment,
use procedures, and adhere to health and safety regulations that are standards
in the hospitality industry. They will acquire a foundation of skills and
knowledge that will prepare them for both postsecondary education and careers.
Hospitality, Grade 11, College Preparation (TFT3C)
This course helps students understand the features, trends, and
guidelines of the hospitality industry, as well as learn the basic requirements
of serving customers. Students will acquire skills related to preparing and
presenting food, evaluating facilities, controlling inventory, and marketing
special events. They will also learn about economic and environmental impacts,
health and safety standards, and career opportunities related to the
hospitality industry.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- explain the purpose of nutrition and use Canada’s Food Guide
as a tool to assess the nutritional needs of their clients;
- identify culinary trends based on demographic information;
- describe the basic principles of customer service, including
establishing the desired ambience (e.g., atmosphere and professionalism of the
staff) for customers;
- identify product preparation and presentation techniques.
Specific Expectations |
Food and Nutrition
By the end of this course, students will:
- describe the importance of food research;
- explain the essential principles of nutrition;
- explain how lifestyle, health, and age affect dietary needs;
- explain how various types of nutrients in foods are used;
- identify physical and chemical changes that may occur when
food is handled, cooked, or stored;
- identify the impact on the hospitality industry of the
effects that weather has on the availability, quality, and pricing of products.
Culinary Trends and Demographics
By the end of this course, students will:
- identify the different styles of cooking a variety of foods;
- identify current culinary trends;
- describe the impact of cultural diversity on the
accommodation and on the food and beverage sectors of the hospitality industry.
Customer Service Principles
By the end of this course, students will:
- identify different types of restaurant service;
- describe the functions and responsibilities of, and identify
differences between, the “front of the house”(service personnel) and
“back of the house” (kitchen workers) operations;
- describe the importance of company policies and procedures
for improving or maintaining quality of service;
- identify and apply appropriate customer service attitudes.
Food Preparation and Presentation
By the end of this course, students will:
- identify cooking applications (i.e., conduction, convection,
radiation, fusion), their appropriate methods, and their effects on products;
- identify cooking methods (i.e., using dry heat as in
roasting or frying and moist heat as in boiling or poaching) and their effects
on food;
- describe common ingredients used in cooking and for
garnishing food;
- identify a variety of herbs and spices.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- identify and, where possible, apply procedures for inventory
control;
- prepare and present food in a variety of ways;
- describe and compare the characteristics of various hospitality
facilities;
- design effective marketing initiatives to promote special events.
Specific Expectations |
Inventory Management
By the end of this course, students will:
- identify and apply procedures for ordering, shipping, and
receiving products;
- describe and apply procedures for storing, rotating, and
maintaining inventory.
Food Preparation and Presentation
By the end of this course, students will:
- prepare food for special dietary needs;
- describe the fundamentals of imperial and metric measurement
and make conversions to amounts of ingredients in recipes;
- prepare a variety of garnishes and use them with a variety
of fish, meat, poultry, and dessert dishes;
- describe how dried and fresh herbs and spices affect
products in preparation;
- apply appropriate baking techniques and procedures to
produce desserts;
- describe the effect of freezing foods;
- use various cooking techniques and presentation methods to
enhance dishes;
- explain how to incorporate basic nutritional principles in
menu planning;
- describe the effect of different recipe formats;
- apply mathematical formulas to calculate the actual cost of
food;
- describe physical and chemical changes that take place when
mixing raw ingredients;
- prepare stocks, soups, and sauces, as well as meat, fish,
seafood, and poultry dishes;
- describe and apply food handling, serving, and storage
techniques that meet health and safety standards.
Facilities Management
By the end of this course, students will:
- explain the significance of colour, layout, and lighting to
food services and to accommodation facilities;
- describe the economic factors, codes, and regulations that
must be considered when building, renovating, or restoring a variety of
facilities;
- identify factors that determine the parameters of a
conference or event;
- identify various types of hospitality operations and the
types of facilities that they require;
- identify the resources and supplies required by a
hospitality operation.
Marketing and Publicity
By the end of this course, students will:
- identify various marketing strategies and explain how they
are used to promote services and products;
- develop effective marketing strategies to promote selected
services and products;
- describe the importance of production schedules in planning
events;
- develop an appropriate production schedule for selected
events;
- describe equipment and technologies used in promotional
presentations;
- use a variety of equipment and technologies for promotional
presentations.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the relationship between the economy and the hospitality
sectors;
- describe the impact of the hospitality industry on the
environment;
- identify and, where appropriate, apply standards for health and
safety in the hospitality industry;
- describe various career opportunities in the hospitality industry
and the education and training related to each;
- identify the individual personality traits and skills that lend
themselves to a career in the hospitality industry.
Specific Expectations |
Economic Impacts
By the end of this course, students will:
- explain different processes used by businesses to increase
market share and how this may affect the economy;
- describe the role of trade shows and conferences;
- identify economic impacts of computer technology on the
hospitality industry;
- describe the role of government and associations in the
hospitality sector.
Environmental Impacts
By the end of this course, students will:
- explain the importance of how food is grown and processed to
agriculture, to the environment, and to rural communities;
- describe disposal procedures for waste food products.
Health and Safety
By the end of this course, students will:
- describe types of emergency situations that can occur in the
hospitality industry and the kind of assistance required in each case to ensure
public safety;
- identify the role of workplace health and safety
organizations in determining hospitality industry standards;
- explain the necessity for standardization in company
policies;
- describe and, where appropriate, apply standards, codes, and
legislation for health and safety in the hospitality industry.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify educational requirements associated with various
jobs in the hospitality industry;
- describe career paths and the factors that affect salary
structures for various positions of responsibility in the hospitality industry;
- determine whether their interests, skills, and attitudes
suit a career in a hospitality occupation.
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Hospitality and Tourism, Grade 11, Workplace Preparation
(TFH3E)
This course focuses on food preparation and management, and
hospitality and tourism activities, equipment, and facilities. Students will
learn how to prepare, present, and serve food; plan, manage, and promote
activities; and use the necessary equipment. Throughout the course, they will
learn the fundamentals of providing high-quality service and customer
satisfaction. Students will also study the occupational health and safety
standards and laws regulating the hospitality and tourism industry, explore the
industry’s social and environmental impacts, and identify possible career
paths.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end this course, students will:
- identify the eight sectors of the hospitality and tourism industry
– accommodation, adventure tourism/recreation, food and beverage,
transportation, travel trade, events and conferences, attractions, and tourism
services;
- identify the characteristics of a variety of foods;
- describe food product handling, storage, and preparation
techniques;
- demonstrate familiarity with the equipment and facilities used in
the hospitality and tourism industry.
Specific Expectations |
Industry Services and Sectors
By the end of this course, students will:
- describe the eight sectors of the tourism industry;
- describe the services offered by each of the sectors of the
hospitality and tourism industry;
- describe interdependent hospitality and tourism services;
- explain the goals of ecotourism and adventure tourism;
- identify the sectors of the tourism industry that are
prominent in the province, the region, and the local community;
- identify businesses and industries that benefit from the
tourism industry or that owe their existence to it;
- identify local tourism facilities and describe how they
attract people.
Knowledge of Foods
By the end of this course, students will:
- describe commonly used ingredients in cooking and baking;
- list the basic nutritional values of a variety of products;
- identify different herbs and spices.
Handling of Foods
By the end of this course, students will:
- explain the effect of temperature changes on food;
- apply National Sanitation Code cleanliness standards during
the handling, storage, and preparation of products;
- identify the causes and describe the effects of food
poisoning;
- describe the purpose of the Public Health Act and the Food
and Drug Act.
Equipment and Facilities
By the end of this course, students will:
- demonstrate a familiarity with a variety of equipment
related to hospitality and tourism;
- identify a variety of accommodation facilities.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- manage activities, equipment, and personnel effectively to provide
service to customers;
- apply correctly principles related to the preparation,
presentation, and service of food products;
- prepare effective publicity campaigns.
Specific Expectations |
Customer Service
By the end of this course, students will:
- identify and describe the safe use, set-up, and maintenance
of equipment used in a variety of activities;
- relate equipment to client needs and interests;
- control product reception, handling, storage, and rotation
effectively;
- explain the importance of teamwork in providing customer
service;
- apply correctly standards of personal hygiene and grooming;
- explain the importance of uniforms in the hospitality and
tourism industry;
- meet the needs of customers;
- explain the importance of providing respect for people with
a variety of needs.
Food Preparation and Presentation
By the end of this course, students will:
- prepare simple recipes using available ingredients;
- describe cooking and baking procedures and concepts;
- describe regional food products in terms of availability and
variety;
- measure quantities correctly in both imperial and metric
units;
- convert recipes correctly to increase or decrease their
yield;
- prepare vegetables, stocks, soups, sauces, meat, poultry,
fish, seafood, and a variety of desserts.
Marketing and Publicity
By the end of this course, students will:
- identify the objectives of advertising campaigns;
- apply principles of advertising for school and special
events;
- assess a marketing campaign for a local tourism attraction
in terms of its effectiveness in attracting customers;
- apply the principles of marketing to design a tourism
campaign for a local event;
- use computer software to prepare and present publicity and
marketing documents.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe social, economic, and environmental impacts of the
hospitality industry;
- describe and, where appropriate, apply industry standards of
health and safety for the use of materials, tools, and equipment in the
hospitality and tourism industry;
- identify career possibilities in the hospitality and tourism
industry;
- identify the individual personality traits and skills that lend
themselves to a career in tourism.
