Manitoba Curriculum Framework of Outcomes · Active Learner A student of Industrial Arts is an...

Senior YearsIndustrial Arts

Manitoba CurriculumFramework of Outcomes

S E N I O R Y E A R S

I N D U S T R I A L A R T S

Manitoba Curriculum Frameworkof Outcomes

2009Manitoba Educat ion, Ci t izenship and Youth

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

607.12712 Senior years industrial arts: Manitobacurriculum framework of outcomes

ISBN-13: 978-0-7711-3676-4

1. Industrial arts—Study and teaching(Secondary)—Manitoba. 2. Industrial arts—Curricula. I. Manitoba. Manitoba Education,Citizenship and Youth.

Copyright © 2009, the Government of Manitoba as represented by the Ministerof Education, Citizenship and Youth.

Manitoba Education, Citizenship and YouthSchool Programs DivisionWinnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply withcopyright law. If cases are identified where this has not been done, please notifyManitoba Education, Citizenship and Youth. Errors or omissions will be correctedin a future edition. Sincere thanks to the authors and publishers who allowedtheir original material to be used.

All images found in this document are copyright protected and should not beextracted, accessed, or reproduced for any purpose other than for their intendededucational use in this document.

Print copies of this resource can be purchased from the Manitoba TextBook Bureau (stock number 80444). Order online at <www.mtbb.mb.ca>.

This resource is also available on the Manitoba Education, Citizenship andYouth website at <www.edu.gov.mb.ca/k12/cur/teched/ind_arts.html>.

Websites are subject to change without notice.

A c k n o w l e d g e m e n t s iii

A C K N O W L E D G E M E N T S

Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions of the following individuals in thedevelopment of Senior Years Industrial Arts: Manitoba Curriculum Framework of Outcomes.

Continued

Principal Writer Dennis Wasylyniuk

Committee Members Larry Argue Oak Park High SchoolPembina Trails School Division

Brad Badiuk Kelvin High SchoolWinnipeg School Division

Doug Cameron Glenlawn CollegiateLouis Riel School Division

Lee Cole Carman CollegiatePrairie Rose School Division

Ralph Masi Murdoch MackayRiver East — Transcona School Division

Kurt Proctor Industrial Arts Teacher EducationRed River College

Carl Sauerborn Gimli High SchoolEvergreen School Division

Brian Weiser Westwood CollegiateSt. James-Assiniboia School Division

S e n i o r Y e a r s I n d u s t r i a l A r t s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e siv

Manitoba Education, Citizenshipand Youth Staff

Louise BoissonneaultPublications Editor(after August 2005)

Document Production Services UnitEducational Resources Branch

Lee-Ila BotheCoordinator


Diane CooleyProject Manager(until April 2007)

Curriculum UnitInstruction, Curriculum and Assessment Branch

Peter FullerConsultant

Program and Policy Services UnitInstruction, Curriculum and Assessment Branch

Darryl GervaisProject Manager(after February 2008)

Development UnitInstruction, Curriculum and Assessment Branch

Aileen NajduchProject Manager(April 2007 to February 2008)

Development UnitInstruction, Curriculum and Assessment Branch

Ken NimchukProject Leader

Learning Support and Technologies UnitInstruction, Curriculum and Assessment Branch

Jan OakleyPublications Editor(until July 2005)

Production Support UnitInstruction, Curriculum and Assessment Branch

Lindsay WalkerDesktop Publisher


C o n t e n t s v

Acknowledgements iii

Introduction 1Background 1

Vision 2

Overview of Senior Years Industrial Arts Framework 5

Framework Rationale 5

Industrial Arts Strands 6

Instructional Philosophy 6

Implementation Techniques 8

Instructional Approaches and Assessment 8

Glossary of Instructional Approaches 10

Learning Outcomes Structure 13

Senior Years General Learning Outcomes 15

General Learning Outcomes 17

Fundamental Skills 18

Personal Skills 18

Production Skills 19

Senior Years Specific Learning Outcomes 23

A Guide to Reading Learning Outcome Numbering 25

Senior Years Drafting Design Technology 27


Personal Skills 32


Senior Years Electricity/Electronics Technology 47


Personal Skills 52


Senior Years Graphic Communication Technology 65


Personal Skills 70


Senior Years Metalwork Technology 83


Personal Skills 88


C O N T E N T S

S e n i o r Y e a r s I n d u s t r i a l A r t s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e svi

Senior Years Power Mechanics Technology 101


Personal Skills 106


Senior Years Woodwork Technology 121


Personal Skills 126


Appendices 139

Appendix A: Writing Learning Outcomes 141

Appendix B: A Design/Problem-Solving Process 145

References 147

I n t r o d u c t i o n 1

I N T R O D U C T I O N

Background

Industrial Arts Rationale

Industrial Arts education provides lifelong learning patternsfor living and working effectively in a changing technologicalenvironment. Participants in Industrial Arts programmingwork actively in a hands-on environment with technologicaltools, materials, and processes to transform concepts andideas into goods and services. Problems, ideas, and conceptsare explored from the research/investigation stage to productconstruction, and ultimately to final testing and assessment/evaluation of the goods produced. Because of the changingnature of society and the workplace, the practical skills andknowledge developed in Industrial Arts education arerelevant to many other areas of life.

Education needs to be about developing foundation skills.Industrial Arts provides students the opportunity to workindependently and co-operatively as they apply decision-making, problem-solving, and critical-thinking skills toproblems and/or issues. Additional skills such as inferring,synthesizing, analyzing, and evaluating, as well as a completerange of communication skills including listening, speaking,representing, viewing, reading, and writing are part ofIndustrial Arts classrooms. These learning environments offerchallenging, stimulating, and enjoyable activities thatmotivate people.

Curricular Foundations

This document represents the first major Senior YearsIndustrial Arts curriculum review since the mid-1980s. Thatreview resulted in the development of eighteen Grade 10 toGrade 12 Industrial Arts courses (Drafting 101, 201, 301;Electricity/Electronics 101, 201, 301; Graphics 101, 201, 301;Metalwork 101, 201, 301; Power Mechanics 101, 201, 301; andWoodwork 101, 201, 301). The framework serves as a basis forthe development of Grade 9 to Grade 12 Industrial Artscourses. It replaces the former curriculum documentsmentioned above.

The need to make curricula more responsive to the needs ofthe students and the community has resulted in significantchanges. The emphasis in Industrial Arts courses on problem-solving, teamwork skills, creative design, and diverselearning styles is reflected in the new framework. The shiftfrom previous curricula structures to the new frameworkinvolves the following major changes:

Former Guidelines New Frameworks

1. Goals and objectives2. Focus on teacher inputs

3. Teaching concepts separately4. Layers of learning5. Linear, lock-step sequential

outline of content6. Passive participation

1. Student Learning Outcomes2. Focus on how students learn,

and on integrated componentsto learning

3. Themes and concepts4. Spirals of learning5. Thinking and problem-

solving skills6. Active participation

S e n i o r Y e a r s I n d u s t r i a l A r t s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s2

Industrial Arts programming teaches students to applyknowledge and skills from other subject areas as they learnnew skills to analyze problems, design solutions, and createproducts.

This document builds on recent education research, including

� the restructuring of educational objectives as GeneralLearning Outcomes and Specific Learning Outcomes

� brain-based research which has led to theory on multipleintelligences, learning styles, and thinking styles

� authentic assessment� school-to-work transition skills

Vision

Learning Environment

Industrial Arts students are immersed in a holistic learningenvironment that prepares them to adapt to a society in whichthe workplace is rapidly changing with advancing technologyand blurred career lines.

Industrial Arts students gain a unique, meaningful, andpractical experience while learning in a facility that relates toout-of-school experiences. They gain a variety of life andemployability skills while working with hands-onapplications.

Lifelong Skills

The Industrial Arts experience and environment leads to thedevelopment of life and employability skills. Students gaintechnological literacy and an array of life skills. They learn to

� manipulate materials and tools� interact with processes� define, analyze, and solve problems� design and create products� apply and integrate knowledge� work safely� manage time� manage information� work on teams

Life Skills

Literacy and CommunicationProblem Solving

Production Skills

Applied Language Arts

Applied Sciences

Applied MathematicsRelevance to Industry

Applications to Industry

Technology Applications

Career Exploration

General Outcomes

Technology for Learning andLiving Entrepreneurship

Human Relations

Sustainable Development

Cultural Diversity

I n t r o d u c t i o n 3

� communicate� observe and record data� show initiative� be responsible� be adaptable

Integration of Experience

Industrial Arts facilities provide the venue for the integrationof learning experiences for students. Students gain a newdepth of understanding because of the integration ofknowledge and skills in a practical setting. Industrial Artscourses integrate a blend of knowledge in the physical andbiological sciences, social sciences, and the arts andhumanities, with activities that incorporate the fourmodalities of learning (kinesthetic, tactile, visual, andauditory).

This integration can occur naturally for the learner, or it mayhappen through a teacher-directed connection with othersubject areas—a process which the Industrial Arts learningenvironment innately encourages. This serves to addrelevance to the student’s overall learning experience.

Active Learner

A student of Industrial Arts is an active learner in an activity-based course that demands thinking and doing. The studentwill

� take an active role in negotiating and planning specificactivities to fulfill the learning outcomes

� participate in activities from design and development,through production and evaluations of activities

� practise and execute the necessary skills in applyingproduction skills

� use combinations of intellectual, physical, and multiplesensory skills

� participate as a member of a team� transfer and adapt previous learned knowledge, skills,

and attitude

Teacher’s Role

The teacher’s role is to

� be a facilitator and a co-learner� act as a role model� plan and manage themes and concepts� provide opportunities for students to develop skills and

knowledge� be prepared to venture with students into unpredictable

situations where, together, solutions to technologicalproblems will be pursued


Senior Years Industrial Arts Framework Purpose

In Manitoba, Industrial Arts programming represents a widevariety of learning opportunities that focus on fundamentalpersonal and production skill development. This frameworkstrives to affirm and strengthen current practices whileencouraging teachers to broaden the focus of their courses.

This framework will serve to

� enhance and reaffirm the value of Industrial Arts courses� provide a framework for the development of further

support documents for Industrial Arts� guide teachers in enhancing current practices� strengthen and revitalize programming� provide General Learning Outcomes that introduce two

new skill sets for all Industrial Arts courses� provide Specific Learning Outcomes that are common to

all Senior Years Industrial Arts strands

O v e r v i e w o f S e n i o r Y e a r s I n d u s t r i a l A r t s F r a m e w o r k 5

Framework Rationale

This framework has been designed to provide students withthe opportunity to develop transferable learning skills. Theselearning skills are grouped into three sets:

� Fundamental Skills—the basic skills for study inIndustrial Arts

� Personal Skills—the basic skills for personal effectivenessand growth

� Production Skills—the basic skills for production andfabrication

These skill sets are reflected in work done by The ConferenceBoard of Canada (Employability Skills 2000+), HumanResources Development Canada (Essential Skills ResearchProject), and The National Life/Work Centre (The Blueprint forLife/Work Designs).

The framework is designed to support and broaden the focusof Industrial Arts. It is intended to be used by teachers tostrengthen and revitalize programming. The GeneralLearning Outcomes are interrelated and interdependent. Eachoutcome is to be achieved through a variety of learningstrategies and experiences.

Fundamental Skills

Drafting Design Technology

Electricity/ElectronicsTechnology

Graphic CommunicationTechnology

MetalworkTechnology

Power MechanicsTechnology

Woodwork Technology

Industrial Arts Strands

Personal Skills

Production Skills

Skill Sets

Three skill sets apply to each Industrial Arts strand.

