Unit 1: Grade 10 Technological Design - Robotics - Careers and Safety


Welcome to the Technological Design - Robotics course. This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop an awareness of environmental and societal issues related to technological design, and learn about secondary and postsecondary education and training leading to careers in the field. Focus will support robotics and the Robo program here at Western. The course will be 9 weeks in duration with your final mark made up a term mark only, culminating work will omitted this Quadmester.

Course Units and Descriptions

Use this table for an overview and navigate to each of the course unit pages.

Unit Description
Review course outline for more details
1 Careers & Safety- Intro, computers, organization, and careers
2 Technical Sketching- freehand sketching, ortho, dimensions, ISO views, custom ortho design
3 Basic 2D & 3D CAD Intro- 2D coordinates, lines, ortho views, 3D drawing, and custom design digitized
4 3D Parametric Design- 2D sketch, 3D parts, feature tools, drawings, exporting for 3D printing
5 Sheet metal Design- thin material design, folds, assemblies, 2D print, project design, testing, and build
6 Robot Assembly- part reproduction, part assemblies, custom function design and build
7 Web Portfolio- Showcase course work, projects, and understanding with web portfolio and presentation
Unit Activity Breakdown Format

You will notice each unit activity below is broken down into five subtopics using PDF SPICE, to guide and help you through the project and assignments related to the unit activity:

  1. Situation - This is the introduction, big picture, or you can think of it as the setting of story/novel
  2. Problem/Challenge - What must be resolved or completed, i.e. what you will need to accomplish
  3. Investigation/Ideas - includes gathering ideas, research and organizing information to help create, construct, and/or complete the Problem/Challenge
  4. Create/Construct - take your best idea and complete and/or build the needed solution
  5. Evaluation - did the Problem/Challenge above get resolved and/or completed

Unit Content Activity Quick Links, Click to Jump to Specific Activity!
  1. Unit 1, Act. 1: Introduction, Computers, Organization, and General Safety
    1. Intro, Tech Info, Routines-info, Remote Learning, Safety, Software, Shortcuts, Journals - Intro, -absent, Evaluation
  2. Unit 1, Act. 2: Related Career
    1. Ideas, Prezi, Prezi videos, Steps, Evaluation

- TOP - Unit 1, Act. 1: Introduction, Computers, Organization, and General Safety next

This unit will introduce you to the course, class routines, safety, expectations, organization, and related careers.

Big Picture


Students are starting a new course in Technological Design with a robotics focus and will be introduced to the course, practice some organization and file saving, introduced to the computer lab, computers and software use, and look at some general safety concerns.



Getting familiar with what the course is all about, class routines, expectations of the course and the teacher, general administration of class, appropriate use of computers, software, file saving standards and organization, and general safety are all important issues to know and understand to get the most out of this course. This activity will allow students the opportunity to organize and prepare for course work, understand expectations, evaluation, marks, routine, and student responsibilities for optimal leaning and allow classes to run smoothly.



The following is list of items that are to be reviewed by students to understand what is going on in this course:

  • Course Details
  • General Safety
  • Detailed Safety Issues
  • Shop/room Layout
  • Room Resources
  • Emergency Procedures
  • Expectations
  • Assessment & Evaluation
  • Class Policies
  • Routines
  • Journals
  • Attendance & Lates

It is important that students feel comfortable with the above points and should know what is happening in the course.



- TOP - Introduction

Start by organizing your supplies and materials for taking and storing your notes and assignments in a binder. A duo-tang will be provided for your in-class journals and safety related paper work and stored in the classroom filing cabinet share. Review the course outline and class routines and write down any questions you have about the course, requirements, expectations, or responsibilities you need to be clear on. Timetable and school policies will also be reviewed using your agenda as a guide. A room and school tour will be conducted to familiarize students with our facilities.

A similar PDF Survey - Getting to know you will be assigned for students to fill out in-class so that the instructor can get to know you and allow you to write down any important information that you feel the instructor should know about such as extra support, health, social, and/or interests you may want to pass on..