Specific Expectations |
Social, Economic, and Environmental Impacts
By the end of this course, students will:
- describe the social and economic impact of new products and
modern technologies on the industry;
- explain how the eight sectors of the tourism industry affect
the national, provincial, and local economies;
- describe environmentally friendly disposal procedures for
waste food products and packaging (e.g., composting, recycling).
Health and Safety
By the end of this course, students will:
- identify the safety factors that must be considered in the
workplace;
- use a first-aid kit correctly;
- describe types of emergency situations than can occur in the
hospitality and tourism industry and the kind of assistance required in each
case to ensure safety;
- identify and, where appropriate, apply health and safety
acts and regulations that pertain to the hospitality and tourism industry.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify a range of occupations in the tourism industry;
- identify trades and professions in hospitality and tourism
and the training and education related to each;
- determine whether their interests, skills, and attitudes
suit a career in a tourism occupation;
- describe possible career paths in the tourism industry;
- identify the factors that affect salary structures in the
different sectors of the tourism industry.
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Tourism, Grade 12, College Preparation (TFS4C)
This course provides students with opportunities to analyse the
characteristics and standards of the tourism industry, determine the factors
that promote its success, and investigate principles and procedures that
contribute to high-quality customer service. Students will also assess
facilities and activities that attract tourists, and study communication and
customer service techniques. In addition to exploring career opportunities,
students will analyse the relationship between tourism and the economy and
propose ways to enhance the performance of the industry.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- describe key characteristics of the eight sectors of the tourism
industry – accommodation, adventure tourism/recreation, food and beverage,
transportation, travel trade, events and conferences, attractions, and tourism
services;
- describe the local, provincial, national, and global impacts of
tourism;
- identify factors that promote the success of the tourism industry;
- identify principles and procedures used to facilitate providing
service to customers and techniques for communicating with customers.
Specific Expectations |
Industry Characteristics
By the end of this course, students will:
- describe various types of services, activities, and events
associated with the tourism industry;
- describe the roles of business, labour, and government in
the tourism industry;
- describe the services provided to clients by various types
of travel or service agencies and through web sources (e.g., ticket sales for
special events, itineraries, tours);
- identify ways of improving the image of the tourism
industry.
Success Factors
By the end of this course, students will:
- describe factors that have contributed to the growth of the
tourism industry;
- describe how the industry meets the needs of tourists;
- identify target customers and develop appropriate marketing
strategies for them;
- identify components of tourism packages;
- explain the different needs of pleasure and corporate
travel;
- describe types of tourist destinations and the lure of each;
- research and describe the impacts of different areas of
tourism locally, provincially, nationally, and globally.
Customer Service
By the end of this course, students will:
- identify ways of providing services to clients in the
following settings: hotels, restaurants, private clubs, health spas, resorts;
- explain the importance of listening to a client’s
complaints and rectifying the situation;
- solve problems and help customers when problems arise;
- identify potential problems that may arise in the following
types of tourism operations: hotels, resorts, restaurants, private clubs,
health spas, outdoor settings.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- promote a variety of activities and events in the tourism industry
effectively;
- plan and implement an event or an activity associated with
tourism;
- explain the management strategies and processes of a variety of
tourism activities.
Specific Expectations |
Event/Activity Design and Implementation
By the end of this course, students will:
- describe the importance of special events for the community;
- identify ways of encouraging employees to promote products
and services;
- describe and design marketing strategies for the promotion
of a product, service, or activity related to tourism;
- design a successful action plan to promote an activity or an
event;
- design, plan, and implement effectively a tourism activity
or event, keeping in mind the specific needs of the target clientele;
- explain the success of an event or activity in relation to
its action plan and make recommendations for improvement.
Management Strategies and Processes
By the end of this course, students will:
- conduct an accurate financial analysis for a tourism
activity and identify its implications;
- produce an effective impact analysis of different management
styles in various tourism situations;
- describe strategies to manage high-risk tourism activities;
- identify the principles and responsibilities of tourism
management;
- design and construct an effective tourism market survey;
- use computer technology to design and implement tourism
events or activities (e.g., promotion, record keeping, forecasting).
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the impact of the tourism industry on the environment and
the economy in general;
- identify methods to enhance the performance of the tourism
industry;
- identify health and safety standards for the tourism industry;
- describe career opportunities in the tourism industry;
- identify the individual personality traits and skills that lend
themselves to a career in tourism.
Specific Expectations |
Environmental and Economic Impacts
By the end of this course, students will:
- describe the growth of and changes in the tourism industry;
- explain the need to organize events for communities and the
advantages of doing so;
- identify the potential for recreational tourism in the
community;
- describe the responsibility of the tourism industry to use
natural resources and the environment wisely;
- identify different modes of transportation used in the
tourism industry and their economic and environmental impact;
- describe the role of computer technology in the tourism
industry, as well as its economic impact on the industry;
- identify the impacts of the eight sectors of the tourism
industry on the national, provincial, and local economies.
Health and Safety Factors
By the end of this course, students will:
- explain the impact of health and safety regulations related
to the tourism industry;
- apply health and safety laws and regulations in the planning
and implementation of events and activities.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify available careers in the tourism industry and the
education and training required for each;
- identify trends in the industry and their impact on job
creation;
- determine whether their interests, skills, and attitudes
suit a career in a tourism occupation;
- describe possible career paths in the tourism industry.
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Hospitality and Tourism, Grade 12, Workplace Preparation
(TFH4E)
This course focuses on advanced food preparation and presentation
skills; event and activity planning; the equipment and facilities used in the
hospitality and tourism industry; and tourist attractions. Students will study
the nutritional value of foods, plan menus and recipes, develop management
techniques, design and implement an event, and learn effective communication
skills. They will also explore careers, the impact of the hospitality and
tourism industry on society and the environment, and health and safety
standards in the workplace.
Prerequisite: Hospitality and Tourism, Grade 11, Workplace
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of the importance of tourism at the
local, provincial, national, and global level;
- explain the importance of each of the eight sectors of the
hospitality and tourism industry – accommodation, adventure
tourism/recreation, food and beverage, transportation, travel trade, events and
conferences, attractions, and tourism services;
- explain the importance and value of nutrients in food products;
- describe a variety of tourism attractions and their physical
layouts or plants;
- identify the equipment and facilities used in the hospitality and
tourism industry.
Specific Expectations |
Tourism Sectors and Services
By the end of this course, students will:
- describe the importance and impact of tourism at the local,
provincial, national, and global level;
- describe the importance of the attractions and adventure
tourism/recreation (e.g., ecotourism) sectors of the tourism industry;
- identify international tourism facilities and world-renowned
landmarks;
- describe the impact of the hospitality and tourism industry
on transportation;
- explain the economic value of tourist attractions;
- identify components of the tourism services sector of the
tourism industry;
- explain the relationship of the accommodation sector to
others sectors of the tourism industry;
- describe various roles of the travel trade sector in the
tourism industry;
- identify demands made by the events and conferences sector
of the tourism industry on the rest of the industry;
- describe the link between geographic regions and the tourism
industry;
- identify the various national and provincial associations
that support tourism activities.
Nutrition
By the end of this course, students will:
- describe the nutritional value of a variety of food
products;
- describe various food processing techniques and their
effects on nutritional values;
- identify the differences between organically grown fruits
and vegetables and those grown using chemical additives;
- explain the effect of dietary supplements in meat
production.
Equipment and Facilities
By the end of this course, students will:
- describe the equipment needed to operate a restaurant;
- identify the characteristics of different types of
facilities (e.g., health spa, hotel, resort, bed and breakfast operation,
country club);
- explain the importance of community buildings and describe
ways to use them for hospitality and tourism purposes;
- describe how a variety of outdoor equipment is used in the
hospitality and tourism industry.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- design and manage a school or community activity or fund raiser;
- use advanced product preparation and presentation skills to plan
and prepare menus;
- handle and store foods safely and hygienically;
- use management techniques to complete a variety of tasks;
- identify various communication strategies to ensure customer
service.
Specific Expectations |
Event/Activity Planning
By the end of this course, students will:
- design, plan, and implement an activity or fund raiser for
the school or the community (e.g., a Community Connection Day);
- explain the success of an activity or fund raiser in
relation to its action plan and make recommendations for improvement;
- effectively use a variety of software applications in the
planning, promotion, and realization of an activity or fund raiser.
Product Preparation and Presentation
By the end of this course, students will:
- prepare, present, and serve a variety of food products;
- prepare correctly various types of beverages;
- prepare complex recipes accurately using available
ingredients;
- describe a variety of recipe structures;
- perform accurate measurements, metric conversions, and
calculations of yield for various types of recipes;
- prepare a variety of recipes in accordance with culinary
traditions.
Handling of Foods
By the end of this course, students will:
- describe personal hygiene practices;
- perform food handling, serving, and storage techniques that
conform with health and safety standards;
- explain food storage practices and inventory procedures;
- manage inventory effectively and use correct purchasing
techniques.