O V E R V I E W O F S E N I O R Y E A R S I N D U S T R I A L A R T S F R A M E W O R K


Industrial Arts Strands

Industrial Arts is available in a variety of strands based onfacility configurations. The following chart outlines IndustrialArts strands for Middle Years and Senior Years students.

Instructional Philosophy

Industrial Arts teachers use various approaches to guidestudent learning. It is essential to recognize and utilizestudent learning styles, thinking styles, and capabilities. Thefollowing text summarizes three models that describe studentdifferences in these areas.

Learning Styles

The model developed by Ken Dunn and Rita Dunn ofSt. John’s University, New York, classifies students accordingto their learning styles:

� Auditory learners absorb spoken material easily and arelikely to ask for information rather than read printedinstructions.

� Visual learners learn best from information that they reador see.

� Tactile learners learn best by handling materials, writing,drawing, and being involved in concrete experiences.

� Kinesthetic learners learn best by moving and doing, bytaking part in activities that have direct relevance to theirlives.

Dunn and Dunn believe that most people have two highlydeveloped learning styles, and that within a class of 30students, 22 will be fairly balanced in their ability to take ininformation in a variety of ways.

Middle Years Senior Years

Titles Titles

Manufacturing� Metalwork� Plastics� Woodworking

Graphic Communications� Drafting� Graphic Arts� Graphic Communications

Power and Energy� Electricity/Electronics� Power Mechanics� Power/Energy

Construction

Drafting Design� Drafting Design Technology

Electricity/Electronics� Electricity/Electronics

Technology

Graphic Communication� Graphic Communication

Technology

Metalwork� Metalwork Technology

Power Mechanics� Power Mechanics Technology

Woodwork� Woodwork Technology� Construction Technology� Furniture Design Technology� Manufacturing Technology

Applied Technology 40S


Thinking Styles

Anthony Gregorc (1982) of the University of Connecticut hasdeveloped a theory of thinking styles based on two variables:the way we view the world (concretely or abstractly) and theway we order the world (in sequential order or randomorder). In Gregorc’s framework, these two variables combineto describe four thinking styles:

� Concrete sequential thinkers are based in the physicalworld that they can detect through their senses. Theynotice and recall details easily, and remember facts,formulas, and rules with ease. They learn well through“hands-on” experiences.

� Concrete random thinkers are experimenters/ divergentthinkers, willing to take the intuitive leaps necessary forcreative thought. They have a strong need to findalternatives and to do things in their own way.

� Abstract sequential thinkers love the world of theory andabstract thought. Their thinking processes are logical,rational, and intellectual. They prefer to work alone ratherthan in groups.

� Abstract random thinkers organize information throughreflection, and thrive in unstructured, people-orientedenvironments. They live in the world of feelings andemotions, and learn best when information ispersonalized.

Multiple Intelligences

The theory of multiple intelligences is a cognitive modeldeveloped by Harvard psychologist Howard Gardner.Gardner’s theory is that each of the following sevenintelligences has an evolutionary history, its own symbolicsystem, and a separate locus in the human brain:

� Verbal/linguistic intelligence is responsible for theproduction of language and all of the complex possibilitiesthat follow: storytelling, abstract reasoning, symbolicthinking, conceptual patterning, and, of course, thewritten word.

� Logical/mathematical intelligence is most oftenassociated with “scientific thinking,” deductive reasoning,and problem solving. This intelligence involves thecapacity to recognize patterns, to work with abstractsymbols such as numbers and geometric shapes, and tosee connections between separate pieces of information.

� Visual/spatial intelligence deals with the visual arts,navigation and map-making, architecture, and gamessuch as chess. The key sensory base of this intelligence issight, but also the ability to form mental images.

� Body/kinesthetic intelligence is the ability to use thebody to express emotion (as in dance and body language),to play a game, or to devise an invention. Individuals withhigh body/kinesthetic intelligence thrive on hands-onexperience; they “learn to do by doing.”

__________

Multiple Intelligences: From Seven Ways of Knowing: Teaching for Multiple Intelligences, Second Edition, by David Lazear. © 1991 IRI/SkyLight Training and Publishing.Reprinted by permission of SkyLight Professional Development, <www.skylightedu.com> or 1-800-348-4474.


� Musical/rhythmic intelligence includes such capacities asthe recognition and use of rhythmic and tonal patterns,and sensitivity to sounds from the environment, thehuman voice, and musical instruments. Many childrenlearn the alphabet through this intelligence.

� Interpersonal intelligence involves the ability tocommunicate verbally and non-verbally, to workco-operatively in a group, and to observe the moods,temperament, and intentions of others. Individuals withhigh interpersonal intelligence are able to imagine andempathize with the experience of others.

� Intrapersonal intelligence involves knowledge of theself—of feelings, thinking processes, and spiritualrealities. This intelligence involves our capacities for self-reflection, to experience wholeness and unity, to perceivehigher states of consciousness, and to dream of andactualize the possible.

Gardner’s multiple intelligences theory proposes that eachperson has capabilities of varying degree in all sevenintelligences, and that we perform most functions through acomplex interaction of several intelligences.

Implementation Techniques

The learning styles previously described can beaccommodated through a number of instructional focuses inan Industrial Arts facility. Some common techniques are

� tools and materials focus—focusing on the equipmentand supplies used

� process focus—emphasizing the systematic use ofmaterials

� design/problem-solving focus—developing the creativeproblem-solving and decision-making processes in ageneric sense

� project or product focus—focusing on the net result of theskills developed

Instructional Approaches and Assessment

The General Learning Outcomes for Industrial Arts coursespromote skill development and reflective learning. As there isno single way to teach or learn, teachers will organize theircourses using one or a combination of the previouslymentioned implementation techniques and then, while takinginto account their students’ learning and thinking styles, willuse their professional judgment to decide which instructionalapproach will be most effective in promoting the learning ofknowledge and skills. The “Instructional Approaches”diagram displays instructional approaches and methods ofapplication.


Students learn most effectively when their studies are rootedin concrete learning experiences, related to a particularcontext or situation, and applied to their world whereappropriate. Ideas and understandings that students developshould be progressively extended and reconstructed asstudents grow in their experiences and their ability toconceptualize. Learning involves the process of linking newlyconstructed understandings with prior knowledge, andadding new contexts and experiences to currentunderstandings.

To achieve the vision of Industrial Arts education, studentsmust increasingly become engaged in the planning,development, and assessment of their own learningexperiences. They should have the opportunity to work co-operatively with other students, to initiate investigations, tocommunicate their findings, and to complete projects thatdemonstrate their learning.

To assist teachers in their planning for instruction,assessment, evaluation, and reporting, Manitoba Education,Citizenship and Youth recommends that at the beginning of ablock of instruction, teachers and students identify expectedstudent learning outcomes and establish performance criteria.It is important that these criteria correspond with the studentlearning outcomes. This communication between studentsand teachers helps to identify clearly what needs to beaccomplished, thereby assisting the learning process.

I N S T R U C T I O N A L A P P R O A C H E S

Direct InstructionLesson OverviewsGuest SpeakersExplicit Teaching

Instruction of Strategic ProcessesModelling

Didactic QuestioningDemonstrations

Mini-LessonsGuides for ReadingListening, Viewing

InteractiveInstruction

DebatesRole-Playing

PanelsBrainstormingPeer Tutoring

DiscussionCo-operative Learning Groups

Problem SolvingTalking CirclesPeer EditingInterviewing

Experiential LearningField TripsSimulations

Primary ResearchGames

Focused ImagingObservationsRole-Playing

Surveys

Independent StudyComputer-Assisted Instruction

EssaysReports

Study GuidesLearning Contracts

HomeworkInquiry and Research Projects

Learning Centres

Indirect InstructionJigsaw

Problem SolvingInquiry and Research

Reading and Viewing for MeaningReflection—Learning Logs

Admit/Exit SlipsGallery Walks

Concept Mapping

__________

Instructional Approaches: Figure adapted, with permission, from Saskatchewan Education. Instructional Approaches: A Framework for Professional Practice. Copyright © 1991by Saskatchewan Education.


When students are aware of expected learning outcomes, theywill be more focused on the learning and more likely to assesstheir own progress. Furthermore, they can participate increating appropriate assessment and evaluation criteria.Teachers are encouraged to use a variety of learningexperiences and assessment and evaluation methods andtools that are valid, reliable, and fair to students.Consideration needs to be given to the many ways studentslearn, their diverse backgrounds and needs, as well asmaximizing active learning time, and making learningmeaningful.

Glossary of Instructional Approaches

Direct Instruction

Lesson Overviews—Teachers construct the frame that bestsuits their subject matter, grade, and classroom and lessonorganization. Overviews are often put on a transparency orerasable poster so they can be reused with each class. Thepurpose is to help students focus on the goals of the lessonand to place the lesson in the context of a unit.

Guest Speakers—Inviting professionals or those withinformation on topics being studied offers students theopportunity to examine topics from a personal point of viewand to obtain current, reality-based responses to questions.

Explicit Teaching—Teacher-directed lectures can providestudents with information that may be required before high-order thinking can occur. Teachers are encouraged to provideinformation which meets at least two learning modalities

(visual, auditory, tactile, and kinesthetic) by using visuals,writing on the board, and supplying handouts and readingnotes.

Instruction of Strategic Processes—Strategic processesoutline the steps required to complete a task and move on tothe next level.

Modelling (role-playing, think alouds, anddemonstrations)—Teachers model their use of strategies sothat students can emulate them. Teachers verbalize allthoughts for students as they demonstrate skills or processes.After several modeling experiences, students should practiseusing the strategy in pairs. Ultimately, students should workindependently with the strategy.

Didactic Questioning—By asking leading questions, teacherscan draw information and answers from students.

Demonstrations—A teacher, student, or guest demonstrates atechnique to students. This technique works best if studentsare allowed to practise the technique on their own or in pairsfollowing the demonstration. The teacher or fellow studentsoffer feedback. Students should be given the opportunity toreflect on their proficiency and areas for improvement.

Mini-Lessons—Mini-lessons are lessons that are 20 minutesin length. Recent brain research indicates thatlearning/retention occurs in the first 20 minutes of each class.

Guides for Reading, Listening, Viewing—Providingstudents with guides (e.g., guided notes for a video) helpsthem to identify important information and encouragesattentiveness.


Indirect Instruction

Jigsaw—Individuals or small groups each explore a differenttopic or a different area of the same topic. Individuals orgroups are then responsible for teaching their newly acquiredknowledge to the rest of the class.

Problem Solving—Teachers can stimulate student thinkingby presenting a situation in which the student works througha process which leads to a solution.

Inquiry and Research—Individually, in pairs, or in smallgroups, students explore topics and present their findings tothe class via an oral presentation or Gallery Walk.

Reading and Viewing for Meaning—These are techniques ofreading print material and viewing visual media to becomemore conscious, discerning, critical, and appreciative of thetexts.

Reflection—Learning Logs: Students regularly write short,spontaneous, exploratory, personal pieces of writing aboutthe content they are studying. It is writing for thinking andnot for creating a polished product.

Admit/Exit Slips—Students fill in these small slips at thebeginning and end of the class. They help students to focus onwhat they expect to learn, and to reflect on what they havelearned. This provides the teacher with information onstudent learning.

Gallery Walks—Teachers or students display informationand samples on various topics throughout the room.Individually, in groups, or as a class, students circulate andare presented different information at each station.