The following is a list of related support document links for students, which will be reviewed in class:

  1. PDF Technological Design course outline
  2. PDF Course Achievement Breakdown
  3. PDF Learning skills work habits
  4. PDF Evaluation and Tips Breakdown
  5. PDF Foreperson Responsibilities
  6. PDF Peer Evaluation Process

- TOP - Tech Info Page

One of the first things in class we do is review the PDF Introduction to Technical Classes, point number three above which gives you a great overview of the course operation. The top section of the page has ten blank boxes to be filled in with the important things we will cover in this course. You will find this information by reviewing the course outline and listening to the teacher discussing what is happening in the course. The bottom section will also need to be filled out with two in-class peer partners for contact information and support with-in the class to help foster team support. collaboration, and responsibility.

- TOP - Important Information, Routine Details, and Support

To help everyone understand daily routines, expectations, student responsibilities there are some steps that you must be aware of, that we will discuss in detail such as:

166 room

Paper Hand-in Bin

165 room

Resource Binder

166-65 room

Current Events

  • Class schedule day
  • School/room map layout (tour)
  • Late arrival process and class entry
  • Absent - note name, reason, & dates to office VP
  • End of period journals- finish & discussions/collaboraton
  • Paperwork hand-in bin
  • Paperwork over-flow out bin
  • Class share resource table/area
  • Extra handouts & digital copies
  • Daily current events board
  • Supply teacher respect and learning
  • Due date - beginning of class
  • Leaving the room - process (ex. - washroom - 1)
  • Class Sign-out resource binder
  • Seating - support, proximity, and behavior
  • Partners, groups, and leaders - collaboration
  • Communication - email, chat, phone, video, txt, forum
  • Foreperson/moderator leadership/support
  • Late/missed class lesson/work responsibilities
  • Clean up process - yours and others
  • Back-up digital work daily (routine)
  • Work on current lesson work right after lesson
  • Contact process - e-mail, details and what you tried
  • Extra support, instructions, resources, help options
  • Don't know, or not sure? ... ask!
- TOP - Remote and Digital Process of Learning

Remote learning is something relatively new for High School students given our Covid Pandemic and the following points should be considered.

  • Make a schedule and keep a routine to help with even breakdown and consistency of learning - requires self-motivation and being self-sufficient
  • Create a study area and stay organized, use a distraction free environment, in an open public area, so you can focus on learning
  • Require appropriate technology - microphone, web cam, good Internet connection, lighting, ergonomic comfort
  • Communication- hand-up, chat, normally muted, clarifications & understanding of content
  • Read assignments and course material, post in discussion forums (chats), work ahead, participate, and seek help if/when needed

More information to support this course can be found on the Virtual & Digital e-Learning Support page and is a must to check out. This page can also be accessed from any page by going to the main menu, selecting the Support drop-down, then Virtual e-Learning.

- TOP - Safety
Safety ppt

In this activity, we will review the PDF General Safety Presentation to get an overview of safety concerns students must be aware of in the school and classroom. Students will review and sign a PDF General Safety Contract then take home to parents to also review and sign. Safety awareness and lessons in this class will be on-going throughout the course, and specific to each project so that it is fresh in your minds when starting work on that specific project. Although there are less physical dangers, there are other safety concerns such as working with digital work safely as an example.

Given our current situation with Covid-19, a presentation on PDF Covid-19 Safety and Well Being will be also reviewed, for process, support, and clarification.

- TOP - Software Applications
CAD Workstation

There are several application options you can look at for software, if you can not access, install, or run course related software. We commonly will be using the Google Classroom, Google Workspace, and Adobe Acrobat DC for handouts. The course will be using the common and industry standard software. Autodesk AutoCAD, SketchUp, OnShape, and Solidworks are the main ones we use and are installed on our Windows 10 PC school computers. Learning and practicing the design process, we use these applications as tools to support design, build, refine, modify your ideas into working solutions. The nice thing with CAD applications today is there are several alternate options you can compare and use to get to the same goal of our educational design problems and tasks. There are many free alternate CAD applications that may be similar, most likely not as refined, and will be different in their steps/process to use. Here is a list of some alternatives you could try


video Great CAD Apps 11.10, free 7.39

  • Office related: Microsoft Office, also try Google G Suite, Libre Office, Free Office
  • 2D CAD related: Libre CAD, AutoCAD Web App, NanoCAD, QCAD
  • 3D CAD related: FreeCAD, Fusion 360

The most serious CAD applications run on Windows 10 PC based systems, but other systems such as Mac, Linux, Chromebooks, it will depend on the developers support. Although Chromebooks are not the best systems for CAD, you may have to rely on strictly cloud based CAD software to work on your projects. Here are a few support links that may help:


Remember though, that all software applications may get similar results, how they do this, what tools they use, and operation/process they use will most likely be a little different than their alternative counter parts and include some trade offs you may need to consider.