Management Techniques and Customer Service Standards
By the end of this course, students will:
- use time management and teamwork skills to plan and manage a
variety of events and activities;
- describe effective customer service techniques for a variety
of settings;
- explain the need for sensitivity in responding to client
needs;
- use software programs to improve customer service.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe the impact of the hospitality and tourism industry on the
environment and the economy;
- identify health and safety standards for the hospitality and
tourism industry;
- describe career opportunities and the education and training
required for each;
- identify the individual personality traits and skills that lend
themselves to a career in tourism.
Specific Expectations |
Environmental and Economic Impacts
By the end of this course, students will:
- describe the effects of pollution on the tourism and
hospitality industry;
- identify the impact that the industry has on the
environment;
- describe ways in which the tourism industry affects social
behaviour;
- explain how the eight sectors of the tourism industry affect
the national, provincial, and local economies;
- describe the industry associations and explain their
importance to the development of strong local and provincial economies.
Health and Safety Factors
By the end of this course, students will:
- describe food-borne illnesses and ways to avoid
contamination;
- identify solutions for health and safety problems;
- describe and, where appropriate, apply health and safety
standards, codes, and legislation;
- explain ways to meet health and safety requirements in
various settings of the hospitality and tourism industry.
Education, Training, and Career Opportunities
By the end of this course, students will:
- outline job opportunities and educational requirements for
careers in the hospitality and tourism industry;
- identify the lifestyle and personal choices that can
accompany a career in tourism (e.g., shift work, seasonal work);
- explain the importance of employability skills and attitudes
to success in the tourism industry;
- describe the skills and attitudes required for careers in
the hospitality and tourism industry;
- determine whether their interests, skills, and attitudes
suit a career in a tourism occupation;
- describe possible career paths in the tourism industry.
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Manufacturing Technology |
Overview
Manufacturing is the transformation of materials into products to meet
human needs and wants. In today’s global economy, manufacturing is the
foundation of a nation’s wealth and power. These courses provide students
with opportunities to acquire the knowledge and skills needed to understand,
use, and manage manufacturing systems. They will also help students understand
the role of manufacturing technology in our economy; its relationship to other
economic sectors; and its effects on people, society, and the environment.
Their study of manufacturing technology will prepare students for change and
for making critical decisions regarding the future.
Note: Working with wood as a material, other than in building
construction, can be one of the areas of application in the manufacturing
courses.
Manufacturing Engineering Technology, Grade 11, College
Preparation (TMJ3C)
This course focuses on design principles; electronic, pneumatic, and
hydraulic control systems; and traditional and advanced manufacturing
processes. Students will solve problems and make the critical decisions
necessary to develop efficient production systems. They will also study the
broad range of career opportunities available in the manufacturing sector and
their educational requirements, and will research the scope of the
manufacturing industry and the impact of its products on individuals, society,
and the environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in manufacturing
technology;
- identify appropriate materials and processes to produce products
to meet human needs and wants;
- describe the production process required to develop a product;
- evaluate the types of control systems used in production processes
and products.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of manufacturing technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Materials and Production Processes
By the end of this course, students will:
- identify destructive and non-destructive tests to evaluate
material choice;
- evaluate material properties using computers and report the
results;
- investigate and evaluate the following materials before
choosing the most appropriate materials for a product: metals (ferrous and
non-ferrous), polymers (e.g., natural – wood, cellulose; synthetic –
plastics), ceramics (e.g., clay, glass, oxides, cement, carbides), composites
(e.g., filler, particle, laminate, flake, fibre), and natural materials;
- describe the conditioning processes that change a
material’s physical and mechanical characteristics and properties;
- explain the three methods of conditioning materials: thermal
conditioning, chemical conditioning, and mechanical conditioning;
- identify semiconductor devices, numeric controls, digital
electronic devices, pneumatic and hydraulic devices and controls, and
electrochemical devices, and describe how they are used in the production
process.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- effectively plan, organize, direct, and control various
manufacturing activities;
- use current technology and production skills in the development of
a process or a product;
- operate a manufacturing system and analyse the efficiency of the
system;
- use effective techniques to model and communicate product ideas,
materials, and specifications;
- use mathematical and language skills effectively and apply
technological systems and scientific principles to design material processing
and management systems.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- develop systems for production, marketing, personnel, and
financial control;
- use computers to help develop, operate, and control systems;
- apply the concepts of work flow, products per period of
time, and defect rate when analysing and testing the efficiency of a production
line;
- use appropriate techniques to sketch solutions to scale
showing orthographic and isometric views;
- use appropriate techniques to mock up or model potential
solutions to challenges;
- select and use appropriate software in the development of
marketing strategies.
Technology and Production Skills
By the end of this course, the students will:
- use a wide variety of appropriate hand and machine tool
skills in the assembly or fabrication of a product or manufacturing process;
- choose the most appropriate production method by conducting
a test run in the manufacture of a product or process;
- analyse and explain the results of producing products in a
particular manufacturing process;
- modify particular operations and tooling to improve the
manufacturing process.
Quality Control Skills
By the end of this course, students will:
- use a number of quality control processes when fabricating
products;
- design and implement inventory and production control
systems;
- use quality control methods such as statistical process
control to monitor the efficiency of manufacturing processes, and record
results using spreadsheets.
Communication Skills
By the end of this course, students will:
- create process control charts that clearly outline the
stages of the production process;
- use detailed working drawings and assembly drawings to
depict the components of the product or process;
- develop a bill of material that indicates the specifications
and quantity of a particular part of the product or process;
- conduct an accurate cost analysis of the final product or
process;
- develop appropriate engineering drawings using a
computer-aided drawing program;
- develop engineering reports that communicate the specifics
of the product or process;
- prepare and present effective oral reports on the product or
process.
Interdisciplinary Applications
By the end of this course, students will:
- explain the technological systems approach and how it
relates to manufacturing: inputs (materials, labour, capital), processes
(material processing), and outputs (for industry or the consumer market);
- apply mathematical skills in spreadsheet analysis to measure
to close tolerances machining speeds and production rates per unit of time and
to control inventory, costs, quality, and sampling;
- explain how science or scientific principles or practices
apply to material selection and specifications, energy consumption, worker
fatigue, material processing, and the design of ergonomically appropriate
products that accommodate the human form;
- use appropriate language in flow charts, operation and
inspections charts, job descriptions, formal presentations, bills of material,
and lists of tooling requirements or materials for quality control
programs.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- demonstrate an ability to make informed decisions concerning the
social, economic, and environmental consequences and impact of the
manufacturing sector;
- demonstrate the exemplary practices that are essential to safe
work environments and practices;
- identify the role of health and safety legislation in
manufacturing technology programs in schools and in the manufacturing sector;
- describe the career opportunities in manufacturing engineering.
Specific Expectations |
Impacts
By the end of this course, students will:
- describe the social and economic consequences of
manufacturing activity for individuals and for society;
- describe the impact of manufacturing activity on the
environment and identify a variety of materials, processes, and waste
management methods to minimize negative impact.
Safety and Legislation
By the end of this course, students will:
- apply safe work practices in performing
manufacturing-related processes;
- identify potential hazards in their workplace by conducting
safety audits and inspections;
- describe specific components of the Occupational Health and
Safety Act and the actions required on their part to adhere to the act;
- describe the Workplace Hazardous Materials Information
System (WHMIS ) and explain the importance of consulting material safety data
sheets (MSDS) whenever appropriate;
- recognize the meaning of the hazard labels associated with
WHMIS.
Education, Training, and Career Opportunities
By the end of this course, students will:
- describe the scope of career opportunities within the
manufacturing sector;
- identify the specific educational and training requirements
necessary for careers in the manufacturing sector;
- describe career programs such as cooperative education and
the Ontario Youth Apprenticeship Program (OYAP);
- distinguish among the careers of technician, technologist,
and engineer and identify the education required for each.
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Manufacturing Technology, Grade 11, Workplace Preparation
(TMJ3E)
This course helps familiarize students with the broad range of career
opportunities within the manufacturing sector. Students will acquire design and
fabrication skills using a variety of materials, tools, equipment, and
processes, and will construct products that adhere to design specifications and
meet quality control standards. In addition to developing employability and
technical skills, students will develop an understanding of the impact of the
manufacturing sector on consumers, society, and the environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in manufacturing
technology;
- identify the physical and mechanical characteristics of the
materials and processes required to produce a product or process;
- explain the four material conversions: separation of materials
(e.g., cutting), addition of materials (e.g., welding), contour changes of
materials (e.g., forming), and internal changes of materials (e.g., heat
treatment to harden, anneal, normalize).