Concept Mapping—Teachers assign students a word or ideaand have them generate related words and/or topics.Students then examine the relationships between the wordsand ideas they have generated.

Experiential Learning

Field Trips—Students visit sites that relate to topics beingstudied. The most successful excursions outside the classroomare those that are organized because students have asked tovisit a particular site to further some aspect of research theyhave undertaken.

Simulations—Students practise a skill or technique undercontrolled or ideal conditions with teacher or peer guidancebefore they are given the opportunity to perform on theirown.

Primary Research—Primary research explores original (first-hand) sources. It may include interviews or reading first-handaccounts of a person’s experience or findings.

Games—Teachers conduct activities based on popular boardor television games. Questions can be based on course contentand can be written by the teacher or the students. Games canbe used to review information or to activate learning prior tostarting a unit.

Focused Imaging—Teachers talk students through an event.Students may choose to close their eyes, listen, and visualizeas the teacher describes a process, event, or location. Focusedimaging can be enhanced with sound effects.


Observations—Students and the teacher identify phenomenathey are looking for and observe the frequency of occurrence.Observations can be used to determine how a process takesplace. It is important that teachers remind students to remainobjective (record what they see) and to not make assumptionsregarding causes of phenomena.

Role-Playing—The teacher provides, or the students writeskits which students act out in an effort to explain ordemonstrate an idea or the sequence of a process.

Surveys—Students or the teacher develop questions anddetermine an audience in an effort to study a phenomenon,belief, or the perceptions of others.

Independent Study

Computer-Assisted Instruction (CAI)—Software (computerprograms) can provide exercises for drill and practise, rapidevaluation of student response, student feedback, concreterepresentations of abstract concepts, and more one-on-oneinstructional time.

Essays and Reports—Students research and write on a topicassigned by the teacher, or one that they have chosenthemselves.

Study Guides—Students review content through the use of adocument that provides the framework of knowledge coveredin a unit or course.

Learning Contracts—The teacher and students create acontract or proposal specifying the topic, learning outcomes,experiences, products, resources, timelines, and assessment.

Homework, Inquiry, and Research Projects—Students aregiven the opportunity to independently research and examineinformation.

Learning Centres—Teachers organize the classroom intovarious activity or learning stations. These offer opportunitiesfor independent inquiry and exposure to a wide variety ofmaterials and sources of information.

Interactive Instruction

Debates—The class is divided into two groups (teams). Eachteam is assigned one side of an issue to defend or promote.Teams are responsible for generating support for their side ofthe issue. Following the time assigned for developingarguments, students individually argue points on behalf oftheir team by introducing new points or offering a rebuttal topoints made by the other team.

Role-Playing—The teacher provides or the students writeskits which students act out in an effort to explain ordemonstrate an idea or sequence of a process.

Panels—Panels are groups of people with first-handknowledge or experience on a topic.

Brainstorming—Students generate ideas and information as aresult of contributing what they already know, and buildingon the ideas of others.

Peer Tutoring—Students teach and learn from one another asthey share their work.


Discussion—Discussion is the most useful way oftransmitting information, learning what students think andknow, and building a sense of classroom identity, when allclass members have a chance to speak before anyoneresponds twice.

Co-operative Learning Groups—Students are placed intosmall groups or teams, based on the teacher’s criteria, andwork together at various times to achieve common learninggoals.

Problem Solving—Problem solving is a meaningful task thatcentres on overcoming constraints or limiting conditions.

Talking Circles—Based on First Nations teachings, talkingcircles create a safe environment for discussion of conflicts,difficult situations, or decisions that students may face. Thisallows every student to be heard and teaches students torespect each other and build consensus.

Peer Editing—Peer editing can involve ongoing groups inwhich students give feedback on drafts of each other’swritings for the purpose of improvement.

Interviewing—Students generate questions to ask andarrange an interview with a person who has first-handknowledge and/or experience with a topic.

Learning Outcomes Structure

The following definitions were used in structuring theframework of learning outcomes.

What Are Learning Outcomes?

Learning outcomes are statements that indicate what learnerswill know or be able to do as a result of a learning activity.Learning outcomes are usually expressed as knowledge,skills, or attitudes.

Learning outcomes provide direction in the planning of alearning activity. They help to

� focus on the learner’s behaviour/action� serve as guidelines for content, instruction, and

assessment� identify specifically what should be learned� convey to learners exactly what is to be accomplished

Why Learning Outcomes?

Learning outcomes

� enable students to learn more effectively� act as a template to enable teachers to design their student

materials more effectively� enable teachers to select the teaching strategy for the

intended learning outcome based on student needs� enable teachers to select the assessment strategy based on

the materials delivered


What Are General Learning Outcomes (GLOs)?

GLOs identify the broad categories of knowledge, skills, andattitudes that students are expected to learn and be able todemonstrate in a subject area or course.

In this document many of the GLOs are accompanied byexamples. These are meant to be a guide to the breadth anddepth of a topic in those sections where teachers are asked todevelop their own Specific Learning Outcomes.

What Are Specific Learning Outcomes (SLOs)?

SLOs identify the knowledge, skills, and attitudes thatcontribute to a GLO. They are to help teachers focus onparticular aspects of knowledge and skills as they planlearning activities for their students.

What Are the Characteristics of Good LearningOutcomes?

Learning outcomes have three distinguishing characteristics.The specific action by the learner must be

1. observable2. measurable3. obtainable


General Learning Outcomes

G e n e r a l L e a r n i n g O u t c o m e s 17

G E N E R A L L E A R N I N G O U T C O M E S

In Industrial Arts Curricula in Manitoba the General LearningOutcomes (GLOs) are grouped into three skill sets:

Fundamental Skills and Personal Skills contain GeneralLearning Outcomes that are common to all Industrial Artsstrands.

Production Skills contain General Learning Outcomes thatare focused to each individual Industrial Arts strand.

Electricity/ElectronicsTechnology

WoodworkTechnology

PowerMechanicsTechnology

MetalworkTechnology

GraphicCommunicationTechnology

Drafting DesignTechnology� Fundamental Skills—the skills basic for study in Industrial

Arts� Personal Skills—the skills basic for personal effectiveness

and growth� Production Skills—the skills basic for production and

fabrication


Fundamental Skills

(the skills basic for study in Industrial Arts—common to allIndustrial Arts strands)


GLO F1 Technical Communication: Communicatetechnical ideas and designs effectively andappropriately.

GLO F2 Problem Solving: Apply effective decision-making, problem-solving, and design strategiesto a project. (Refer to Appendix B for a sampledesign/problem-solving process.)

GLO F3 Information Management: Effectively manageinformation.

Personal Skills

(the skills basic for personal effectiveness and growth—common to all Industrial Arts strands)


GLO P1 Time Management: Demonstrate responsibilityin time management, task completion, and inmeeting project criteria. (Note: based on theConference Board of Canada’s PersonalManagement Skills)

GLO P2 Ethical Decision-Making: Make ethical decisionsconcerning the impact of one’s activities and theuse of technology.

GLO P3 Career Planning: Develop an action plan relatingpersonal aptitudes and abilities to occupationalopportunities.

GLO P4 Safe Practices: Demonstrate safe practices withtools, machines, materials, and related processes.(Refer to: Keeping Your Facilities SAFE: A SupportDocument for Industrial Arts Teachers, ManitobaEducation and Youth, 2003.)

GLO P5 Positive Attitude: Demonstrate positive attitudesto learning in Industrial Arts facilities.

GLO P6 Teamwork: Adapt strategies to work effectively,independently, or as a team member to completea project.


Production Skills

(the skills basic for production and fabrication—focused toeach individual Industrial Arts strand)

General Learning Outcomes for Each Strand


GLO DD1 Tools and Equipment: Identify and demonstrateproper use of tools, materials, and equipmentutilized in drafting design.

GLO DD2 Drawing Interpretation: Recognize and interprettechnical drawings.

GLO DD3 Technical Sketching: Employ technical sketchingas a way of visualizing ideas.

GLO DD4 Geometric Application: Apply mathematics andgeometry in completing technical drawings.

GLO DD5 Production (Working) Drawings: Use the designprocess and problem solving to create productiondrawings.

GLO DD6 Applications: Develop an understanding ofdrafting applications and current workplacepractice.

GLO DD7 Current Innovation: Demonstrate anunderstanding of current innovation in draftingdesign processes, applications, and emergingnew technologies.

Electricity/Electronics Technology

GLO EE1 Tools and Equipment: Identify and demonstrateproper use of tools, materials, and equipmentutilized in electricity/electronics.

GLO EE2 Circuit Construction: Apply appropriatefabrication techniques to constructelectricity/electronics devices.

GLO EE3 Components: Demonstrate the function ofelectricity/electronics passive and activecomponents.

GLO EE4 Laws and Theory: Apply electricity/electronicslaws and theory.

GLO EE5 Circuits and Systems: Identify and analyze basicelectricity/electronics circuits.

GLO EE6 Applications: Develop an understanding ofelectricity/electronics applications.

GLO EE7 Current Innovation: Demonstrate anunderstanding of current innovation inelectricity/electronics, processes, applicationsand emerging new technologies.


Graphic Communication Technology

GLO GC1 Image Acquisition: Demonstrate the principalsand processes involved with image acquisitionand creation.

GLO GC2 Still Image Production: Apply knowledge andpractical skills to produce still image visualrepresentations of ideas or abstract concepts.

GLO GC3 Binding and Packaging: Demonstrate and applythe knowledge and skills to finish a product fordistribution.

GLO GC4 Animated Images: Apply knowledge and skillsto produce animated images of ideas or abstractconcepts.

GLO GC5 Video Editing: Create and edit videoproductions.

GLO GC6 Current Innovation: Demonstrate anunderstanding of current innovation in graphiccommunication processes, applications, andemerging new technologies.

Metalwork Technology

GLO MW1 Metalurgy: Demonstrate an understanding ofmetallurgy—science and processes.

GLO MW2 Measurement and Layout: Use metalworkingmeasurement and layout tools correctly andefficiently.

GLO MW3 Separation: Apply separation processes to metal.

GLO MW4 Fastening: Apply fastening processes to metal.

GLO MW5 Forming and Casting: Apply forming andcasting processes to metal.

GLO MW6 Finishing: Apply finishing processes to metalconsidering their environmental impact.

GLO MW7 Current Innovation: Demonstrate anunderstanding of current innovation inmetalwork processes, applications, and emergingnew technologies.


Power Mechanics Technology

GLO PM1 Energy Conversion: Demonstrate anunderstanding of the theory of internalcombustion and alternate energy converters.

GLO PM2 Engine Systems: Identify and analyze variousengine systems.

GLO PM3 Electrical Systems: Understand the basicelectrical principles applied to power mechanicssystems.

GLO PM4 Mechanical Systems: Identify and analyze themechanical systems of an internal combustionengine.

GLO PM5 Chassis Systems: Identify and compare variousautomotive chassis systems.

GLO PM6 Climate Control Systems: Identify and analyzethe climate control systems in an automobile.

GLO PM7 Assembly/Disassembly Tools: Demonstrate theuse of tools and equipment in assembly anddisassembly of mechanical components.

GLO PM8 Diagnostic Tools: Use diagnostic tools andmethods to troubleshoot, diagnose, and repairpower mechanical systems.

GLO PM9 Environmental Impact and Current Innovation:Demonstrate an understanding of currentinnovation in automotive industry,environmental impacts, and emerging newtechnologies.