- TOP - USB Memory, File Naming Conventions, Folders, Back-up, and Shortcuts

It is highly recommended that you get a USB memory stick, for saving your work on to. It does not have to be large, 2 Gig or larger (use your school drive temporarily if you do not have your USB flash drive). You will need to follow instructions on the Tech Info handout (PDF page printed and handed out recently, that can be found above) to create shortcuts inside a main folder named with your course code, and a sub-folder named "shortcuts". With an organized folder structure, you now have a place to save work to. You are to create the shortcuts below in your shortcuts sub-folder using similar suggested TIJ course codes for your own course code letters.

  1. Course Google Classwork (TIJ-GCW)
  2. Your course folder root directory (TIJ)
  3. Your back-up folder at Home (TIJ-BKH)
  4. Your back-up folder on the cloud (TIJ-BKC)
  5. Franzen website Home Page (mfranzen)
  6. Franzen website Course Details Page (TIJ-Det)
  7. Franzen website Course Journal Page (TIJ-C-Jou)
  8. Franzen website Course Marks Page (TIJ-Mrk)

Note Google Drive File Stream -G Drive (replacing H: Drive) should be avaliable when you sign in to TDSB computer with a Google sign-in window which will connect you to your G: Drive and place on your file browser as G: Drive letter. If you cancel or not sign-in, then just relaunch the Google Drive File Stream application from your start menu.

With all your shortcuts created and saved to your USB sub-folder-shortcuts, you can also copy these shortcuts to your desktop, so you can use them from multiple locations, but the desktop is not a safe place to save work from, as it could be deleted at any point in time.

To keep your electronic work for this course organized, you will need to create more folders for future projects as you continue with the course. The intent is to work off of your USB in school and save to your local or cloud drive when you are finished at the end of class either at home or at school, as a daily habitual back-up process. This way you can take your work with you and work elsewhere if needed and it is faster to access a flash drive then the board network or a cloud drive.

In school we also make use of and use the internal network for getting work and handing in work. These locations are found clicking on the Western Tech shortcut on your desktop on your school computer, then navigating to either selecting the "Pick-up" folder, for getting work from teacher or the "Drop-off" folder, for handing in work.

File Naming Conventions and Shortcut Demonstration

To finish you will need to use all three shortcut links in an exercise called "tij_d-joe_shortcuts-files-folders-v-txt" and copy and paste the correct shortcut addresses to demonstrate you have done this correctly. This is a good time to save the text file to your shortcuts folder (review file naming conventions in the Tech Info Handout and save it right away with the correct file name, then open it up, and update the correct course coded in 1 to 8 shortcut sample names.

shortcut test
  1. Type your header information which you are required to have, on all assignments when handing in,being aware that it is always in the top right of the page with you name having your just your last initial, first name name
  2. Several shortcut target addresses will be needed from your recently created shortcuts by right clicking on shortcut to get to the properties, then copy the shortcut link address to paste into your project text file just underneath the related shortcut name/description
  3. You are also required to get the actual shortcut file location of the specified shortcut in the required folder locations you are keeping your files in. You can get the address location for the shortcut by right clicking on your web site shortcut link, click on properties, then the switch to the General tab to copy the location where you saved this shortcut link to, then add the actual shortcut file name and correct file extension (more here on File extensions). For Google drive, use the worded file location, not the link.
  4. Go to the Tech info page on the site and open up the PDF file and copy the section called "Organizing and saving your work" that explains about file naming conventions and paste below
  5. Check over your shortcuts assignment and ensure you have checked that your file naming convention is correct for this file.
  6. Convert your text file to a PDF by either printing to a PDF or using an online converter and then submitting
  7. With your main course folder save location and class sub-folders all expanded showing your shortcut assignment file, take a JPG screen-shot to also submit with your shortcut assignment and remember file naming convention

writing a log report
- TOP - Journals
Journal sample

Part of the curriculum requirements is to keep a log of your learning and report on it, which can be done in different ways. Rather than focus on tests, quizzes, and essays, a daily digital journal is a great way to do this and also plan, track, and recognize your learning. Here are some great details:

  • Providing a constant and consistent way to measure/see your learning, growth, and progress throughout the course
  • Consciously track what, how, and when you learn in the course which allows you to recognize, focus on, and take more responsibility and ownership with your learning
  • Control/decide what you want to focus on forming your own self-reflection, learning, and assessment pathway
  • It also helps you plan and organize your daily activities and work load
  • You can plan homework ahead of time, keeping you engaged with current topics, assignments, and keep up-to-date
  • Show/communicate to your teacher that you are planning and organizing course work, working with partners, what you learning, and your efforts and accomplishments, all the while getting marks for it.

journal  tips
Journal Entry Process

Each day at the beginning of class while instructor is doing a review of last days work and an overview of the current day, you can already start entering-in, information about the current days activities. This can be obtained by either listening to the instructor, copy from the white-board, and/or use the website online journal, to fill in the start of your journal.

Throughout the class or closer to the end of class, enter what you actually did, your peer collaboration, and your new learning as it is recognized. Your information must be in point form, be specific, and have detailed information. Anything vague, broad, or general will not get full marks.

At the end of the class (usually the last 10-15 minutes), you can complete the journal by filling in the clean-up/organization, and homework sections. *** Share your journal file with a partner to review and insert a peer critical and positive "comment" in the collaboration cell, for feedback.*** Remember to only put about 15 minutes of intended/planned homework which could include, things such as: what was done in class and needs to be finished or continued to work on an assignment coming due, and/or reviewing the next part of the project or assignment. Be specific with your detailed key points, so it is easy to see the 15 minutes of actual work intended. When making entries, give it some thought before putting your detailed specific points down, so that they are informative using appropriate technical terms, in-order to get full marks.

Before you leave class, submit your journal for review and marks. After normal class time, the journal will be considered late and may not be marked until after the next class. If you have submitted your journal late and it has not been returned, you can pull it back by un-submitting, to make current day's entry, so you don't get another late mark.

It's All in the Details

Some examples of vague or broad points:

  • Start XYZ presentation
  • Research XYZ topic
  • Finish XYZ assignment
  • Review XYZ information
  • Continue XYZ handout
  • Work on XYZ project

check mark

Some good examples of specific details:

  • XYZ PPT, slides 1-3
  • Research XYZ topic, sub-topic 1 & 2
  • XYZ assignment-step 5
  • Read XYZ info, section 1
  • XYZ questions 5-9
  • XYZ project, part A

Cell/Box Details
  1. Attendance/hmwk (1 mark): time you showed up: OT = on-time or AB = Absent, late with quick reason, how you feeling today, on the next line start and finish of class, total time in hours.minutes, then on third line how long you actually spent on prior day's homework and what you accomplished
  2. Lesson/topics (1 mark): what was covered, main topics - use white-board and/or class journal and put into main points
  3. PT (1 mark): (practical time) what did you accomplish/do with free class work time today, remember be specific with points
  4. Peer Collaboration (2 marks): two parts: 1) from one of your partners, either helping or getting help, give key short specific points on course discussion/chat, about your PT, learning, and/or homework stating who and specific detailed highlights 2) Share your journal file to have a peer partner give one critical and one positive "comment" on your entry for that day and marks for each area in peer mark area
  5. NEW Learning (3 marks): fill in new learning (pick your most significant points in the form of
    • KNOWLEDGE - new information you have learned such as new terminology, a new process, or information that you did not know
    • SKILL practical work done such as computer file naming/saving process, cutting cardboard correctly, using a tool or machine properly, etc
    • VALUE is a new opinion formed or feeling based on your experience with new knowledge and/or skill that you have completed
  6. Clean-up/Organization (1 mark): Cleaning, sanitizing, organizing your working space, learning equipment, learning tools, hard and soft resources, putting things back, planing future work, saving and backup, and preparation for next work period are some general things to look at, but again, be specific with details
  7. Hmwk (1 mark): what and when the next assignment is coming due and 15 min of intended specific detailed work you could do and/or, possible future work to review
Journal comment
Comments and Feedback

