| Curricular Competency |
Demonstrate and document an awareness of precautionary and emergency safety procedures |
Power Technology 10 |
Applied Skills |
|
| Curricular Competency |
Sharing- Decide on how and with whom to share product and processes
- Demonstrate product to users and critically evaluate its success
|
Power Technology 10 |
Applied Design |
| Keyword: share |
Elaboration: may include showing to others or use by others |
| Keyword: product |
Elaboration: for example, a physical product, process, system, service |
|
| Curricular Competency |
Making- Identify and use appropriate tools, technologies, materials, and processes
- Make a step-by-step plan and carry it out, making changes as needed
- Use materials in ways that minimize waste
|
Power Technology 10 |
Applied Design |
| Keyword: technologies |
Elaboration: tools that extend human capabilities |
|
| Curricular Competency |
Testing- Identify sources of feedback
- Develop an appropriate test
- Conduct the test, collect and compile data, evaluate data, and decide on changes
- Iterate the design idea
|
Power Technology 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts |
| Keyword: appropriate test |
Elaboration: consider conditions, number of trials |
|
| Curricular Competency |
Prototyping- Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
- Make changes to tools, materials, and procedures as needed
|
Power Technology 10 |
Applied Design |
|
| Curricular Competency |
Ideating- Screen ideas against criteria and constraints
- Critically analyze and prioritize competing factors to meet community needs for preferred futures
- Maintain an open mind about potentially viable ideas
|
Power Technology 10 |
Applied Design |
| Keyword: factors |
Elaboration: including social, ethical, and sustainability |
|
| Curricular Competency |
Defining- Identify potential users and relevant contextual factors
- Identify criteria for success, intended impact, and any constraints
- Determine whether activity is collaborative or self-directed
|
Power Technology 10 |
Applied Design |
| Keyword: constraints |
Elaboration: limiting factors such as task or user requirements, materials, expense, environmental impact |
|
| Curricular Competency |
Understanding context- Engage in a period of research and empathetic observation
|
Power Technology 10 |
Applied Design |
| Keyword: research |
Elaboration: may include traditional cultural knowledge and approaches of First Peoples and others, secondary sources, collective pools of knowledge in communities and collaborative atmospheres |
| Keyword: empathetic observation |
Elaboration: may include experiences; traditional cultural knowledge and approaches of First Peoples and those of other cultures; places, including the land and its natural resources and analogous settings; people, including users, experts, and thought leaders |
|
| Big Ideas |
Complex tasks require the sequencing of skills. |
Electronics and Robotics 10 |
No CCG |
|
| Big Ideas |
Social, ethical, and sustainability considerations impact design. |
Electronics and Robotics 10 |
No CCG |
|
| Big Ideas |
User needs and interests drive the design process. |
Electronics and Robotics 10 |
No CCG |
|
| Content |
flow charts related to robotics behaviour |
Electronics and Robotics 10 |
No CCG |
|
| Content |
programming platforms for robotics |
Electronics and Robotics 10 |
No CCG |
|
| Content |
block-based coding or logic-based programming for robotics |
Electronics and Robotics 10 |
No CCG |
|
| Content |
robot elements |
Electronics and Robotics 10 |
No CCG |
| Keyword: elements |
Elaboration: for example, input/output sensors, effectors, control systems, movement |
|