Woodwork Technology

GLO WW1 Wood, Products, and Processes: Demonstrate anunderstanding of woodwork— woods, woodproducts, and processes.

GLO WW2 Measurement and Layout: Use woodworkingmeasurement and layout tools, correctly andefficiently.

GLO WW3 Separation: Apply separation processes to wood.

GLO WW4 Fastening: Apply fastening processes andspecialty hardware to wood, correctly andefficiently.

GLO WW5 Wood Joints: Apply joints and joining techniquesto wood.

GLO WW6 Finishing: Apply finishing processes to woodconsidering their environmental impact.

GLO WW7 Current Innovation: Demonstrate anunderstanding of current innovation inwoodwork processes, applications, and emergingnew technologies.


Specific Learning Outcomes

S p e c i f i c L e a r n i n g O u t c o m e s 25

A G U I D E T O R E A D I N G L E A R N I N G O U T C O M E N U M B E R I N G

Production Skills

General Learning OutcomeGLO DD1 Tools and Equipment: Identify and demonstrate proper use of tools, materials, and equipment utilized in

Drafting Design.

Grade 9Specific Learning Outcome(s)




IA9.DD1.1 Identify andutilize traditional “board” toolsused in drafting such as T-squares, drafting machines,set-squares, scales, rules...

IA9.DD1.2 Use a ComputerAssisted Drafting and Design(CADD) system to produce asimple technical drawing.

IA9.DD1.3 Demonstrate aworking knowledge of variousinput and output devices in aCADD system.

IA10.DD1.1 Ô

IA10.DD1.2 Ô

IA10.DD1.3 Ô

IA11.DD1.1 Ô

IA11.DD1.2 Ô

IA11.DD1.3 Ô

IA12.DD1.1 Ô

IA12.DD1.2 Convert ideasinto 2-D and 3-D drawingsusing a CADD system andrendering software.

IA12.DD1.3 Determinehardware and softwareconfiguration required toaccomplish goals in a specifieddrafting project.

SLO (SpecificLearning Outcome)

Grade 9 Level

Drafting DesignTechnology

GLO (GeneralLearning Outcome)

First GeneralLearning Outcomeof this Set

Drafting DesignTechnology

First GeneralLearning Outcomeof this Set

SLO (Number 3)



D r a f t i n g D e s i g n T e c h n o l o g y 29

Fundamental Skills

General Learning OutcomeGLO F1 Technical Communication: Communicate technical ideas and designs effectively and appropriately.





IA9.F1.1 Use severalpresentation programs usingexisting formats to digitallycommunicate a technical idea.

IA9.F1.2 Interpret agraphic presentation of atechnical idea.

IA9.F1.3 Recognizetechnical language and terms.

IA9.F1.4 Effectively usetechnical reading skills to followa set of instructional steps.

IA10.F1.1 Design a simplepresentation using apresentation program tocommunicate a technical idea.

IA10.F1.2 Adapt a graphicpresentation of a technicalidea.

IA10.F1.3 Use technicallanguage and terms in thecorrect context.

IA10.F1.4 Adapt a set ofinstructional steps usingappropriate technical writingskills.

IA11.F1.1 Apply anadvanced presentation programeffectively to communicate atechnical idea visually.

IA11.F1.2 Create a graphicpresentation of a technicalidea.

IA11.F1.3 Create a set ofsteps using correct technicalwriting techniques to effectivelydescribe a technical process.

IA12.F1.1 Apply anappropriate combination ofdigital, graphic, oral, andwritten techniques to effectivelycommunicate a technical idea.


Fundamental Skills

General Learning OutcomeGLO F2 Problem Solving: Apply effective decision-making, problem-solving, and design strategies to a project.

(Refer to Appendix B for a sample design/problem-solving process.)





IA9.F2.1 Demonstrate anunderstanding of the problem-solving process in designingand producing a product.

IA9.F2.2 Identify criteriafor making and evaluatingchoices.

IA9.F2.3 Demonstrate anunderstanding of the qualitiesof good design.

IA10.F2.1 Identifyproblems and apply appropriateproblem-solving skills to solvethem.

IA10.F2.2 Apply a decision-making strategy to practicalsituations.

IA10.F2.3 Modify anexisting design to meetspecified criteria.

IA11.F2.1 Transferproblem-solving skills to real-life situations.

IA11.F2.2 Use a variety ofcritical thinking skills toevaluate situations and makedecisions.

IA11.F2.3 Create a designto meet a set of specifications.

IA12.F2.1 Research andarticulate a problem that canbe solved through technologicalmeans.

IA12.F2.2 Apply problem-solving and design skills todevelop a technological solutionto a problem.

IA12.F2.3 Analyze criticallyand act logically to evaluatesituations and make decisions.


Fundamental Skills

General Learning OutcomeGLO F3 Information Management: Effectively manage information.





IA9.F3.1 Acquire andorganize information usingappropriate technology andinformation systems.

IA9.F3.2 Demonstrate theappropriate use of informationas directed.

IA10.F3.1 Apply specializedinformation and skills in real-lifesituations.

IA10.F3.2 Access and use arange of relevant information,material, and human resourceswith limited direction.

IA11.F3.1 Transfer andapply specialized informationand skills in a variety ofsituations.

IA11.F3.2 Acquire and usea range of relevant information,material, and human resources,and recognize when additionalresources are required.

IA12.F3.1 Acquire, analyze,and apply specializedinformation and skills fromvarious disciplines in a varietyof realistic circumstances.

IA12.F3.2 Support andenhance basic informationrequirements by using a widevariety of information, material,and human resources.


Personal Skills

General Learning OutcomeGLO P1 Time Management: Demonstrate responsibility in time management, task completion, and in meeting

project criteria. (Note: based on the Conference Board of Canada’s Personal Management Skills)





IA9.P1.1 Demonstrateresponsibility in timemanagement.

IA9.P1.2 Demonstrateresponsibility in beingaccountable for one’s actions.

IA9.P1.3 Arrive at classprepared with materials andcompleted assignments.

IA9.P1.4 Complete allassigned tasks within stateddeadlines.

IA9.P1.5 Complete allprojects according to specifiedcriteria.

















Personal Skills

General Learning OutcomeGLO P2 Ethical Decision Making: Make ethical decisions concerning the impact of one’s activities and the use of

technology.





IA9.P2.1 Make personaljudgments whether certainbehaviours/actions are right orwrong.

IA9.P2.2 Demonstrate anunderstanding of technologicalimpact on the environment,society, lifestyles, etc.

IA10.P2.1 Assess howpersonal judgments affect peermembers and/or communitymembers.

IA10.P2.2 Demonstrate anunderstanding of the impact oftechnological choices.

IA11.P2.1 Assess theimplications of personal/groupactions within the broadercommunity.

IA11.P2.2 Develop andimplement risk managementstrategies for a variety oftechnological activities.

IA12.P2.1 Analyze theimplications of personal/groupactions within the globalcontext.

IA12.P2.2 State andsupport a personal code ofethics as required.

IA12.P2.3 Demonstrateresponsible leadership inmanaging current and futuretechnologies on theenvironment and on society.


Personal Skills

General Learning OutcomeGLO P3 Career Planning: Develop an action plan relating personal aptitudes and abilities to occupational

opportunities.





IA9.P3.1 Identify criticalskills needed for employabilityin today's workplace.

IA9.P3.2 Demonstrate anawareness of the technologiesof specific occupations andworkplaces.

IA10.P3.1 Evaluateemployability profiles for avariety of workplaces andcareers.

IA10.P3.2 Outline skillsrequired for a specific careerpath.

IA11.P3.1 Developstrategies to assess personaltechnological literacy andcapability.

IA11.P3.2 Perform anassessment of personalstrengths and weaknesses(career portfolio).

IA12.P3.1 Assess specificpersonal skills, interests, andabilities (career portfolio).

IA12.P3.2 Develop a planfor acquiring the technologicalcapabilities required to achievea career vision (careerportfolio).


Personal Skills

General Learning OutcomeGLO P4 Safe Practices: Demonstrate safe practices with tools, machines, materials, and related processes.

(Refer to: Keeping Your Facilities SAFE: A Support Document for Industrial Arts Teachers, ManitobaEducation and Youth, 2003.)





IA9.P4.1 Follow personaland environmental health andsafety procedures.

IA9.P4.2 Identifyimmediate hazards and theirimpact on self, others, and theenvironment.

IA9.P4.3 Identify andfollow appropriate emergencyresponse procedures.

IA10.P4.1 Recognizeand follow personal andenvironmental health andsafety procedures.

IA10.P4.2 Identifyimmediate and potentialhazards and their impacton self, others, and theenvironment.

IA10.P4.3 Identify andfollow appropriateemergency responseprocedures.

IA11.P4.1 Establish andfollow personal andenvironmental health andsafety procedures.

IA11.P4.2 Identifyimmediate and potentialhazards and assess their impacton self, others, and theenvironment.


IA12.P4.1 Transfer andapply personal andenvironmental health andsafety procedures to a varietyof environments and situations.

IA12.P4.2 Identifyimmediate and potentialhazards and assess their impacton self, others, and theenvironment, and recommendsafe procedures.



Personal Skills

General Learning OutcomeGLO P5 Positive Attitude: Demonstrate positive attitudes to learning in Industrial Arts facilities.





IA9.P5.1 Listen, in orderto understand and learn.

IA9.P5.2 Demonstrate awillingness to continuouslylearn.

IA9.P5.3 Activelyparticipate in a positive manner.

IA10.P5.1 Listen andrespond, in order to understandand learn.

IA10.P5.2 Assess personallearning needs (i.e., personallearning style).


IA11.P5.1 Listen andrespond, in order tounderstand, learn, and teach.

IA11.P5.2 Identify learningsources and opportunities.


IA12.P5.1 Listen andrespond, in order tounderstand, learn, teach, andevaluate.

IA12.P5.2 Set learninggoals and develop a personallearning plan.



Personal Skills

General Learning OutcomeGLO P6 Teamwork: Adapt strategies to work effectively, independently, or as a team member to complete a project.





IA9.P6.1 Demonstrate anunderstanding of the role ofmembers of a team.

IA9.P6.2 Acknowledge theopinions and contributions of allteam members.

IA9.P6.3 List and defineteam objectives.

IA10.P6.1 Contribute to ateam to achieve its mandate.

IA10.P6.2 Respect theopinions and contributions of allteam members.

IA10.P6.3 Contribute to thedevelopment of team objectivesand goals.

IA11.P6.1 Identify the needto lead and/or support in ateam situation, in order toachieve the team mandate.

IA11.P6.2 Seek andappreciate the opinions andcontributions of all teammembers.

IA11.P6.3 �

IA12.P6.1 Understand andwork with others on a “job” toachieve the best results.

IA12.P6.2 Lead and/orsupport as appropriate tomotivate a team for highperformance.

IA12.P6.3 Develop and/orrefine a team approach basedon needs and benefits.


Production Skills

General Learning OutcomeGLO DD1 Tools and Equipment: Identify and demonstrate proper use of tools, materials, and equipment utilized in

drafting design.





IA9.DD1.1 Identify andutilize traditional “board” toolsused in drafting such as T-squares, drafting machines,set-squares, scales, rules...

IA9.DD1.2 Use a ComputerAssisted Drafting and Design(CADD) system to produce asimple technical drawing.

IA9.DD1.3 Demonstrate aworking knowledge of variousinput and output devices in aCADD system.