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of manufacturing technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Materials and Production Processes
By the end of this course, students will:
- identify the physical, mechanical, thermal, chemical,
electrical, magnetic, optical, and acoustical properties of materials;
- describe the following physical properties of materials:
appearance, density, moisture, content, porosity, size, surface texture,
weight;
- describe the following mechanical properties of materials:
brittleness, compression, ductility, elasticity, fatigue, hardness, impact,
plasticity, shear, torsion, tensility;
- explain the following material conversions: the separation
process (converting a material’s size and shape by removing excess
material), the addition process (combining materials to achieve enhanced
qualities such as in alloys), the process of making changes to contours
(assembling materials by such means as gluing, mixing, fastening, bonding, and
welding), the process of making internal changes (thermal, chemical, or
mechanical conditioning);
- identify the factors that affect material selection;
- describe the different forms and characteristics of wood and
wood composites, metals and alloys, plastics, earth materials, and composites;
- describe the advantages of using a variety of materials,
such as different species of woods, metals and alloys, plastics, earth
materials, and composite materials.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- function effectively as individuals and as members of a
cooperative team to produce a product;
- use current technology and production skills in the development of
a product;
- identify and choose the most appropriate power and control systems
to develop a product;
- communicate project ideas effectively using engineering drawings
and reports;
- use mathematical and language skills effectively and apply
technological systems and scientific principles to construct products that
adhere to design specifications and meet quality control standards.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- use effective brainstorming techniques to develop the best
solution to a manufacturing challenge;
- use appropriate techniques to sketch solutions to scale
showing orthographic and isometric views;
- use appropriate techniques to model and communicate product
ideas, materials, and specifications;
- develop an operational plan for drawing procedures and
production methods.
Technology and Production Skills
By the end of this course, students will:
- determine and convert drawing dimensions from metric units
to imperial units, from imperial units to metric units, and from fractions to
decimals so that the information corresponds to the demands of the particular
manufacturing product or process;
- solve problems involving geometric calculations and
algebraic equations; calculate perimeters, volumes, and area; and consult
charts, tables, and reference books to determine the best manufacturing
process;
- use the most appropriate material for a particular product
by considering the intended use, customer specifications, quality control
processes, and the environment that the product will be subjected to;
- explain the principles of dimensional metrology (precision
measurement methods) and apply them to manufacturing processes;
- identify and use appropriate bench work techniques to lay
out, fit, and assemble work pieces;
- read and interpret engineering drawings, visualize
three-dimensional objects, sectionalize the drawings, and convert drawing
dimensions;
- identify the appropriate machine or hand tools for specific
tasks and then use them correctly and safely;
- maintain in good working order the machines and hand tools
used in the production process;
- identify appropriate storage requirements for machine and
hand tools used in the production process;
- use effectively a variety of power and control systems
(e.g., pneumatic, hydraulic, and mechanical);
- program and use numerical control (NC) and computer
numerical control (CNC) equipment.
Quality Control Skills
By the end of this course, students will:
- use a number of quality control processes when making
products;
- design and use inventory and production control systems;
- use quality control methods (e.g., statistical process
control) correctly and monitor the efficiency of the process using tools such
as spreadsheets.
Communication Skills
By the end of this course, students will:
- produce process control charts that clearly outline the
stages of the production process;
- prepare detailed working drawings and assembly drawings that
depict the components of a product or process;
- develop a bill of material that indicates the specifications
and quantity of a particular part of a product or process;
- conduct an accurate cost analysis of the final product or
process;
- develop effective engineering drawings using a
computer-aided drawing program;
- produce effective oral and written reports on the product or
process.
Interdisciplinary Applications
By the end of this course, students will:
- apply mathematics (including algebra, geometry, and
trigonometry) to work with integers, to order operations, to work with decimals
and fractions, to make percent/decimal/fraction conversions, and to make
imperial and metric conversions – all within the context of manufacturing
design and production;
- apply scientific principles related to such areas as
properties and states of matter, energy, force, Newton’s laws of motion,
simple machines, mechanical advantage, and basic electrical theory – all
within the context of manufacturing design and production;
- use appropriate language in technical manuals, reports, and
presentations.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the environmental impact of using particular materials and
processes when making products;
- identify pertinent legislation and practices related to safety;
- describe the career opportunities available in the manufacturing
sector immediately on graduation;
- identify the employability skills required to be successful in the
workplace;
- effectively implement safe work practices in the workplace.
Specific Expectations |
Impacts
By the end of this course, students will:
- explain the importance of the proper disposal of waste
products;
- explain the benefits of using environmentally friendly
products in the manufacturing process.
Safety and Legislation
By the end of this course, students will:
- implement safe work practices (e.g., correct machine set-up,
operational safety procedures) when performing tasks in the manufacturing
process;
- use all required protective clothing and gear (e.g., for
eye, ear, hand, head, foot, and respiratory protection);
- identify the specific components of the Occupational Health
and Safety Act (OHSA) that relate to a manufacturing technology program;
- use material safety data sheets (MSDS) from the Workplace
Hazardous Materials Information System (WHMIS) when handling materials.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify apprenticeship and training opportunities available
in the manufacturing sector prior to or immediately following graduation, as
well as their admission and training requirements;
- explain the important role that employability skills play in
achieving success in the workplace.
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Manufacturing Engineering Technology, Grade 12, College
Preparation (TMJ4C)
This course focuses on advanced manufacturing and engineering, and
provides students with an opportunity to develop specialized knowledge and
skills used in sophisticated production processes. Students will solve
problems; make the decisions necessary to develop a product for manufacture;
and examine production methods, quality control systems, and environmental and
societal impacts.
Prerequisite: Manufacturing Engineering Technology, Grade 11,
College Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in manufacturing
technology;
- describe the five major areas of a manufacturing process: research
and development, production, marketing, industrial relations, and financial
affairs;
- analyse and describe products and services in terms of their
intended specifications, using the design process;
- describe how to optimize production systems by improving material
flow, process layout, product layout, and quality control;
- explain the use of electronic, pneumatic, hydraulic, and
mechanical control systems in the manufacturing process.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of manufacturing technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Materials and Production Processes
By the end of this course, students will:
- explain the activities associated with research and
development: discovery, development, and making specifications for improving
products;
- describe the activities associated with marketing:
identifying the potential market, promotion, sales, and distribution;
- explain the activities associated with industrial relations:
recruiting, selecting, and training the work force;
- describe how a company conducts its financial affairs (i.e.,
how it raises and controls its money);
- use reverse engineering to explain existing products or
processes in terms of function and cost;
- explain the use of a variety of electronic, pneumatic,
hydraulic, mechanical, or computer control systems to control and automate
projects and processes;
- explain how manufacturing systems and products are designed
according to quality assurance standards;
- describe the three types of production systems: custom
(e.g., “one-offs”), line production (e.g., assembly line), and
continuous (e.g., automated);
- explain the factors associated with human costs (e.g.,
labour-intensive manufacturing, capital-intensive manufacturing, and the best
use of unskilled, semiskilled, and skilled labour).
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- set up and function in an effective manufacturing enterprise;
- manage quality in a quality assurance program, using the three
managerial processes – quality planning, quality control, and quality
improvement;
- communicate effectively in the manufacturing sector using a
variety of means;
- use mathematics and language skills and apply technological
systems and scientific principles to design and fabricate a sophisticated
product or manufacturing system.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- set up a manufacturing enterprise, on a small scale or using
a simulation, incorporating the five major areas of activity: research and
development, production, marketing, industrial relations, and financial
affairs;
- function in one or more areas of activity and execute the
four typical functions of management – planning (setting goals and a
course of action), organizing (structuring the job into manageable tasks),
directing (assigning tasks and supervising their completion), and controlling
(comparing results against the outlined plan) – to develop a product, on a
small scale or using a simulation.
Technology and Production Skills
By the end of this course, students will:
- use computers to develop, operate, and control systems
(e.g., for inventory or quality control);
- conduct pilot runs, analyse results, and modify operations,
systems, and tooling as necessary;
- use bar coding and spreadsheets to monitor inventory;
- assemble power control and automation systems to meet the
design criteria;
- choose suitable materials and processes for forming and
fabricating products.
Quality Control Skills
By the end of this course, students will:
- develop products and processes required to meet customer
needs using the following steps: determine who the customers are, determine
their needs, design a product that responds to these needs, develop processes
that can produce the product features, and transfer the resulting plans to the
operating process;
- execute the following control steps: evaluate actual quality
performance, compare actual performance to quality goals, and act on the
differences;
- raise quality performance using the following steps:
establish the infrastructure needed to secure quality improvement; identify
specific areas for improvement; establish a project team with a clear
responsibility for bringing the project to a successful conclusion; and provide
the resources, motivation, and training that the team requires.
Communication Skills
By the end of this course, students will:
- develop an effective line organization chart of a student
manufacturing enterprise in a school manufacturing facility;
- develop an appropriate flow chart for the major areas of
activity in the student manufacturing enterprise;
- generate effective product specifications through
engineering drawings, sketches, and reports;
- present an effective proposal related to the establishment
of an enterprise.
Interdisciplinary Applications
By the end of this course, students will,
- apply mathematical skills in spreadsheet analysis to
calculate production rates to close tolerances; to control inventory, costs,
quality, and sampling; and to establish speeds;
- explain how science or scientific principles or practices
are applied to material selection and specifications, energy consumption,
worker fatigue, material processing, speed, force, and ergonomics;
- use language appropriately in flow charts, operations and
inspections charts, job descriptions, lists of tooling requirements,
quality-control program materials, worker training, formal presentations, and
bills of material;
- apply the technological systems approach to their
enterprise, taking each of the following into consideration: inputs – all
the resources needed to accomplish the goals of the system (e.g., people,
knowledge, materials, energy, finance, capital); process – the scheme of
purposeful actions and practices that make up the technical aspects of the
system; outputs – the goal or ends to which all inputs and processes are
applied; and feedback – the mechanisms that provide preferred direction
for the system.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- demonstrate the knowledge required to make informed decisions
concerning the social, environmental, and economic consequences and impact of
the manufacturing sector;
- evaluate and implement safe work practices in performing
manufacturing-related tasks;
- identify the role of health and safety legislation in
manufacturing technology programs in schools and in the manufacturing sector;
- describe the postsecondary programs associated with the
manufacturing sector and evaluate the appropriateness of the programs to their
career plans.
