| Curricular Competency |
Prototyping- Choose an appropriate form, scale, and level of detail for prototyping
- Analyze the design for the life cycle and evaluate its impacts
- Experiment with a variety of tools, materials, and processes to create and refine textile items
|
Textiles 11 |
Applied Design |
| Keyword: Prototyping |
Elaboration: for example, half-scale, samples, mock-ups, toiles, croquis, technical drawings, patterns |
| Keyword: impacts |
Elaboration: including social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, and transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials |
|
| Curricular Competency |
Ideating- Identify and apply sources of inspiration and information
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints, and prioritize them for prototyping
- Critically evaluate the impact of competing social, ethical, economic, and sustainability considerations on the availability of textile items
- Work with users throughout the design process
|
Textiles 11 |
Applied Design |
| Keyword: sources of inspiration |
Elaboration: may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionals |
| Keyword: information |
Elaboration: for example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres |
|
| Curricular Competency |
Defining- Identify potential users or consumers for a chosen design opportunity
- Identify criteria for success, constraints, and possible unintended negative consequences
|
Textiles 11 |
Applied Design |
| Keyword: constraints |
Elaboration: limiting factors, such as available technology, expense, resources, space, materials, time, environmental impact |
|
| Curricular Competency |
Understanding context- Engage in user-centred research and empathetic observation
|
Textiles 11 |
Applied Design |
| Keyword: user-centred research |
Elaboration: research done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them |
| Keyword: empathetic observation |
Elaboration: aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders |
|
| Big Ideas |
Tools and technologies can be adapted for specific purposes. |
Engineering 11 |
No CCG |
| Keyword: technologies |
Elaboration: tools that extend human capabilities |
|
| Big Ideas |
Personal design interests require the evaluation and refinement of skills. |
Engineering 11 |
No CCG |
|
| Big Ideas |
Design for the life cycle includes consideration of social and environmental impacts. |
Engineering 11 |
No CCG |
| Keyword: Design for the life cycle |
Elaboration: taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials |
| Keyword: environmental impacts |
Elaboration: including manufacturing, packaging, disposal, and recycling considerations |
|
| Content |
modelling and simulation |
Engineering 11 |
No CCG |
| Keyword: modelling |
Elaboration: using mathematical relations to describe a physical system |
| Keyword: simulation |
Elaboration: using computations to imitate and predict how a physical system would work under various conditions, without conducting a lab experiment |
|
| Content |
fundamentals of robotics and robotic manufacturing |
Engineering 11 |
No CCG |
|
| Content |
approaches to innovative engineering projects |
Engineering 11 |
No CCG |
| Keyword: innovative engineering projects |
Elaboration: for example, CO2 cars, magnetic levitation, desalination devices, electricity generation; alternative energy vehicles (such as cars, trucks, trains, and planes) |
|
| Content |
technical communications |
Engineering 11 |
No CCG |
| Keyword: technical communications |
Elaboration: for example, sketching, technical drawing, computer-aided drafting (CAD), orthographic and pictorial drawings, technical reports, technical journals, end-user documentation, product manuals, catalogues |
|
| Content |
methods of implementing computer control |
Engineering 11 |
No CCG |
| Keyword: computer control |
Elaboration: for example, CNC, 3D printing, robotics |
|
| Content |
programming languages for robotics and computer numerical control (CNC) |
Engineering 11 |
No CCG |
| Keyword: programming languages |
Elaboration: for example:in robotics: pictorial/block coding, C, pythonin computer numerical control (CNC): G code |
|
| Content |
use of hand tools and power tools |
Engineering 11 |
No CCG |
| Keyword: hand tools |
Elaboration: for example, hammer, mallet, screwdriver, sanding block, chisel, pliers, ruler, square, hand saw |
| Keyword: power tools |
Elaboration: for example, band saw, scroll saw, drill press, portable drill, belt and disk sander, mitre saw, soldering pen, power supply, thermoformer |
|
| Content |
static analysis of structures |
Engineering 11 |
No CCG |
| Keyword: static analysis |
Elaboration: determining the effect of loads on static structures such as buildings, roads, and bridges, or on a frame, airframe, or chassis |
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