IA10.DD1.1 �

IA10.DD1.2 �

IA10.DD1.3 �

IA11.DD1.1 �

IA11.DD1.2 �

IA11.DD1.3 �

IA12.DD1.1 �

IA12.DD1.2 Convert ideasinto 2-D and 3-D drawingsusing a CADD system andrendering software.

IA12.DD1.3 Determinehardware and softwareconfiguration required toaccomplish goals in a specifieddrafting project.


Production Skills

General Learning OutcomeGLO DD2 Drawing Interpretation: Recognize and interpret technical drawings.





IA9.DD2.1 Do a “materialtake off” from a set of technicaldrawings.

IA9.DD2.2 Identify the mainconventions related to simpletechnical drawings.

IA10.DD2.1 Read and utilizeinformation schedules andnotations (including title blocks)on technical drawings.

IA10.DD2.2 �

IA11.DD2.1 �

IA11.DD2.2 �

IA12.DD2.1 �

IA12.DD2.2 Identify the mainconventions related to severaltypes of technical drawingssuch as product manufacturing,architectural, civil/structuralengineering, aeronauticalengineering…


Production Skills

General Learning OutcomeGLO DD3 Technical Sketching: Employ technical sketching as a way of visualizing ideas.





IA9.DD3.1 Identifyspecialized technical sketchingmaterials.

IA9.DD3.2 Sketchorthographic and pictorial viewsof common objects.

IA10.DD3.1 �

IA10.DD3.2 �

IA11.DD3.1 �

IA11.DD3.2 �

IA12.DD3.1 �

IA12.DD3.2 Employsketching as a way ofrepresenting ideas during theplanning of all drafting projects.


Production Skills

General Learning OutcomeGLO DD4 Geometric Application: Apply mathematics and geometry in completing technical drawings.





IA9.DD4.1 Identify basicgeometric shapes and solids.

IA9.DD4.2 Recognize andinterpret technical drawingscontaining auxiliary views andsections.

IA9.DD4.3 Identify basicgeometric developments.

IA10.DD4.1 Construct basicgeometric shapes and solids.

IA10.DD4.2 �

IA10.DD4.3 �

IA11.DD4.1 �

IA11.DD4.2 �

IA11.DD4.3 �

IA12.DD4.1 �

IA12.DD4.2 Identify theappropriate need for auxiliaryviews and sections in atechnical drawing and createthem.

IA12.DD4.3 Create parallelline and radial linedevelopments with and withoutintersecting shapes.


Production Skills

General Learning OutcomeGLO DD5 Production (Working) Drawings: Use the design process and problem solving to create production

drawings.





IA9.DD5.1 Identify thecommon terms and propertiesof typical mechanicalproduction drawings such astolerances, surface finish,threaded fastenerspecifications, welding symbols

IA9.DD5.2 Identify thecommon terms and propertiesof typical building constructiondrawings such as presentationdrawings, constructiondrawings, plan views,elevations, finish schedules,perspective projection …

IA9.DD5.3 Identify thecommon terms and propertiesof typical electricity/electronicsand piping fluidic drawings suchas schematic symbols, pictorialconnection diagrams, single linepipe diagrams …

IA10.DD5.1 �

IA10.DD5.2 �

IA10.DD5.3 �

IA11.DD5.1 �

IA11.DD5.2 �

IA11.DD5.3 �

IA12.DD5.1 Research,assemble information, anddevelop a solution by creating amechanical production drawing.

IA12.DD5.2 Research,assemble information, anddevelop a solution by creating abuilding construction drawing.

IA12.DD5.3 Research,assemble information, anddevelop a solution by creating aelectricity/electronics drawing.

Continued






IA9.DD5.4 Identify thecommon terms andproperties of typicaltechnical illustration/salesdrawings such as shading,exploded pictorial, washrendering, charting …

IA9.DD5.5 Identify thecommon terms andproperties of typicalgeological/ topographicaldrawings such as cadastralmaps, plot survey, contourmapping …

IA10.DD5.4 �

IA10.DD5.5 �

IA11.DD5.4 �

IA11.DD5.5 �

IA12.DD5.4 Research,assemble information, anddevelop a solution bycreating a technicalillustration/sales drawing.

IA12.DD5.5 Research,assemble information, anddevelop a solution bycreating a geological/topographical drawing.


Production Skills

General Learning OutcomeGLO DD6 Applications: Develop an understanding of drafting applications and current workplace practice.





IA9.DD6.1 Identify thecommon terms and practicesassociated with productmanufacturing drafting such asdetail working drawings,assembly drawings, scalemodels, and prototypes …

IA9.DD6.2 Identify thecommon terms and practicesassociated with architecturaldrafting such as architecturallettering, architectural styles,house construction,architectural scale models …

IA9.DD6.3 Identify thecommon terms and practicesassociated with engineeringdrafting such as communityplans, surveys, steel structurecross sections, sheet metal,jigs, fixtures …

IA10.DD6.1 �

IA10.DD6.2 �

IA10.DD6.3 �

IA11.DD6.1 �

IA11.DD6.2 �

IA11.DD6.3 �

IA12.DD6.1 Combineknowledge of productiondrawings, good design process,and teamwork to create aseries of drawings and modelsas a solution to a productmanufacturing challenge.

IA12.DD6.2 Combineknowledge of productiondrawings, good design process,and teamwork to create aseries of drawings as a solutionto an architectural projectchallenge.

IA12.DD6.3 Combineknowledge of productiondrawings, good design process,and teamwork to create aseries of drawings as a solutionto an engineering projectchallenge.


Production Skills

General Learning OutcomeGLO DD7 Current Innovation: Demonstrate an understanding of current innovation in drafting design processes,

applications, and emerging new technologies.





IA9.DD7.1 Identify severalcurrent innovations in draftingdesign such as virtualwalkthrough software, 3-Dprototype printing, 3-D solidmodelling drafting …

IA10.DD7.1 � IA11.DD7.1 � IA12.DD7.1 Research,explain, and demonstrateseveral current innovations indrafting design.


Electricity/Electronics Technology

E l e c t r i c i t y / E l e c t r o n i c s T e c h n o l o g y 49

Fundamental Skills

General Learning OutcomeGLO F1 Technical Communication: Communicate technical ideas and designs effectively and appropriately


















Fundamental Skills




















Fundamental Skills















Personal Skills




























Personal Skills


technology.















Personal Skills


opportunities.














Personal Skills

General Learning OutcomeGLO P4 Safe Practices: Demonstrate safe practices with tools, machines, materials, and related processes. (Refer

to: Keeping Your Facilities SAFE: A Support Document for Industrial Arts Teachers, Manitoba Education andYouth, 2003.)








IA10.P4.1 Recognize andfollow personal andenvironmental health andsafety procedures.

IA10.P4.2 Identifyimmediate and potentialhazards and their impact onself, others, and theenvironment.









Personal Skills












IA11.P5.1 Listen andrespond, in order tounderstand, learn and teach.







Personal Skills














IA11.P6.3 �





Production Skills

General Learning OutcomeGLO EE1 Tools and Equipment: Identify and demonstrate proper use of tools, materials, and equipment utilized in

electricity/electronics.





IA9.EE1.1 Identify andutilize common hand tools usedin electricity/electronics.

IA9.EE1.2 Identify andutilize several common piecesof test equipment used inelectricity/electronics such asohmmeters, ammeters,voltmeters, power supplies...

IA9.EE1.3 Selectappropriate test equipment tomeasure specified functions ofan electricity/electronics circuit.

IA10.EE1.1 �

IA10.EE1.2 �

IA10.EE1.3 �

IA11.EE1.1 �

IA11.EE1.2 �

IA11.EE1.3 �

IA12.EE1.1 �

IA12.EE1.2 Identify andutilize most common pieces oftest equipment used inelectricity/electronics includingseveral specialized pieces oftest equipment such asprogrammable power supplies,function/pulse/signalgenerators, componentmeasuring devices, frequencycounters, spectrum analyzers,logic analyzers….

IA12.EE1.3 Applyappropriate test equipmenttechniques to the analysis,repair, and calibration ofelectricity/electronics circuitsand devices.


Production Skills

General Learning OutcomeGLO EE2 Circuit Construction: Apply appropriate fabrication techniques to construct electricity/electronics devices.





IA9.EE2.1 Use correctprocedures to solder basicelectricity/electronics circuitry.

IA9.EE2.2 Breadboardsimple circuits from givenschematic diagrams.

IA9.EE2.3 Construct simpleprinted circuits.

IA9.EE2.4 Troubleshoot andrepair simple electricity/electronics circuitry.

IA10.EE2.1 �

IA10.EE2.2 �

IA10.EE2.3 �

IA10.EE2.4 �

IA11.EE2.1 �

IA11.EE2.2 �

IA11.EE2.3 �

IA11.EE2.4 �

IA12.EE2.1 Use correctprocedures to solderelectricity/electronics circuitryincluding unique and heatsensitive circuits.

IA12.EE2.2 Breadboardcomplex circuits from givenschematic diagrams.

IA12.EE2.3 Design, plan,and construct complex printedcircuits.

IA12.EE2.4 Troubleshoot andrepair complex electricity/electronics circuitry.


Production Skills

General Learning OutcomeGLO EE3 Components: Demonstrate the function of electricity/electronics passive and active components.





IA9.EE3.1 Identify commonelectricity/electronics passiveand active components such asresistors, conductors,semiconductors, controldevices...

IA9.EE3.2 Selectappropriate components for acircuit given a schematicdiagram.

IA10.EE3.1 �

IA10.EE3.2 �

IA11.EE3.1 �

IA11.EE3.2 �

IA12.EE3.1 Describe thefunction, properties, andschematic symbols of mostcommon electricity/electronicspassive and active components.

IA12.EE3.2 �


Production Skills

General Learning OutcomeGLO EE4 Laws and Theory: Apply electricity/electronics laws and theory.





IA9.EE4.1 Demonstrate anunderstanding of basicelectrical laws and formulassuch as Ohm’s Law, Watt’s Law,the law of magnetism…

IA9.EE4.2 Demonstrate anunderstanding of basic DCelectrical theory includingconcepts such as the atomicmodel, electrons, current,electromotive force, potentialdifference, volt, resistance,inductance…

IA9.EE4.3 Demonstrate anunderstanding of basic ACelectrical theory includingconcepts such as sine wave, ACgeneration, hertz, induction,capacitive reactance…

IA10.EE4.1 �

IA10.EE4.2 �

IA10.EE4.3 �

IA11.EE4.1 �

IA11.EE4.2 �

IA11.EE4.3 �

IA12.EE4.1 Applymathematical calculations andformulas to analyze electricity/electronics circuitry.

IA12.EE4.2 Apply DC theoryto analyze electricity/electronicscircuitry.

IA12.EE4.3 Apply AC theoryto analyze electricity/electronicscircuitry.


Production Skills

General Learning OutcomeGLO EE5 Circuits and Systems: Identify and analyze basic electricity/electronics circuits.





IA9.EE5.1 Identify basicelectricity/electronics circuitssuch as series, parallel,combination, rectifier, oscillator,amplifier, pulse, logic…

IA9.EE5.2 Identify basiccircuits within electricity/electronics systems such aspower control devices, signalproducing-receiving devices,analog, and digital systems…

IA9.EE5.3 Produceschematic and/or blockdiagrams of electricity/electronics circuits andsystems.

IA10.EE5.1 �

IA10.EE5.2 �

IA10.EE5.3 �

IA11.EE5.1 �

IA11.EE5.2 �

IA11.EE5.3 �

IA12.EE5.1 Design andtroubleshoot basic electricity/electronics circuits.