You may find teacher comments directly in journal entry cells or in Tips row. Comments directly in the cell is represented by a small yellow triangle yellow triangle for comment found in the top right corner of cell, which you can hover mouse over to access/see. Ensure cell comments are either resolved or replied to.

To resolve (acknowledge), click on the green check mark at the top of the comment box, and this means you have read and understood the comment, usually explaining what was done wrong and/or how to improve your mark in the future.

With the Tips row comment section, just below your assigned mark by the teacher, these comments will be more generic critiquing on the whole entry for that day.

- TOP - Journal Setup and Prep, (Before You Start Your Journals):

In the assignment instructions below (white box), you will setup and familiarize yourself with the journal and entries. You will start by first deleting the unnecessary column row header for the other class, review the tips and prioritize the top 5, review common mistakes and prioritize the worst 4, and then pick the best entries of the first week in each row with explanation why, they are the best. Work on each step, one at a time, and follow instructions careful to earn full marks.

For this intro and familiarization to the Journal, you have a the following assignment,

  1. Delete/remove the extra cohort-day schedule bar(s) that is not your section/cohort, check timetable or ask, if you are not sure which is yours. (2 marks)
  2. Read, review, and copy the "Tips-Filling in your daily entries" section found in column A at the bottom. Create a comment in the same cell, then re-prioritize and keep the top 5 tips, and list in numbered priority order with 1 being the best tip, for 5 marks
  3. Read, review, and copy the "Answer/Explanations" (for common mistakes made on journal entries) from cell in column E at the bottom. Create a comment in the same cell, then re-prioritize and keep the 4 worst mistakes of the 7, and list in numbered priority order, with 1 being the worst mistake, for 4 marks
  4. Review sample journal entries in the first week to select the best entry in terms of learning and copy that entry into the Friday sample column entry, then with specific, to-the-point, explanation (with-in two to three lines), write WHY they are the best entries for that week? for 14 marks
  5. For a collaboration mark, share your file with a partner, so they can give you one critical and one positive comment (placed in that days peer mark cell) after reviewing your work, for 5 marks
  6. Answer the three questions under the sample entries, in point form, one line cell length for each answer (see website for answers), for 16 marks
  7. Review feedback from your partner, fix/update if necessary, double check instructions and assignment resources, ensure file name convention and submit

The information on your daily journal showing your steps, learning, and accomplishments will allow you to see your progress through the whole course at the same time allowing you to be more organized and focused with the natural planning, structure, and direction of your recorded work and efforts.

Common Things to Know, to Maximize Your Journal Mark

The following points should be kept in mind when filling in your daily entries. Most common place that marks are lost is being too vague or not specific enough with your details in each of the cells. There are common concerns, issues, and problems that students should be aware of:

  1. Include all class and individual tasks, during period
  2. Include three things learned in the form of K, S, and/or V
  3. Careful not to repeat the PT task in the learning section, be specific and detailed to your experience
  4. Remember not to repeat previous learning, as that is no longer new, and not worth marks
  5. Be specific with your new learning entries as a generic broad entry means you learned all of it, limiting what you can put down in the future
  6. You are responsible to work with partner and collaborate, so make the effort to work with someone, so you can report it
  7. You are expected to clean-up, organize, and sanitize at the beginning and end of the period, so participating here = marks
  8. Hmwk must always be filled in with something; to support that day, to finish work, and/or support next day/project
- TOP - What if You Miss a Day? How to Still Get Those Marks!

Book scheduled appointments after school whenever possible to minimize missed classes. You are responsible to catch up and can check the class journal and check with your partners to see what you missed. If after that you have a very specific question, speak to your teacher for clairification. You may have missed a class for a number of reasons.