Specific Expectations |
Impacts
By the end of this course, students will:
- identify potential consequences of specific manufacturing
activities for the individual and for society, and formulate potential
alternatives to minimize harmful consequences;
- describe the negative impact of manufacturing activities on
the environment and identify a variety of materials, processes, and waste
management methods to reduce that impact;
- explain the economic impact of the manufacturing sector for
the local community, the province, and the nation.
Safety and Legislation
By the end of this course, students will:
- use safe work practices and model the most appropriate
method for a particular operation;
- develop and conduct safety audits and inspections of the
school manufacturing facility and implement a plan to address any deficiencies;
- develop an effective emergency action plan for the school
manufacturing facility;
- analyse the Occupational Health and Safety Act (OHSA) and
implement the parts of it that relate specifically to the school manufacturing
facility;
- identify the issues addressed in the Workplace Hazardous
Materials Information System (WHMIS).
Education, Training, and Career Opportunities
By the end of this course, students will:
- demonstrate a knowledge of career activities within the
manufacturing sector (e.g., management, marketing, finance, production, quality
control, engineering);
- demonstrate a knowledge of postsecondary programs associated
with the manufacturing sector and evaluate the appropriateness of the programs
to their career plans;
- demonstrate an understanding of their own strengths and
limitations in preparation for careers in the manufacturing sector.
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Manufacturing Technology, Grade 12, Workplace Preparation
(TMJ4E)
This course focuses on drafting and design, machining, welding,
computer numerical control (CNC), computer-assisted machining (CAM), motor
control, hydraulic control, pneumatic control, and computer control. Students
will use sophisticated design and manufacturing systems to design and fabricate
tooling, to program CNC equipment, and to design and build solutions to
technological challenges in manufacturing.
Prerequisite: Manufacturing Technology, Grade 11, Workplace
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in manufacturing
technology;
- interpret engineering drawings, specifications, and related
materials when determining and planning a manufacturing process;
- identify the tools, materials, processes, and technical concepts
involved in the manufacture of a product or the development of a production
process.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how a human need or want can be met through a new or
improved product;
- apply the following steps of the design process to solve a
variety of manufacturing technology problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution;
- interpret and work with engineering drawings,
appropriate reference materials, conversion charts and tables, and material-
and product-related specifications when determining and planning a
manufacturing process.
Materials and Production Processes
By the end of this course, students will:
- analyse the properties of materials in terms of
functionality, cost effectiveness, customer expectations, and availability;
- select tools, machinery, materials, and processes that best
accommodate production runs;
- describe the factors that affect material selection,
including the properties of the material, the projected applications for the
material, and the forces that will be exerted on the material.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- work as effective members of a team;
- use current technology and a variety of manufacturing processes to
meet product specifications;
- produce products or services that adhere to quality control
standards;
- use effective communication techniques to work with others and to
communicate product ideas, materials, and specifications;
- use mathematical and language skills effectively and apply
technological systems and scientific principles to design and fabricate tooling
and to build solutions to a variety of manufacturing challenges.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- demonstrate the following skills: accepting responsibility,
delegating tasks when appropriate, using effective communication and conflict
resolution skills and effective time management and goal-setting techniques;
- develop bills of material and plans of operation to
communicate satisfactorily the production materials used and the methods and
order of operations.
Technology and Production Skills
By the end of this course, students will:
- use the following processes effectively: casting and
moulding, conditioning (e.g., metal treatment), coating and plating, separating
(e.g., cutting), forming, assembling, and finishing;
- program and use numerical control (NC) and computer
numerical control (CNC) equipment;
- use current technology and production skills safely in the
development of a product or process (e.g., saws, drills, lathes, mills,
planers, jointers, grinders, NC, CNC);
- lay out patterns to minimize waste of materials;
- identify, select, and use the most appropriate tools,
machines, and processes when fabricating a product or process;
- maintain in good order machines and hand tools used in the
production process;
- design and produce appropriate storage systems for hand and
machine tools;
- modify and adapt machine tools safely to allow for a variety
of uses;
- install the power and control systems required by project
specifications.
Quality Control Skills
By the end of this course, students will:
- inspect incoming materials, monitor production processes,
and inspect finished products;
- select and use measurement instruments and checking devices
to ensure accuracy;
- conduct a final inspection process and report thoroughly on
the attributes of the product with reference to industry standards;
- design and use inventory and production control systems;
- explain the data from statistical process control (SPC)
systems and adjust the production process accordingly.
Communication Skills
By the end of this course, students will:
- communicate product specifications effectively through
engineering drawings;
- create and interpret detailed working drawings using
computer-assisted design programs (CAD) and computer-assisted machining
programs (CAM);
- communicate clearly to identify order of operations;
availability of tools, parts, and equipment; scheduling requirements; and other
information needed to plan and prepare for the fabrication process;
- develop and present effective written and oral reports on
products and production methods;
- produce appropriate production flow charts for managing
product design and fabrication.
Interdisciplinary Applications
By the end of this course, students will:
- demonstrate an ability, in the context of manufacturing
design and production, to perform geometric calculations and functions; to
calculate perimeters, areas, and volumes; to convert drawing dimensions from
metric to imperial units of measurement; and to interpret and use charts and
tables effectively.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- evaluate any negative environmental impact of specific products
and processes and recommend alternative methods and materials to reduce the
impact;
- develop and conduct safety audits and inspections of the school
manufacturing facility and implement a plan to address any deficiencies;
- describe the Occupational Health and Safety Act (OHSA) and
identify its implications for the school manufacturing facility and for their
workplace;
- identify the career opportunities available through
apprenticeships or other training programs and assess their own aptitude for
such opportunities;
- demonstrate the employability skills required for success in the
workplace.
Specific Expectations |
Impacts
By the end of this course, students will:
- evaluate any negative impact of the manufacturing process on
the environment and suggest environmentally friendly alternatives that could be
substituted for existing materials or manufacturing methods;
- recommend an effective process for collecting and recycling
materials and fluids;
- handle waste products effectively and be able to implement
an emergency action plan in the event of a minor spill.
Safety and Legislation
By the end of this course, students will:
- use safe work practices in the manufacturing program;
- demonstrate good housekeeping practices in the work
environment by cleaning up spills and leaks, keeping areas clean and clear of
obstructions, and sorting tools and equipment so that the potential for an
accident or injury is minimized;
- develop comprehensive safety checklists for machine tools
and operations;
- use all required protective clothing and gear (e.g., eye,
ear, hand, head, foot, and respiratory protectors);
- identify components of the Occupational Health and Safety
Act (OHSA) that relate to specific machine tools and operations used in the
school manufacturing facility.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify the wide range of career opportunities available in
the manufacturing sector;
- identify the training required to enter apprenticeships for
different careers in the manufacturing sector;
- describe the employability skills identified by the
Conference Board of Canada.
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Technological Design |
Overview
To look at a skyscraper, a powerful automobile, a robotic assembly
line, or a bridge linking two shores is to see the work of a technical
designer. A designer’s role is to apply knowledge of materials,
mathematics, trends, and fabrication methods to formulate or innovate products,
services, and methods. The technologies and processes used to create design
solutions may include both traditional and computer-based drawing methods and
models, animations and simulations, and displays.
Technological design education focuses on the practical application of
the principles of design, engineering, and architecture to promote solutions to
challenges in communications, manufacturing, electronics, transportation, and
architecture. Students will develop the analytic skills required to determine
user needs, to generate many solutions, and to select the most suitable one.
They will also acquire the communication skills needed to present the solution
in the form of technical drawings, models, reports, and displays; the technical
skills required to perform engineering and scientific tests and analyses; and
the evaluation skills needed to compare the chosen solution to the original
problem.
Note: Furniture design can be included as one of the areas of
application in technological design courses.
Technological Design, Grade 11, University/College Preparation
(TDJ3M)
This course provides students with opportunities to apply the
principles of technological design to challenges in communications,
manufacturing, electronics, transportation, architecture, industrial and
consumer products, health and safety equipment, and environmental services.
Students will identify user needs, estimate labour and material costs, analyse
material characteristics, and illustrate design solutions, using traditional
and computer-based methods. They will also acquire the basic design skills
required for postsecondary studies in engineering, manufacturing, architecture,
and construction.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- use the design process to create products or services based on an
analysis of consumer needs and market requirements;
- follow Canadian Standards Association (CSA) drawing practices
(e.g., using standardized symbols; orthographic projection; and applicable
codes such as the Ontario Building Code, the Electrical Safety Code, and
municipal by-laws) when creating drawings;
- describe manufacturing and construction processes used in
industry;
- describe the significance of the components contained in a
technical report;
- determine project criteria and evaluate solutions to decide how
well the criteria have been met.
Specific Expectations |
Planning
By the end of this course, students will:
- evaluate consumer needs and expectations in relation to a
specific product;
- evaluate the suitability of materials to meet the project
criteria based on the materials’ properties and costs, and on the
manufacturing methods being used;
- describe manufacturing processes used in engineering;
- describe construction processes used in architectural
technology.