IA12.EE5.2 Combine basicelectricity/electronics circuitryto produce systems thatachieve specified functions.

IA12.EE5.3 �


Production Skills

General Learning OutcomeGLO EE6 Applications: Develop an understanding of electricity/electronics applications.





IA9.EE6.1 Identify basiccircuitry and systems used insimple real-world electricity/electronics applications such asalarm systems, residentialwiring, radio, television, digitallogic circuits…

IA9.EE6.2 Troubleshoot andrepair basic electricity/electronics systems andapplications.

IA10.EE6.1 �

IA10.EE6.2 �

IA11.EE6.1 �

IA11.EE6.2 �

IA12.EE6.1 Combineelectricity/electronics circuitsand systems to createelectricity/electronics devicesand applications that performspecific functions.

IA12.EE6.2 �


Production Skills

General Learning OutcomeGLO EE7 Current Innovation: Demonstrate an understanding of current innovation in electricity/electronics

processes, applications, and emerging new technologies.





IA9.EE7.1 Identify severalcurrent innovations inelectricity/electronics such asComputer Numerical Control,robotics and automation, digitalcommunication, fibre opticnetworks, Nano-technology,circuit simulation software …

IA10.EE7.1 � IA11.EE7.1 � IA12.EE7.1 Research,explain, and demonstrateseveral current innovations inelectricity/electronics.


Graphic Communication Technology

G r a p h i c C o m m u n i c a t i o n T e c h n o l o g y 67

Fundamental Skills



















Fundamental Skills

General Learning OutcomeGLO F2: Problem Solving: Apply effective decision-making, problem-solving, and design strategies to a project.



















Fundamental Skills















Personal Skills




























Personal Skills


technology.















Personal Skills


opportunities.














Personal Skills




















Personal Skills



















Personal Skills














IA11.P6.3 �





Production Skills

General Learning OutcomeGLO GC1 Image Acquisition: Demonstrate the principals and processes involved with image acquisition and

creation.





IA9.GC1.1 Identify severalmethods of acquiring andcreating images such asscanning, digital photography,using clip art …

IA9.GC1.2 Create rastergraphic images.

IA9.GC1.3 Create vectorgraphic images.

IA10.GC1.1 �

IA10.GC1.2 �

IA10.GC1.3 �

IA11.GC1.1 �

IA11.GC1.2 �

IA11.GC1.3 �

IA12.GC1.1 Acquire andmodify images usingappropriate methods.

IA12.GC1.2 �

IA12.GC1.3 �


Production Skills

General Learning OutcomeGLO GC2 Still Image Production: Apply knowledge and practical skills to produce still image visual representations

of ideas or abstract concepts.





IA9.GC2.1 Identify theprocedures required forproducing a visualrepresentation by reliefprinting.

IA9.GC2.2 Identify theprocedures required forproducing a visualrepresentation by screenprinting.

IA9.GC2.3 Identify theprocedures required forproducing a visualrepresentation by lithography.

IA9.GC2.4 Identify theprocedures required forproducing a visualrepresentation by continuoustone and process photography.

IA9.GC2.5 Identify theprocedures required forproducing a visualrepresentation by electronicmedia.

IA10.GC2.1 �

IA10.GC2.2 �

IA10.GC2.3 �

IA10.GC2.4 �

IA10.GC2.5 �

IA11.GC2.1 �

IA11.GC2.2 �

IA11.GC2.3 �

IA11.GC2.4 �

IA11.GC2.5 �

IA12.GC2.1 Use severaltypes of relief printingappropriately to create visualrepresentations.

IA12.GC2.2 Use severaltypes of screen printingappropriately to create visualrepresentations.

IA12.GC2.3 Use severaltypes of lithographyappropriately to create visualrepresentations.

IA12.GC2.4 Use severaltypes of continuous andprocess photographyappropriately to create visualrepresentations.

IA12.GC2.5 Use severaltypes of relief printingappropriately to create visualrepresentations.


Production Skills

General Learning OutcomeGLO GC3 Binding and Packaging: Demonstrate and apply the knowledge and skills to finish a product for

distribution.





IA9.GC3.1 Identify severalmethods of binding such asstapling, gum binding, coilbinding, stitching...

IA9.GC3.2 Identify severalpackaging methods andsystems such as applyingcovers, folding, collating …

IA10.GC3.1 �

IA10.GC3.2 �

IA11.GC3.1 �

IA11.GC3.2 �

IA12.GC3.1 Bind a printedrun using an appropriatemethod to fulfill a specific set ofrequirements.

IA12.GC3.2 Determine andapply appropriate packaging tofulfill a specific set of documentrequirements..


Production Skills

General Learning OutcomeGLO GC4 Animated Images: Apply knowledge and skills to produce animated images of ideas or abstract concepts.





IA9.GC4.1 Demonstrate anunderstanding of and use basicanimation terms such asstoryboarding, cels, fielding,hand inking, frame rate,embed, tweening …

IA9.GC4.2 Identify andexplain several 2-D methods ofanimation such as hand-drawncels, cut-out animation,computer-drawn frames …

IA9.GC4.3 Identify andexplain several 3-D methods ofanimation such as claymation,stop action, live, digitalanimation, 3-D computeranimation …

IA10.GC4.1 �

IA10.GC4.2 �

IA10.GC4.3 �

IA11.GC4.1 �

IA11.GC4.2 �

IA11.GC4.3 �

IA12.GC4.1 �

IA12.GC4.2 Create a 2-Danimation using an appropriatemethod to fulfill a specific set ofrequirements.

IA12.GC4.3 Create a 3-Danimation using an appropriatemethod to fulfill a specific set ofrequirements.


Production Skills

General Learning OutcomeGLO GC5 Video Editing: Create and edit video productions.





IA9.GC5.1 Demonstrate anunderstanding of and use basicvideo production terms such asstoryboarding, scripting,continuity, non-linear editing,NTSC, PAL …

IA9.GC5.2 Identify thesteps and requirements ofvideo pre-production such asstoryboarding, scripting, setpreparation …

IA9.GC5.3 Identify thesteps and requirements ofvideo production such ascamera operation, lighting,sound, continuity, productionmanagement …

IA9.GC5.4 Identify thesteps and requirements ofvideo editing such as log andcapturing, timelines, clips,transitions, effects, titles …

IA10.GC5.1 �

IA10.GC5.2 �

IA10.GC5.3 �

IA10.GC5.4 �

IA11.GC5.1 �

IA11.GC5.2 �

IA11.GC5.3 �

IA11.GC5.4 �

IA12.GC5.2 �

IA12.GC5.3 Combineproduction knowledge, gooddesign process, and teamworkto complete the pre-productionwork for a video project.

IA12.GC5.4 Combineproduction knowledge, gooddesign process, and teamworkto complete the productionwork for a video project.

IA12.GC5.5 Combineproduction knowledge, gooddesign process, and teamworkto complete the post-production work for a videoproject.


Production Skills

General Learning OutcomeGLO GC6 Current Innovation: Demonstrate an understanding of current innovation in graphic communication

processes, applications, and emerging new technologies.





IA9.GC6.1 Identify severalcurrent innovations in graphiccommunication such as wide-format printing, interactivegraphics, 3-D animation multi-camera motion capture …

IA10.GC6.1 � IA11.GC6.1 � IA12.GC6.1 Research,explain, and demonstrateseveral current innovations ingraphic communication.


Metalwork Technology

M e t a l w o r k T e c h n o l o g y 85

Fundamental Skills



















Fundamental Skills




















Fundamental Skills















Personal Skills




























Personal Skills


technology.















Personal Skills


opportunities.














Personal Skills




















Personal Skills



















Personal Skills














IA11.P6.3 �





Production Skills

General Learning OutcomeGLO MW1 Metalurgy: Demonstrate an understanding of metallurgy—science and processes.





IA9.MW1.1 Identify commonmetals and their classification.

IA9.MW1.2 Interpret theSAE and AISI coding systems ofmetal

IA9.MW1.3 Describe avariety of common heat-treating processes includingannealing, hardening,tempering, normalizing, casehardening, flame hardening,induction hardening, and laserhardening.

IA9.MW1.4 Explain thepowder-metal process andadvantages.

IA10.MW1.1 �

IA10.MW1.2 �

IA10.MW1.3 �

IA10.MW1.4 �

IA11.MW1.1 �

IA11.MW1.2 �

IA11.MW1.3 �

IA11.MW1.4 �

IA12.MW1.1 Select metal forprojects and applications basedon its physical and mechanicalproperties.

IA12.MW1.2 �

IA12.MW1.3 Applyappropriate hardeningprocesses based on projectrequirements.

IA12.MW1.4 Deviseappropriate uses for thepowder-metal process.


Production Skills

General Learning OutcomeGLO MW2 Measurement and Layout: Use metalworking measurement and layout tools correctly and efficiently.





IA9.MW2.1 Recognize andapply common measurementstandards used inmetalworking, including CSA,ANSI, ISO, metric, imperial…

IA9.MW2.2 Identify and useseveral common measurementtools used in metalworking,including rules, micrometers,dial indicators, gauges…

IA9.MW2.3 Identify and useseveral common layout toolsused in metalworking, includingcallipers, dividers, squares…

IA10.MW2.1 �

IA10.MW2.2 �

IA10.MW2.3 �

IA11.MW2.1 �

IA11.MW2.2 �

IA11.MW2.3 �

IA12.MW2.1 �

IA12.MW2.2 Identify and usemost common measurementtools used in metalworking,including rules, micrometers,dial indicators, gauges…

IA12.MW2.3 Applyappropriate layout techniquesto the creation of a metalworkproject.


Production Skills

General Learning OutcomeGLO MW2 Separation: Apply separation processes to metal.





IA9.MW3.1 Identify severalcommon metal separationprocesses such as cutting,drilling, grinding, turning,milling, and the use of electricalarc and gas torch…

IA9.MW3.2 Apply severalsheet and bench metalseparation processes to a metalproduct.

IA10.MW3.1 �

IA10.MW3.2 Apply severalcommon machine, gas torch,and electrical arc separationprocesses to a metal product.

IA11.MW3.1 �

IA11.MW3.2 �

IA12.MW3.1 Explain anddemonstrate most commonmetal separation processes.

IA12.MW3.2 Determine andapply the appropriate metalseparation processes requiredto safely create a metalproduct.


Production Skills

General Learning OutcomeGLO MW4 Fastening: Apply fastening processes to metal.





IA9.MW4.1 Identify severalcommon metal fasteningprocesses such as usingthreaded fasteners, riveting,welding, gas torch fastening,electric arc fastening...

IA9.MW4.2 Apply severalmechanical, common gas torchand electrical arc metalfastening processes to a metalproduct.

IA10.MW4.1 �

IA10.MW4.2 �

IA11.MW4.1 �

IA11.MW4.2 �

IA12.MW4.1 Explain anddemonstrate most commonmetal fastening processes.

IA12.MW4.2 Determine andapply the appropriate metalfastening processes required tosafely create a metal product.


Production Skills

General Learning OutcomeGLO MW5 Forming and Casting: Apply forming and casting processes to metal.





IA9.MW5.1 Identify severalcommon metal forming andcasting processes such as sheetmetal forming, wrought-ironforming, forging, foundry...

IA9.MW5.2 Apply severalmechanical-forming processesto a metal product.