Here is what you can do to still earn journal marks for the class that you missed by filling in the following box/cells:

  1. Attendance: Fill in as usual - AB with reason, time missed, and your homework,
  2. Topics: what did you miss, - see online journal and speak to partner to get the full picture/details,
  3. PT - what you could have worked on and completed,
  4. Partner - who you checked with, to get class details,
  5. KSV - what you plan to do, to catch-up - i.e. review material missed, discuss with partner, what you could do to catch-up,
  6. Clean-up cell- if you were able to catch-up and do some work, what you did to actually to catch-up, or just put not caught-up,
  7. Hmwk - What you can do to prepare for the next day

This will get you 6 out of 10 marks (showing your attention to what was missed and your good intentions to catch-up) the next day, otherwise it will be late. Also: If you can bring/show the work completed for lesson/topics and PT work missed the next day, then you will also get the last 4 marks for a 10/10

- TOP - Evaluation:

Although these are not heavily weighted, they are important project assignments that will benefit you throughout the rest of this course. Here you can see a student journal sample that have a lot better entries and here is an excellent student journal sample done really well, both done in another class subject, but similar class situation.

Evaluation Breakdown Component Descriptions Marks
Always double check instructions and ensure all required work is done correctly.
Survey - Answer all 12 questions fully 12
Course Outline Signed - Review, highlighting, and signed by parent 15
Tech Info - 10 course components, highlighting, and two peer contacts 14
General Safety Contract - Read, highlighting, signed by student & parent 15
Shortcut Test - Folders, shortcuts, file naming, and screen-shot 26
Journal Setup & Prep - Header, tips, common mistakes, best entries 25
Daily Journal Entries - specific details, 10 marks daily @1/2 weight, entered weekly 50


If you feel comfortable that you know all the details of the class/course details, you are ready to move on to the next activity. Be prepared to use what you learned in this unit activity to apply to future class work and process. At this point you should be ready for the rest of the course for use with computers, keeping organized with binder and digital files, routines, daily journals, and general safety. If you are still having trouble with specific things, PLEASE ASK!

- TOP - Unit 1, Act. 2: Related Career


You are new to this field area, unfamiliar with possible career directions that this may offer and what steps may be taken to go into a related field.


Select a related career field that you may be interested in and research it to present in the form of a presentation 13 to 15 slides in length. The presentation must show a titles and key information in different forms such as text, charts, maps, illustrations, and/or images. Text points should be 50-60 % of slide while images and/or charts should be no more than 40-50% of slide. Content on slides to include the following topics (bracketed info is extra explanation of what is on those slides):

  1. Job Title and General Description
  2. Contents
  3. Responsibilities (daily expectations)
  4. Salary/Wage Levels (based on current entry, mid level, senior level positions, company, and location)
  5. Related Skills (soft and hard skills)
  6. Interests (hobbies, spare time, games, material things, sports, relaxation, health)
  7. Values (opinions, importance of specifics, beliefs, standards, commitment)
  8. Schooling (possible schools, program information, application, etc.)
  9. Preparation (what you can do now, resources, planning, all the facts, building maturity/responsibility, etc)
  10. Requirements (related association, certifications, what you need to accomplish, complete, learn, experience, etc.)
  11. Future forecast/outlook (3, 5, & 10 years down the road, stats on growth rate, comparisons)
  12. Summary/Conclusion
  13. Resources and Further Support (your research sources used, great places to check for more info, etc.)

- TOP - Investigation/Ideas:

The first task involves selecting a related field in Technological Design that you may feel interested in learning more about. If you are having trouble deciding on which field, you could try an Online Employability Skill an Attitude Quiz or Self Assessment tools to help you decide which field might be best suited to look into. Below are some resource links to get you started with finding more information on a career field:.:

Construction Career

Choosing a career as a student can be very difficult when you don't have enough information to make the right decision. Using Google Slides (sample template) will be your best practical option although Microsoft's Power-point, Prezi, or similar presentation software could be also used to design some really interesting and dynamic presentations. An important place to start, to get information on your career field, will be to look at related associations (official and unofficial) and school programs that support the industry, that area you are looking up. This Prezi I made up, has a lot of the questions student may have, not just on Engineering, but also steps students can take in High School to help them make the right decision on their career direction. View the Prezi presentation here.