Preparing Designs
By the end of this course, students will:
- apply the design process to develop solutions for a
particular product or service;
- create technical drawings that reflect appropriate line
type, weight, and density;
- use technical illustrations, drafting, computer graphics,
and models to present ideas and solutions.
Evaluating and Documenting Designs
By the end of this course, students will:
- identify, in technical reports, factors (e.g., materials,
fabrication methods, trends, costs, ergonomics, alternative solutions) that
influence design decisions for a particular product;
- evaluate solutions to ensure that project criteria are
met.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- follow drafting conventions to produce technical drawings;
- analyse the physical characteristics of common building and
manufacturing materials proposed for a design solution;
- produce technical reports and design briefs that follow a
prescribed format;
- estimate the materials, fabrication, and labour costs associated
with a project;
- build effective models and prototypes.
Specific Expectations |
Planning
By the end of this course, students will:
- create effective design briefs that outline consumer needs
and any other requirements or limitations that will affect the design solution;
- produce technical reports that follow a prescribed format;
- identify materials for particular projects based on desired
physical properties using technical reference material such as
Machinery’s Handbook, Sweet’s Catalogue, or Architectural
Graphics Standards;
- determine whether proposed materials are suitable for a
specific product;
- write effective technical reports that include sections such
as the following: Design Brief, Criteria and Constraints, Idea Development,
Planning, Design Analysis, Evaluation, Design Solution, Product Description.
Preparing Designs
By the end of this course, students will:
- create accurate drawings (e.g., floor plans, perspectives
and elevation views, section and assembly drawings) using both traditional
(drafting board) and computer-based methods;
- estimate the costs of materials and fabrication methods for
particular projects by performing quantity take-offs;
- fabricate models and prototypes following standard safety
procedures.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- identify concerns related to technical design, such as product
safety, durability, costs, choice of materials, and ergonomics;
- identify actions that can be taken in response to environmental
concerns;
- describe liability issues that necessitate the inclusion of safety
features in a product’s design;
- follow safe operating procedures for tools and materials;
- identify a variety of careers in engineering, architecture, or
industrial design and the educational requirements for each.
Specific Expectations |
Design Impacts
By the end of this course, students will:
- describe problems caused by improper or inadequate design;
- identify existing products that could be improved and
explain problems in these products that resulted from inadequate design.
Environmental and Safety Issues
By the end of this course, students will:
- explain different methods of handling materials and waste
generated by the construction or manufacturing industries;
- describe safety issues, constraints, or legislation that
would affect the design of a particular project and explain how these
restrictions would affect design documentation and drawings;
- handle materials and tools safely.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify a variety of careers in engineering, architecture,
or industrial design;
- identify the educational and other requirements for a career
in engineering or architecture that is related to technological design.
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Technological Design, Grade 11, Workplace Preparation
(TDJ3E)
This course provides students with opportunities to apply the
principles of basic design to technological challenges in industry,
engineering, architecture, manufacturing, and graphics. Students will develop
problem-solving and design skills through the use of technical drawings and
illustrations, model building, testing, and marketing. They will also become
aware of consumer, business, and environmental issues in the creation and
marketing of products or services, and the educational requirements of
design-related careers.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of how the design process is used to
create products or services for the marketplace;
- create effective technical drawings using standardized drawing
practices;
- determine appropriate solutions to design problems;
- describe manufacturing and construction materials and techniques
related to their projects;
- write effective technical reports that follow a conventional
format.
Specific Expectations |
Planning
By the end of this course, students will:
- describe user requirements, design criteria, and ways of
developing and testing solutions;
- justify design decisions that involve alternative
approaches;
- describe the historical development of a variety of designed
products and services.
Preparing Designs
By the end of this course, students will:
- use technical illustrations, drafting, computer graphics,
and models to present ideas and solutions effectively;
- describe materials that are appropriate for the manufacture
or construction of given projects;
- describe appropriate methods of manufacture or construction
for given projects.
Evaluating and Documenting Designs
By the end of this course, students will:
- write reports summarizing how the criteria and constraints
influenced a particular design decision;
- evaluate solutions based on given design criteria.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- illustrate their design solutions effectively using a variety of
technical drawing methods that conform to industry drafting conventions;
- fabricate projects or displays using hand and power tools safely;
- write effective design briefs and technical reports;
- evaluate solutions against design criteria.
Specific Expectations |
Preparing Designs
By the end of this course, students will:
- draw appropriate technical illustrations using
industry-standard practices, including lettering techniques, scales, and
symbols;
- produce correct orthographic or pictorial technical drawings
(e.g., floor plans, perspectives and elevation views, section and assembly
drawings) using traditional or computer-based methods;
- fabricate models and prototypes for analysis and testing
using standard safety procedures;
- create displays of the finished products using computer
graphics, posters, or multimedia productions.
Evaluating and Documenting Designs
By the end of this course, students will:
- produce appropriate design briefs based on their analysis of
user needs and on consumer product research;
- prepare technical reports documenting the design process and
proposed solution;
- evaluate design solutions to determine how well they suit
the design criteria.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- identify factors that must be considered when designing for the
consumer marketplace (e.g., costs, materials, safety, durability);
- identify environmental concerns related to the development, use,
and disposal of manufactured goods;
- use tools and materials safely to fabricate products;
- describe design-related careers and their educational
requirements.
Specific Expectations |
Design Impacts
By the end of this course, students will:
- assess project solutions in terms of safety, ergonomics, and
efficiency;
- identify design issues, such as production costs,
instructional materials for assembly and use, special design needs related to
controls and instrumentation, safety issues in handling products, and product
durability;
- describe problems that can result from improper design.
Environmental and Safety Issues
By the end of this course, students will:
- identify alternative environmentally friendly materials that
could be used to produce specific products;
- explain various methods of handling materials and reducing
waste;
- handle tools and materials safely.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify a variety of design-related careers;
- identify the educational and training requirements for
careers related to technological design.
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Technological Design, Grade 12, University/College Preparation
(TDJ4M)
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
or commercial architecture, industrial engineering, and manufacturing. They
will also examine the educational requirements of a technical
design–related career in engineering, architecture, or industrial
design.
Prerequisite: Technological Design, Grade 11,
University/College Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply engineering principles and appropriate formulas to design
work;
- demonstrate the ability to interpret technical reference materials
and test data;
- describe manufacturing or construction techniques used in
architecture, engineering, or industrial design;
- solve engineering problems in a team environment;
- identify suitable ways of communicating their design ideas.
Specific Expectations |
Planning
By the end of this course, students will:
- explain the engineering principles that apply and the
formulas used in technological design (e.g., related to the strength of
materials, static and dynamic formulas, bending moments, shear);
- describe how engineering principles apply to methods of
structural testing;
- demonstrate an ability to consult pertinent technical
reference materials (e.g., trade literature, catalogues, and applicable codes
such as the Ontario Building Code, the Electrical Safety Code, and municipal
by-laws) as required by the project.
Preparing Designs
By the end of this course, students will:
- prepare accurate mechanical and industrial engineering
drawings (e.g., detail and assembly drawings);
- describe the sequence of construction used in frame
construction and identify the related trades (e.g., electricians, carpenters,
masons, heating and air-conditioning installers) used in the construction
industry;
- work cooperatively in a group, communicating ideas
effectively, being supportive of other group members’ ideas, and accepting
constructive criticism;
- use technical illustrations, traditional or computer-aided
drawing methods, and models to present ideas and solutions effectively.
Evaluating and Documenting Designs
By the end of this course, students will:
- keep accurate records of engineering tests and results;
- assess the different methods of illustrating a design
solution (e.g., by using engineering drawings, models, or prototypes) and
choose the most suitable for each project;
- write technical reports detailing product specifications,
test results, and effectiveness in meeting established design criteria.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- produce effective design briefs and technical reports, and create
freehand illustrations and traditional or computer-aided drawings that conform
to industry standards;
- fabricate effective models and displays of student-developed
products;
- perform structural and material tests correctly;
- estimate the cost of labour and materials for a project;
- evaluate project solutions.
Specific Expectations |
Planning
By the end of this course, students will:
- prepare effective design briefs outlining problems that
require design solutions;
- include appropriate health and safety codes in project
documentation;
- use either traditional (drafting board) or computer-based
methods to create industry-standard drawings (e.g., three-dimensional
projections, working drawings, floor plans, perspectives and elevation views,
details, auxiliaries, section and assembly drawings).
Preparing Designs
By the end of this course, students will:
- construct functional models and prototypes of their finished
products;
- create effective displays and presentations of their
finished products;
- conduct appropriate structural tests on components and
assemblies;
- conduct appropriate tests to determine the properties of
materials;
- estimate the costs of project materials and labour.
Evaluating and Documenting Designs
By the end of this course, students will:
- prepare effective technical reports documenting the design
process and proposed solutions;
- evaluate the appropriateness of project solutions in terms
of the design criteria;
- evaluate the suitability of materials for project design
applications.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- identify ethical issues related to engineering design;
- handle materials and tools safely;
- assess project solutions in terms of safety, efficiency,
ergonomics, and the environment;
- describe careers in engineering, architecture, or industrial
design and the educational requirements for each.