IA10.MW5.1 �

IA10.MW5.2 �

IA11.MW5.1 �

IA11.MW5.2 �

IA12.MW5.1 Explain anddemonstrate most commonmetal-forming processes.

IA12.MW5.2 Determine andapply the appropriate metal-forming processes required tosafely create a metal product.


Production Skills

General Learning OutcomeGLO MW6 Finishing: Apply finishing processes to metal considering their environmental impact.





IA9.MW6.1 Identify severalcommon metal-finishingprocesses such as painting,peening, plating, polishing...

IA9.MW6.2 Apply severalcommon metal-finishingprocesses to a metal product.

IA9.MW6.3 Explain theenvironmental impact of mostcommon metal-finishingprocesses.

IA10.MW6.1 �

IA10.MW6.2 �

IA10.MW6.3 �

IA11.MW6.1 �

IA11.MW6.2 �

IA11.MW6.3 �

IA12.MW6.1 Explain anddemonstrate most commonmetal-finishing processes.

IA12.MW6.2 Determine andapply the appropriate finish to ametal product.

IA12.MW6.3 �


Production Skills

General Learning OutcomeGLO MW7 Current Innovation: Demonstrate an understanding of current innovation in metalwork processes,






IA9.MW7.1 Identify severalcurrent innovations inmetalworking such asComputer Numerical Control,jewellery fabrication…

IA10.MW7.1 � IA11.MW7.1 � IA12.MW7.1 Research,explain, and demonstrateseveral current innovations inmetalworking.


Power Mechanics Technology

P o w e r M e c h a n i c s T e c h n o l o g y 103

Fundamental Skills



















Fundamental Skills




















Fundamental Skills















Personal Skills




























Personal Skills


technology.










IA11.P2.2 Develop andimplement risk-managementstrategies for a variety oftechnological activities.





Personal Skills


opportunities.














Personal Skills




















Personal Skills



















Personal Skills


















Production Skills

General Learning OutcomeGLO PM1 Energy Conversion: Demonstrate an understanding of the theory of internal combustion and alternate

energy converters.





IA9.PM1.1 Identify severalmethods of converting fuel tomechanical energy such asinternal combustion, hydrogenfuel cell, diesel engines (glowplug .049 model)…

IA9.PM1.2 Identify severaltypes and applications ofinternal combustion enginessuch as two-stroke, four-stroke,rotary, diesel, K-cycle…

IA9.PM1.3 Identify the basicparts of several types ofinternal combustion engines.

IA10.PM1.1 �

IA10.PM1.2 �

IA10.PM1.3 �

IA11.PM1.1 �

IA11.PM1.2 �

IA11.PM1.3 �

IA12.PM1.1 Explain anddemonstrate the principlesbehind several methods ofconverting fuel to mechanicalenergy.

IA12.PM1.2 Explain anddemonstrate in detail theoperation and cycles of mosttypes of internal combustionengines.

IA12.PM1.3 Disassemble,identify, and explain theoperation of the basic parts ofmost internal combustionengines.


Production Skills

General Learning OutcomeGLO PM2 Engine Systems: Identify and analyze various engine systems.





IA9.PM2.1 Identify the partsof the fuel and enginemanagement system in aninternal combustion enginesuch as the fuel injector,throttle, fuel pressure regulator,idle air control valve...

IA9.PM2.2 Identify the partsof the filtering system in aninternal combustion enginesuch as the engine air filter, oilfilter, automatic transmissionfilter...

IA9.PM2.3 Identify the partsof the cooling system in aninternal combustion enginesuch as the radiator, fan,shroud, water pump...

IA9.PM2.4 Identify the partsof the exhaust and emissionssystem of an internalcombustion engine such as theEGR valve, catalytic converter,muffler…

IA10.PM2.1 �

IA10.PM2.2 �

IA10.PM2.3 �

IA10.PM2.4 �

IA11.PM2.1 �

IA11.PM2.2 �

IA11.PM2.3 �

IA11.PM2.4 �

IA12.PM2.1 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of the fuelmanagement system in aninternal combustion engine.

IA12.PM2.2 Identify, explainthe operation of andclean/replace the parts of thefiltering system of an internalcombustion engine.

IA12.PM2.3 Identify, explain,and adjust/repair (whenpossible) the parts of thecooling system of an internalcombustion engine.

IA12.PM2.4 Identify, explain,and adjust/repair (whenpossible) the parts of theexhaust and emissions systemof an internal combustionengine.


Production Skills

General Learning OutcomeGLO PM3 Electrical Systems: Understand the basic electrical principles applied to power mechanics systems.





IA9.PM3.1 Identify the partsof the wiring system in aninternal combustion enginesuch as the circuit protectiondevices, wire harness…

IA9.PM3.2 Identify the partsof the starting system in aninternal combustion enginesuch as the starter motor,starter solenoid…

IA9.PM3.3 Identify the partsof the charging system in aninternal combustion enginesuch as the alternator, battery…

IA10.PM3.1 �

IA10.PM3.2 �

IA10.PM3.3 �

IA11.PM3.1 �

IA11.PM3.2 �

IA11.PM3.3 �

IA12.PM3.1 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of the wiringsystem in an internalcombustion engine.

IA12.PM3.2 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of thestarting system in an internalcombustion engine.

IA12.PM3.3 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of thecharging system in an internalcombustion engine.


Production Skills

General Learning OutcomeGLO PM4 Mechanical Systems: Identify and analyze the mechanical systems of an internal combustion engine.





IA9.PM4.1 Identify the partsof the transmission system inan internal combustion enginesuch as the torque converter,input shaft, planetary gearsets…

IA9.PM4.2 Identify the partsof the power train system in aninternal combustion enginesuch as the camshaft,driveshaft, differential, PCMmodule…

IA10.PM4.1 �

IA10.PM4.2 �

IA11.PM4.1 �

IA11.PM4.2 �

IA12.PM4.1 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of thetransmission system in aninternal combustion engine.

IA12.PM4.2 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of the powertrain system in an internalcombustion engine.


Production Skills

General Learning OutcomeGLO PM5 Chassis Systems: Identify and compare various automotive chassis systems.





IA9.PM5.1 Identify the partsof the brake system of anautomobile such as the brakedrums, brake lines, mastercylinder, ABS modulator…

IA9.PM5.2 Identify the partsof the ride and handling systemof an automobile such as theshock absorbers, stabilizer bar,Macpherson struts…

IA9.PM5.3 Identify the partsof the steering system of anautomobile such as the power-steering pump, tie-rod ends,pitman arm…

IA10.PM5.1 �

IA10.PM5.2 �

IA10.PM5.3 �

IA11.PM5.1 �

IA11.PM5.2 �

IA11.PM5.3 �

IA12.PM5.1 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of the brakesystem in an automobile.

IA12.PM5.2 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of the rideand handling system in anautomobile.

IA12.PM5.3 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of thesteering system in anautomobile.


Production Skills

General Learning OutcomeGLO PM6 Climate Control Systems: Identify and analyze the climate control systems in an automobile.





IA9.PM6.1 Identify the partsof the heating system of anautomobile such as the heatercore, blower motor, hoses…

IA9.PM6.2 Identify the partsof the air-conditioning systemof an automobile such as thecondenser, compressor,evaporator…

IA10.PM6.1 �

IA10.PM6.2 �

IA11.PM6.1 �

IA11.PM6.2 �

IA12.PM6.1 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of theheating system in anautomobile.

IA12.PM6.2 Identify, explainthe operation and function of,and adjust/repair (whenpossible) the parts of the air-conditioning system in anautomobile.


Production Skills

General Learning OutcomeGLO PM7 Assembly/Disassembly Tools: Demonstrate the use of tools and equipment in assembly and

disassembly of mechanical components.





IA9.PM7.1 Identify and usetools common to powermechanics such as hand tools,power tools, hoists, jacks…

IA9.PM7.2 Identify and usecommon reconditioning toolsused in power mechanics suchas lathes, wire wheels, seatgrinde…

IA9.PM7.3 Identify commonfasteners used on automobilessuch as bolts, rivets, pins…

IA9.PM7.4 Identify toolsand materials used with seals inautomobiles such as gasketrubber, gasket felt, silicon seal,glues…

IA9.PM7.5 Identify themanuals and manual systemsused in automobile repair.

IA10.PM7.1 �

IA10.PM7.2 �

IA10.PM7.3 �

IA10.PM7.4 �

IA10.PM7.5 �

IA11.PM7.1 �

IA11.PM7.2 �

IA11.PM7.3 �

IA11.PM7.4 �

IA11.PM7.5 �

IA12.PM7.1 Determine andapply the appropriate tool for agiven power mechanics task.

IA12.PM7.2 Determine andapply the appropriate tool for agiven engine reconditioningtask.

IA12.PM7.3 Determine andapply the appropriate fastenerfor a given task.

IA12.PM7.4 Determine andapply the appropriate seal,gasket, and/or adhesive for agiven sealing task.

IA12.PM7.5 Use anautomotive manual to obtainrepair information.


Production Skills

General Learning OutcomeGLO PM8 Diagnostic Tools: Use diagnostic tools and methods to troubleshoot, diagnose, and repair power

mechanical systems.





IA9.PM8.1 Identify commonautomotive diagnostic toolssuch as ignition testers,charging system analyzers,scopes, scanners…

IA9.PM8.2 Explain commonautomotive diagnostictechniques such as the sparktest, compression test, fueldelivery test, ignition timing…

IA10.PM8.1 �

IA10.PM8.2 �

IA11.PM8.1 �

IA11.PM8.2 �

IA12.PM8.1 Use appropriatediagnostic tools and problem-solving methods to analyze andrepair automotive issues.

IA12.PM8.2 Use appropriatediagnostic techniques andproblem-solving methods toanalyze and repair automotiveissues.


Production Skills

General Learning OutcomeGLO PM9 Environmental Impact and Current Innovations: Demonstrate an understanding of current

innovation in automotive industry, environmental impacts, and emerging new technologies.





IA9.PM9.1 Identify severalcurrent innovations in theautomotive industry such ascontinuously variabletransmissions, advancedsuspension systems, modularvehicle assembly, use of newmaterials…

IA9.PM9.2 Identify severalcurrent issues and innovationsregarding the automotiveindustry and environmentalimpact such as emission issues,energy consumption,sustainable development…

IA10.PM9.1 �

IA10.PM9.2 �

IA11.PM9.1 �

IA11.PM9.2 �

IA12.PM9.1 Research,explain, and demonstrateseveral current innovations inthe automotive industry.

IA12.PM9.2 Research,explain, and demonstrateseveral current issues andinnovations regarding theautomotive industry andenvironmental impact.


Woodwork Technology

W o o d w o r k T e c h n o l o g y 123

Fundamental Skills



















Fundamental Skills




















Fundamental Skills















Personal Skills




























Personal Skills

General Learning OutcomeGLO P2 Ethical Dicision Making: Make ethical decisions concerning the impact of one’s activities and the use of

technology.















Personal Skills


opportunities.














Personal Skills




















Personal Skills



















Personal Skills


















Production Skills

General Learning OutcomeGLO WW1 Wood, Products, and Processes: Demonstrate an understanding of woodwork—woods, wood products,

and processes.





IA9.WW1.1 Identify commonwoods, their classification ashardwood or softwood, andtheir properties such as type,species, grain texture…

IA9.WW1.2 Identify severalcommon wood products suchas plywoods, laminates,veneers, particleboard…

IA10.WW1.1 �

IA10.WW1.2 �

IA11.WW1.1 �

IA11.WW1.2 �

IA12.WW1.1 Selectappropriate wood type, basedon its properties for projectsand applications.