- TOP - Prezi Related Career Videos
Resource links

Check out these resources for your PPT creation and presentation:



Sample Career Page Research Report

Sample Rough Report PDF
Can you spot where marks are lost?

The Create/Construct step, is the point where you pick your best solution after you have exhausted all your investigation and ideas step to following through building or completing something. This is where you will find instructions/steps in these unit activities to complete the assigned project.

- TOP - Major Steps
  1. Get a copy of the PDF handout guide and evaluation for an overview of your research project, general instructions, requirements, and mark breakdown for you to keep in your binder
  2. Choose a unique Communications Technology related career, using the PDF sign-up sheet that will be provided
  3. Copy the topics to a doc file as a guideline for areas to research (template)
  4. Research your topic areas, compile all of your information (6-10 detailed points per sub-topic) into a rought report
  5. Create a customized template for your presentation
  6. Add your content from your rough report, 4-6 detailed points and image(s) to each of your slides
  7. Add talking points (only presenters can see) for each of your slides
  8. Practice presentation for preparedness, clear communication, and timing (4-5 minutes)

More Details of Major Steps

Your presentation should have large printed points that you can use to expand and talk about during your presentation. Your presentation points should also answer/cover the required topics with some detail.

  1. You are to create a rough career report showing key points of your interested technology related career
  2. Remember any digital content to include title, name, date, section, along with file naming convention.
  3. Start your research by copying the requirement topics to a word processor application, change your topics to separate headers, then add your researched information below each of the header topics along with source links at the bottom as you get them, i.e. focus on your research first, the key information required for this presentation
  4. Next, create your presentation template/format that will accommodate, a header/footer, title, key points, and a supporting image(s) for each slide approximately 50/50 ratio. The key points must be large enough to easily read from back of room on class projected screen, have high contrast to background
  5. For the actual presentation, you are to talk about (do not just read presentation slide points) details of each topic in detail, and be prepared to answer questions details at the end of your presentation from your partner timing/peer marking you. Presentation to be approximately 14 slides with about 20 seconds per slide on average to cover the 4-5 minimum presentation time length
  6. Check out 20 Great Examples of Power-point Presentation Design, 108 Best Presentation Ideas, Design Tips & Examples for ideas and best practices
  7. When complete, submit your presentation in Google Classroom (export as a PDF) on or before the due date with standard file naming convention, ex: tdj2-1a_d-joe_career-eng-field.pdf
  8. Prior to presentation, use the self and peer evaluation table to double check that you have all required information. 2 marks will usually represent at least a minimum of 4 good detailed points of the related topic information, then you will need to work on presentation to the class, keeping the time between 4-5 minutes and about 3 minutes of questions/discussions maximum if needed

- TOP - Evaluation:

The evaluation step of SPICE, is the last part of the process, but not necessarily the step, as sometimes looking back at the original "Problem/Challenge", you may find that some goals were not met, meaning you may have to go back to your investigation step to see what else you can do to accomplish the original goals. This could be in the form of just realizing after checking the requirements/goals of project, or with collaboration with a peer, they have spotted room for improvement.

Ensure that you have completed all requirements, included related pictures, and lots of related resources. see PDF handout info and eval for breakdown of marks, self and peer evaluation to be done at the time of presentation and handed in day of presentation. Here are two samples PPT: Sample 1, Sample 2. Also, you can check out these PDF 2 self, peer, and teacher evaluation sample sheets.

Evaluation Breakdown Component Descriptions Marks
Always double check that you have completed all components for full marks.
Researched Report - doc with all topics, related info, resources 33
Content - included all required information and resources 20
Layout - organized, visually appealing, and easy to read 15
Presentation - Content, communication, knowledge, and time 20
Self and Peer Evaluation - slides and presentation 20

Unit Conclusion

Understanding about the course, routines, expectations, safety, assessment and evaluation, digital organization, journal entries, you will be able to maximize your learning and understanding. With your researched career and many related ones presented by your peers, will help you decide on possibles with your own future. Knowing this information will empower you and make you more confident where you want to take your future and what you need to do, to get there!