Specific Expectations |
Design Impacts
By the end of this course, students will:
- identify design considerations when designing for the
physically challenged (e.g., accessibility and function);
- explain ethical issues related to design engineering (e.g.,
those outlined in professional charters).
Environmental and Safety Issues
By the end of this course, students will:
- handle tools and materials safely;
- analyse the consequences of a product’s features in
terms of safety, efficiency, ergonomics, and the environment;
- describe how well-designed project solutions can minimize
negative environmental impact.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in architecture, engineering,
or industrial design that are related to technological design;
- describe the requirements and educational qualifications for
the career opportunities identified.
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Technological Design, Grade 12, Workplace Preparation
(TDJ4E)
This course helps students develop a systematic process to design
products or services based on an understanding and analysis of consumer needs,
material characteristics, fabrication methods, and design principles. Students
will develop design briefs, conduct marketing surveys, create freehand and
computer-generated illustrations, make models, generate technical reports,
design packaging, and become aware of design trends. They will also examine
careers and small business opportunities in design, architecture,
manufacturing, or marketing.
Prerequisite: Technological Design, Grade 11, Workplace
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of how the design process is used to
create products or services for the marketplace;
- evaluate the suitability of materials and methods of fabrication
for a variety of products;
- explain the principles and fundamentals of design;
- consult appropriate technical reference materials for specific
projects and services.
Specific Expectations |
Planning
By the end of this course, students will:
- plan an appropriate marketing survey for a particular
product or service;
- analyse the results of a marketing survey to determine
consumer needs and requirements;
- explain how to develop a needs analysis based on research
into consumer products or services;
- assess a variety of materials and fabrication techniques
used for different custom and mass-manufactured products.
Preparing Designs
By the end of this course, students will:
- use the principles of symmetrical and asymmetrical balance,
rhythm, repetition, and spatial proportions when creating models and
illustrations;
- use the fundamentals of line and direction, pattern, light
and shadow, shape and space, texture, and colour when creating models and
illustrations;
- demonstrate an ability to consult reference materials such
as codes, Machinery’s Handbook, Sweet’s Catalogue, Architectural
Graphic Standards, and trade literature and catalogues.
Evaluating and Documenting Designs
By the end of this course, students will:
- explain project designs in terms of satisfying consumer
needs and meeting design criteria;
- identify design constraints for specific projects.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- produce effective design briefs outlining the design challenges
they face and the design criteria they will use to meet the challenges;
- estimate the costs of projects;
- prepare effective models, prototypes, and finished products;
- create appropriate drawings using either traditional or
computer-based methods;
- prepare appropriate promotional materials and write effective
technical reports for the products they create.
Specific Expectations |
Planning
By the end of this course, students will:
- identify design problems, list relevant criteria, and
propose solutions;
- produce effective design briefs that include analyses of
consumer needs, design criteria, and considerations in meeting design
challenges;
- estimate the costs of project materials and labour;
- identify appropriate materials for models and finished
products by analysing material characteristics and properties.
Preparing Designs
By the end of this course, students will:
- prepare effective technical drawings using standard scales,
lettering techniques, and symbols;
- use computer-aided design methods effectively to produce
illustrations (e.g., floor plans, perspectives and elevation views, details,
auxiliaries, and assembly drawings) as required;
- illustrate design solutions effectively using orthographic
and pictorial techniques;
- build effective displays and product prototypes.
Evaluating and Documenting Designs
By the end of this course, students will:
- evaluate the appropriateness of project solutions against
design criteria;
- design promotional materials that are suitable for potential
clients or investors;
- prepare technical reports documenting the design process,
needs analyses, comparisons of existing solutions, and testing and evaluation
procedures.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- describe safety features and ethical issues that must be addressed
in technological design;
- describe problems caused by improper or inadequate design;
- handle the tools and equipment used in technological design
safely;
- identify career opportunities in design-related businesses;
- identify the requirements for joining a professional association.
Specific Expectations |
Design Impacts
By the end of this course, students will:
- describe how project solutions address efficiency and
ergonomic issues, comparing proposed products or services to existing ones;
- identify how existing products could be improved to address
problems that result from improper or inadequate design.
Environmental and Safety Issues
By the end of this course, students will:
- handle tools and materials safely;
- explain how project solutions affect the environment;
- evaluate the procedures used in processing materials, taking
into consideration safety issues and environmental concerns;
- identify the environmental concerns related to a
product’s life.
Education, Training, and Career Opportunities
By the end of this course, students will:
- identify career opportunities in design, architecture, or
manufacturing;
- describe the educational qualifications required for the
career opportunities identified;
- identify the requirements for joining a professional
association and describe the association’s code of ethics.
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Transportation Technology
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Overview
Transportation affects our lives in a multitude of ways. We use cars
for everyday purposes, mass transit to commute to work, and flights and cruises
for holidays. Transportation systems move raw materials to manufacturers and
finished products to consumers locally, nationally, and globally.
Transportation technology courses provide students with opportunities
to acquire the knowledge and skills needed to service, repair, and modify
vehicles and vehicle systems. Student will also learn about the organization
and management of transportation services and mass-transit systems.
Transportation Technology, Grade 11, College Preparation
(TTJ3C)
This course examines the infrastructure required for the operation of
land, air, and/or marine vehicles. Students will design, construct, and modify
vehicles, and apply safe work practices and procedures using current
technology. They will also develop effective communication and teamwork skills
when developing solutions to managing vehicle support systems; investigate the
educational requirements for career opportunities in the transportation sector;
and analyse the impact of transportation technology on society and the
environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in transportation
technology;
- describe how materials and processes are used to produce solutions
to meet human needs and wants related to transportation;
- identify the impact of the movement of people and goods on vehicle
systems and modes of transportation (highway, rail, air, water, pipeline);
- describe the forms of energy used to power vehicles and
transportation systems and explain the different types of energy conversion
used for each.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how human needs or wants related to transportation
can be met through a new or improved vehicle or system;
- apply the following steps of the design process to solve a
variety of transportation technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Transportation Systems
By the end of this course, students will:
- describe the importance of transportation systems to
maintaining our quality of life;
- explain how people and goods are moved by highway, air,
rail, water, and pipeline transportation systems;
- describe the importance of distance, weight, and volume when
selecting the most cost-efficient means of transporting goods;
- explain how comfort and speed relate to the selection of the
most cost-efficient means of transporting people.
Energy and Energy Conversion
By the end of this course, students will:
- explain the difference between internal and external
combustion engines;
- describe the conversion of energy in reciprocating, rotary,
rotor, and turbine engines, and the use of linear motion in vehicle engines and
motors;
- describe and evaluate the conversion of an energy source
into power in piston, rotary, and jet engines.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- design and produce models of different mass-transit systems that
indicate the advantages and disadvantages of each system;
- use current technology and procedures to service and repair
vehicles and transportation systems;
- use a variety of communication techniques to model and communicate
product ideas, materials, and specifications;
- use mathematical and language skills and apply technological and
scientific principles in the design, construction, and modification of vehicles
and infrastructure for various modes of transportation.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- develop systems for production, marketing, personnel, and
financial control related to transportation systems;
- use computers to help develop, operate, and control
transportation systems;
- sketch appropriate solutions to defined problems to scale
showing orthographic and isometric views;
- use fabrication techniques to mock up or model potential
solutions to a transportation technology challenge;
- test materials and products to develop the best solution to
a transportation technology challenge;
- select and use appropriate software to develop marketing
strategies for a solution to a transportation technology challenge.
Applied Work Practices and Procedures
By the end of this course, students will:
- select and use a wide variety of hand and machine tool
procedures to repair, service, fabricate, and modify a vehicle or a
transportation system;
- measure electrical flow, weight, capacity, length, area,
volume, and pressure when diagnosing problems in vehicles and transportation
systems;
- design and implement an inventory control system for a
vehicle service facility;
- plan, organize, direct, and operate a vehicle service
facility and evaluate the facility’s efficiency;
- recommend appropriate modifications to specific operations
of a vehicle service facility.
Communication Skills
By the end of this course, students will:
- interpret assembly drawings to identify and describe the
components of a vehicle or a transportation system;
- develop an accurate bill of material that indicates the
specifications and quantity requirements of specific parts of a vehicle or a
transportation system;
- develop effective engineering drawings using a
computer-aided drafting program to solve challenges in vehicles and
transportation systems;
- produce engineering reports that clearly communicate the
specifics of a service or a repair;
- prepare and present effective oral reports about a product
or process.
Interdisciplinary Applications
By the end of this course, students will:
- apply mathematical skills in spreadsheet analysis to measure
to close tolerances and to control inventory, sampling, costs, and quality;
- apply appropriate scientific principles or practices when
selecting and specifying materials, determining forms of energy conversion and
power transfer, and designing ergonomically effective vehicles;
- use appropriate language in flow charts, operation and
inspection charts, job descriptions, lists of tooling requirements, or
quality-control programs.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- make informed decisions that take into consideration the social
and environmental consequences related to the transportation sector;
- describe, and apply where appropriate, the exemplary practices
that are essential to safe work environments and practices;
- describe the role of health and safety legislation related to the
transportation sector and to transportation technology programs in schools;
- describe the postsecondary and career opportunities available in
the transportation sector following graduation from a college program.