IA12.WW1.2 Selectappropriate wood productsbased on project requirements.


Production Skills

General Learning OutcomeGLO WW2 Measurement and Layout: Use woodworking measurement and layout tools, correctly and efficiently.





IA9.WW2.1 Recognize andapply common measurementstandards used in woodworkingincluding CSA, ANSI, ISO,metric, imperial, moisturecontent…

IA9.WW2.2 Identify and useseveral common measurementtools used in woodworkingincluding rules, tapes, dividers,wood-moisture meters…

IA9.WW2.3 Identify and useseveral common layout toolsused in woodwork includingsquares, levels, lasers, slidingbevels, marking gauges…

IA10.WW2.1 �

IA10.WW2.2 �

IA10.WW2.3 �

IA11.WW2.1 �

IA11.WW2.2 �

IA11.WW2.3 �

IA12.WW2.1 �

IA12.WW2.2 Identify and usemost common measurementtools used in woodworkingincluding rules, tapes, dividers,wood-moisture meters…

IA12.WW2.3 Applyappropriate layout techniquesto the creation of a woodworkproject.


Production Skills

General Learning OutcomeGLO WW3 Separation: Apply separation processes to wood.





IA9.WW3.1 Identify severalcommon wood-separationprocesses such as cutting,drilling, turning, routing,sanding…

IA9.WW3.2 Apply severalhand tool wood-separationprocesses to a product.

IA10.WW3.1 �

IA10.WW3.2 �

IA11.WW3.1 �

IA11.WW3.2 �

IA12.WW3.1 Explain anddemonstrate most commonwood-separation processes.

IA12.WW3.2 Determine andapply the appropriate wood-separation processes requiredto safely create a woodproduct.


Production Skills

General Learning OutcomeGLO WW4 Fastening: Apply fastening processes and specialty hardware to wood, correctly and effieciently.





IA9.WW4.1 Identify severalcommon wood-fasteningprocesses such as using:threaded fasteners, adhesives,nails, specialty fasteninghardware...

IA9.WW4.2 Apply severalfastening processes to a woodproduct.

IA9.WW4.3 Identify severalcommon types of specialtyhardware used in creatingwood projects such as hinges,glides, pulls, shelf hardware,casters…

IA10.WW4.1 �

IA10.WW4.2 �

IA10.WW4.3 �

IA11.WW4.1 �

IA11.WW4.2 �

IA11.WW4.3 �

IA12.WW4.1 Identify anddescribe the classification andtypes of several common wood-fastening processes.

IA12.WW4.2 Determine andapply the appropriate wood-fastening processes required tocreate a wood product.

IA12.WW4.3 Determine andinstall the type of specialtyhardware required for a project.


Production Skills

General Learning OutcomeGLO WW5 Wood Joints: Apply joints and joining techniques to wood.





IA9.WW5.1 Identify severalcommon wood joints such asbutt, box, dado, dovetail, lap,mitre, mortise and tenon,rabbet, tongue and groove...

IA9.WW5.2 Identify severalcommon fastener forms used inwood joints such as corrugatedfasteners, dowels, splines,braces, special connectors.

IA9.WW5.3 Use severaltypes of wood joints and wood-joining techniques in thefabrication of a wood product.

IA10.WW5.1 �

IA10.WW5.2 �

IA10.WW5.3 �

IA11.WW5.1 �

IA11.WW5.2 �

IA11.WW5.3 �

IA12.WW5.1 List the uses andproperties of most wood joints.

IA12.WW5.2 List the uses andproperties of most wood-joiningtechniques.

IA12.WW5.3 Determine andapply the appropriate woodjoint and/or wood-joiningtechnique to the fabrication ofa wood product.


Production Skills

General Learning OutcomeGLO WW6 Finishing: Apply finishing processes to wood considering their environmental impact.





IA9.WW6.1 Identify severalcommon wood-finishingprocesses such as sanding,staining, painting, varnishing…

IA9.WW6.2 Explain theenvironmental impact of mostcommon wood-finishingprocesses.

IA9.WW6.3 Apply severalcommon wood-finishingprocesses to a product.

IA10.WW6.1 �

IA10.WW6.2 �

IA10.WW6.3 �

IA11.WW6.1 �

IA11.WW6.2 �

IA11.WW6.3 �

IA12.WW6.1 Identify andexplain the properties of mostcommon wood-finishingprocesses.

IA12.WW6.2 �

IA12.WW6.3 Determine andapply the appropriate finish to awood product.


Production Skills

General Learning OutcomeGLO WW7 Current Innovation: Demonstrate an understanding of current innovation in woodwork processes,






IA9.WW7.1 Identify severalcurrent innovations inwoodwork such as ComputerNumerical Control, strand woodproducts, glulam products,computer log and lumberanalysis, factory-made housing,structural insulated panels…

IA10.WW7.1 � IA11.WW7.1 � IA12.WW7.1 Research,explain, and demonstrateseveral current innovations inwoodwork.


Appendices

A p p e n d i c e s 141

What Are the Characteristics of Good LearningOutcomes?

Learning outcomes have three distinguishing characteristics.The specific action by the learner must be

1. observable2. measurable3. obtainable

The SLOs help teachers to focus on particular aspects ofknowledge and skills as they plan learning activities for theirstudents.

Tips for Rewriting Objectives as Learning Outcomes

• Start with the Grade 12 learning outcomes and proceed tothe Grade 11, Grade 10, and then finally the Grade 9learning outcomes. Use a backward process.

• Compare the learning outcomes in each category withwhat you are currently doing in the classroom.

• The Specific Learning Outcomes have to support theGeneral Learning Outcome.

A P P E N D I X A : W R I T I N G L E A R N I N G O U T C O M E S

Sample Set of Specific Learning Outcomes












Interpersonal Verbs

AdviseArticulateAssignCoachCommunicate anopinion

ComposeContributeCreateDemonstrateDesignDiscussDisplayEducateEmpathizeEncounterEvaluate

ExperienceExplainGive feedbackIdentifyIllustrateImproveInterpretInterviewInstructJustifyListenMotivateOrganizePerceivePlanPlayPractise

PresentProjectReceive feedbackRecordRelateRole-playSeekShareShowSolveSpell outTeachTrainTranslateWrite

Intrapersonal Verbs

AccessAdvocateAmendAnalyzeApplyAppraiseAssessAssimilateAwardChooseCommunicate anidea

CompareContrastConcentrateConcludeContributeCreateCritiqueDecideDefendDemonstrateDescribeDetermine

DiscriminateDrawEvaluateExplainExploreFocusIllustrateImagineInterpolateInterpretJudgeList

Verb List for WritingStudent Learning Outcomes

Verbal/Linguistic Verbs

AdaptAddressAmendAnswerArgueArticulateAssociateComposeConvertConvinceCreateCritiqueDebateDefendDefineDemonstrateDescribeDeviseDiscussDisplayDistinguishDraftElaborateEmbellishEnrichEnunciateExpandExplain

Express in otherterms

ExtendFormGeneralizeGenerateGive examplesGive in own wordsIndicateInformInterviewIntroduceInventJustifyLabelListListenMake upMemorizeModifyNameParaphrasePoint outPredictPrescribePresentPretendProducePublish

QuestionQuoteReadRecallReciteRecognizeRecommendRedirectRelateRepeatReportRestateRespondRetellRewordRewriteReviseSpecifyStateSuggestSummarizeSynthesizeTeachTellTranslateTransmitUseWrite


Logical/Mathematical Verbs (continued)

RankResolveSelectSeparate

SequenceSimplifySolveTest

TrackTranslateUnifyVerify

Visual/Spatial Verbs

BuildCastChangeChartConvertComposeCopyCreateDecorateDemonstrateDesignDiagramDistinguishDivideDrawElaborate

EmbellishEnlargeExpandFormFormulateGraphIdentifyIllustrateImproveIntegrateInterpretInventLabelListMakeMark

Mind mapModelOrganizeOriginateOutlineProduceRearrangeRecognizeRenderReorderRepresentReproduceShowSketchTransform

Body/Kinesthetic Verbs

Act outAdjustApplyArrangeBend

BlendBuildCategorizeChangeChoose

ClassifyCollect informationCombineCompareCompile

Intrapersonal Verbs (continued)

MakeNarratePlanPoint outPositionPractisePrepareProposeRankRate

RecognizeRecountRedrawReflectReportReviewReviseRewriteSelectSelf-reflect

ShareShowSuggestSupportTellTrackUseValidateWrite

Logical/Mathematical Verbs

AnalyzeAppraiseApplyArrangeBrainstormBreak downCalculateCause/EffectCheckClassifyCombineCompareComputeConcludeContrastConvertCountCriticizeDecide

DecipherDeduceDemonstrateDeriveDetectDetermineDevelopDeviseDifferentiateDiscernDiscoverDiscriminateDistinguishEstimateEvaluateExamineExerciseExtrapolateFind examples

Find relationshipsFind unknownFormulateGraspHypothesizeInferIntegrateInterpretLinkMeasureModifyObserveOrderOutlinePlotPonderPredictProvePuzzle


Musical/Rhythmic Verbs

AmplifyArrangeBlendClassifyCompare/ContrastComposeCreateDemonstrateElevateEnhanceExplainExpress

HarmonizeHearHumIllustrateIncorporateInterpretListenMake upModifyOrchestratePerformPlay

PractisePresentProduceRepresentRetellSelectShowSingStageTrainModifyWrite about

Body/Kinesthetic Verbs (continued)

CompleteConductConstructCountCreateDemonstrateDesignDetermineDevelopDeviseDiscoverDisplayDivideDocumentDramatizeEngageErectExamineExecuteExerciseExperimentFill inFindFoldFormFuseGaugeGroupImitateInspectInterpretInventInvestigate

JumpKeep recordsLeapLocateMakeMake upManipulateMatchMeasureModelModifyMoveOperateOrderOrganizeParticipatePerformPickPlanPointPostPractisePreparePresentProducePutPut in orderPut to usePut togetherRearrangeReconstructRecordReorder

ReorganizeRestructureRole-playRotateSearchSelectSeparateShakeShowSimulateSortSpinSpringStageStandStretchSubdivideSurveyTabulateTake apartTouchTraceTrackTrainTransferTurnTwistUncoverUnderlineUseVaultWrite


The design/problem-solving process could include thefollowing steps:

1. Stating the Problem—demonstrating a need

2 Developing the Design Brief—describing what is to bedesigned, simply and clearly

3. Investigating—listing all of the information that may beneeded. Some areas of consideration are:

� Function—a functional object must solve theproblem described in the design brief

� Appearance—the shape, colour, and textureshould make the product attractive

� Materials—availability, cost, and physicalproperties should all be considered

� Production—the product should be capable ofbeing efficiently produced

� Safety—the product should be able to be producedand used safely

4. Developing Alternative Solutions� considering a number of solutions� recording all ideas

5. Choosing a Solution� selecting the best solution after comparing the

solutions to the original design brief� giving consideration to the manufacturer’s skills,

the availability of materials, the time needed tocomplete, and the final costs

6. Creating Models and/or Prototypes� creating the first working version of the designer’s

solution� confirming the chosen solution

7. Testing and Evaluating—answering these basicquestions:

� Does it work?� Does it meet the design brief?� Will modification improve the solution?

8. Starting Production—making the product once thedesign is finalized

A P P E N D I X B : A D E S I G N / P R O B L E M - S O L V I N G P R O C E S S


References

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