Specific Expectations |
Impacts
By the end of this course, students will:
- describe the consequences of transportation technology for
individuals and for society (e.g., by conducting a survey to document how an
efficient mass-transit system affects the travel time for a commuter, or by
investigating the demographics of commuting and identifying whether the current
mass-transit system in their region could handle the anticipated population
growth over the next five years);
- describe the possible impact of transportation technology on
the environment;
- identify a variety of materials, processes, and
waste-management methods that would minimize the negative impact of a
transportation-related activity.
Safety and Legislation
By the end of this course, students will:
- apply safe work practices when performing
transportation-related processes;
- identify potential hazards in a workplace related to the
transportation sector by conducting safety audits and inspections;
- describe specific components of the Occupational Health and
Safety Act (OHSA) related to transportation technology and the actions required
to adhere to the act;
- explain the use of the Workplace Hazardous Materials
Information System (WHMIS) and the importance of consulting material safety
data sheets (MSDS) whenever appropriate;
- recognize the meaning of the hazard labels associated with
WHMIS;
- describe and evaluate the legislation pertinent to land,
air, and marine vehicles, as well as to working conditions and practices (e.g.,
legislation regulating such things as emission testing, minimum fuel economy
standards, safety specifications, and minimum crash test standards).
Education, Training, and Career Opportunities
By the end of this course, students will:
- describe the scope of career opportunities in the
transportation sector;
- identify specific educational and training requirements for
careers in the transportation sector;
- describe career programs related to the transportation
sector such as cooperative education and Ontario Youth Apprenticeship Programs
(OYAP);
- explain the differences in the roles of technicians,
technologists, and engineers, and the educational requirements for each.
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Transportation Technology, Grade 11, Workplace Preparation
(TTJ3E)
This course examines the various types of land, air, and/or marine
vehicles and vehicle systems found within the transportation sector. Students
will acquire identification, troubleshooting, repairing, and testing skills
that meet industry standards and government regulations. In addition to
developing employability and technical skills, they will explore the broad
range of career opportunities within this sector, and will examine the impact
of the transportation sector on people, society, and the environment.
Prerequisite: None
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in response to challenges or problems in transportation
technology;
- explain the use of each component of a vehicle system;
- analyse and describe the interrelationships of vehicle systems;
- describe and evaluate the fuels used to power vehicles.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how human needs or wants related to transportation
can be met through a new or improved vehicle or system;
- apply the following steps of the design process to solve a
variety of transportation technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the
following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Vehicle Systems
By the end of this course, students will:
- analyse and describe the use of each of the following
components of a vehicle: the chassis, frame, and body; the engine system; the
fuel system; the electrical/ electronics system; the gear and power train
system; the steering system; the brake system; and the suspension system;
- explain the interrelationship of these vehicle components.
Energy and Energy Conversion
- explain the types and grades of fuel used in land, air, and
marine vehicles;
- analyse and describe the energy values of different types
and grades of fuels.
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Skills and Processes
Overall Expectations
By the end of this course, students will:
- function effectively both as individuals and as members of a
cooperative team to service and repair vehicles;
- apply the technological principles of input, process, and output
in troubleshooting vehicle systems;
- use current technology (e.g., on-line information from
manufacturers, CD-ROM manuals, computerized diagnostic tools) when servicing,
repairing, and modifying vehicles;
- communicate clearly about transportation techniques and
applications using appropriate transportation terms;
- use mathematical and language skills effectively and apply
scientific principles to help solve transportation technology challenges.
Specific Expectations |
Organizational Skills
By the end of this course, students will:
- use brainstorming techniques to help determine the best
solution to a transportation-related challenge;
- model and communicate product ideas, materials, and
specifications;
- describe the individual roles of members of an effective
cooperative team and explain how team members function within these roles;
- develop a plan of procedures that indicates the steps
required when repairing or servicing a vehicle;
- complete a work order for a specific transportation
technology task.
Applied Work Practices and Procedures
By the end of this course, students will:
- use effectively, store safely, and maintain in good working
order measurement, hand, power, machine, and pneumatic tools and equipment
required for basic service tasks;
- operate a variety of heating, cutting, and welding equipment
for basic service tasks;
- systematically troubleshoot basic service problems on
vehicles by organizing the variables into the following categories: input,
process, and output;
- access and apply information from manuals, software
databases, on-line information, and computerized diagnostic tools when
troubleshooting and repairing components.
Communication Skills
By the end of this course, students will:
- correctly interpret assembly drawings that depict the
components of a vehicle’s systems;
- conduct an accurate cost analysis of a repair or service and
communicate the results of the analysis to a customer;
- produce oral, written, and word-processed reports of repairs
or services.
Interdisciplinary Applications
By the end of this course, students will:
- use mathematics to calculate volume, ratios, and dimensions;
- apply correctly, within the context of transportation
technology, the scientific principles related to such areas as properties and
states of matter, energy, force, Newton’s laws of motion, simple machines,
mechanical advantage, and basic electrical theory;
- use appropriate technical language in technical reports and
presentations.
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Impact and Consequences
Overall Expectations
By the end of this course, students will:
- explain the environmental impact of materials and procedures used
when servicing, repairing, and recycling vehicles;
- follow safe work practices in the transportation sector workplace,
including safety procedures and practices and the use of protective clothing
and gear;
- identify the legislation that applies to the transportation
technology sector;
- describe the career opportunities available in the transportation
sector on graduation from high school;
- describe and evaluate the employability skills required to be
successful in the workplace.
Specific Expectations |
Impacts
By the end of this course, students will:
- explain the importance of the proper disposal of waste
products;
- explain the benefits of using environmentally friendly
products in the repair and service of vehicles.
Safety and Legislation
By the end of this course, students will:
- work safely when performing tasks in the transportation
sector;
- use all required protective clothing and gear (e.g., to
protect the eyes, ears, hands, head, feet, and respiratory system) when working
in the transportation sector;
- identify which aspects of the Occupational Health and Safety
Act (OHSA), the Workplace Hazardous Materials Information System (WHMIS), and
the Motor Vehicle Repair Act relate specifically to a transportation technology
program;
- use material safety data sheets (MSDS) from the WHMIS when
handling materials;
- describe the Motor Vehicle Repair Act and explain how it
affects a transportation technology program.
Education, Training, and Career Opportunities
By the end of this course, students will:
- describe apprenticeship and training opportunities in the
transportation sector before and after graduation from high school;
- explain the importance of employability skills in achieving
success in the workplace.
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Transportation Technology, Grade 12, College Preparation
(TTJ4C)
This course examines alternative modes of mass transit to enable
students to develop the specialized knowledge and skills required to work with
sophisticated land, air, and/or marine vehicles and transportation systems.
Students will solve problems related to vehicles and transportation systems;
examine transportation-related issues such as energy conversion, power
transfer, control systems, and environmental and societal impact; and
investigate the educational requirements of career opportunities in the
transportation sector.
Prerequisite: Transportation Technology, Grade 11, College
Preparation
Theory and Foundation
Overall Expectations
By the end of this course, students will:
- apply the design process to develop solutions, products,
processes, or services in reponse to challenges or problems related to vehicles
or vehicle systems;
- identify different forms of mass transit and explain how they
interrelate with each other;
- analyse and describe the kinds and costs of different forms of
energy conversion used in the transportation of people and goods using land,
air, and marine vehicles;
- research sources of energy and power transmission that could be
used to fuel vehicles and transportation systems in the future.
Specific Expectations |
The Design Process
By the end of this course, students will:
- explain how human needs or wants related to transportation
can be met through a new or improved vehicle or vehicle system;
- apply the following steps of the design process to solve a
variety of transportation technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of
procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested
solution, and compare each solution to the design criteria, refining and
modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and
documenting results) and choose the best one;
- produce presentation and working drawings, sketches,
graphics, mathematical and physical models, or a prototype of the best
solution;
- evaluate the prototype and determine the resources,
including computer applications, required to produce it;
- communicate the solution, using one or more of the following:
final drawings, graphs, charts, sketches, technical reports, electronic
presentations, flow charts, mock-ups, models, prototypes, and so on;
- obtain feedback on the final solution and repeat the
design process if necessary to refine or improve the solution.
Transportation Systems
By the end of this course, students will:
- evaluate and compare the efficiency, capacity, and
convenience of a variety of different mass-transit systems;
- describe the need for coordination among the different forms
of mass transit;
- identify the infrastructure requirements of an efficient
mass-transit system.
Energy and Energy Conversion
By the end of this course, students will:
- describe a variety of energy sources and investigate the
availability of future energy sources;
- analyse the requirements of converting various types of
energy into power in terms of such things as the equipment required,
efficiency, and costs;
- describe the different forms of energy required to power
mass-transit systems after analysing their power output, accessibility,
abundance, environmental impact, cost, and conversion efficiency;
- explain the by-products produced by the conversion of a
variety of energy sources;
- analyse and describe the power requirements of different
vehicles and the energy source of each and its transmission method.
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Skills and Processes
Overall Expectations
By the end of this course students will:
- apply effective work practices and procedures as part of a team
when developing models of mass-transit systems;
- develop and operate models of effective mass-transit systems;
- communicate effectively regarding the transportation sector using
a variety of means;
- use mathematical and language skills effectively and apply
technological and scientific principles to solve vehicle and mass-transit
challenges.
Specific Expectations |
