APPLIED DESIGN, SKILLS and TECHNOLOGIES 8 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Applied Design Understanding context Engage in a period of research (seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres) and empathetic observation (aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people) in order to understand design opportunities Defining (setting parameters) Choose a design opportunity Identify key features or potential users and their requirements Identify criteria for success and any constraints (limiting factors such as task or user Design can be responsive to identified needs. Complex tasks require the acquisition of additional skills. Complex tasks may require multiple tools and technologies. Questions to support inquiry with students: What makes good design? The curriculum is designed to be offered in modules or courses of various lengths. There are more Content learning standards for Grade 9, as schools often offer these as full courses. Schools are required to provide students with the equivalent of a full-year “course” in Applied Design, Skills, and Technologies. This “course” can be made up of one or more of the modules listed below. Schools may choose from among the modules provided in the provincial curriculum or develop new modules that use the Curricular Competencies of Applied Design, Skills, and Technologies 9 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum Computational Thinking software programs as specific and sequential instructions with algorithms that can be reliably repeated by others debugging algorithms and programs by breaking problems down into a series of sub-problems binary number system (1s and 0s) to represent data Programming languages, including visual programming (Scratch, Alice, Greenfoot, BlueJ] in relation to text-based programming [HTML]) and programming modular components (Arduino, LEGO Mindstorms) Drafting drafting technique, including dimensioning and standards drafting styles, including perspective, mechanical, and architectural CADD/CAM, CNC (computer numerical control) and 3D printing
requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred) Ideating (forming ideas or concepts) aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people Screen ideas against criteria and constraints Critically analyze and prioritize competing factors, including social, ethical, and sustainability considerations, to meet community needs for preferred futures Choose an idea to pursue, keeping other potentially viable ideas open Prototyping Identify and use sources of inspiration (may include experiences; traditional cultural knowledge and approaches, including those of First Peoples; places, including the land and its function of models basic (for the purpose of editing to send to output devices) code digital output devices (plotters, vinyl cutters, and 3D printers; CNC machines) virtual creation (layout and planning of a project, creating plans for a model) using CAD/CAM Electronics and Robotics components (power source, conductor, load) of an electric circuit ways in which various electrical components (diodes, LEDs, resistors, capacitors, transistors, ICs (integrated circuits), SCRs (silicon controlled rectifiers), regulators) affect the path of electricity Ohm’s law (describes how voltage, current, and resistance are related: V=IR) Platforms (VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino) for PCB (printed circuit board) production basic robot behaviours using input/output devices (gyro sensors, bump, motion, sound, light, infrared) , movement- and sensor-based responses, and microcontrollers mechanical devices (gears, belts, pulleys, chains, sprockets, linear actuators, pneumatics, bearings, slides) for the transfer of mechanical energy mechanical advantage and power efficiency, including friction, force, and torque robotics coding (G-code, C++, Sketch) various platforms (VEX, VEX IQ, LEGO Mindstorms/NXT) for robotics programming Entrepreneurship and Marketing risks and benefits of entrepreneurship the role of social entrepreneurship in First Nations communities
number of trials) of the prototype Conduct the test, collect and compile data, evaluate data, and decide on changes Iterate the prototype or abandon the design idea Making Identify and use appropriate tools, technologies, and materials and processes for production Make a step-by-step plan for production and carry it out, making changes as needed Use materials in ways that minimize waste Sharing Decide on how and with whom to share (may include showing to others, use by others, giving away, or marketing and selling) their product Demonstrate their product Explain their process, using appropriate terminology, and binary representation of various data types, including text, sound, pictures, video drag-and-drop mobile development (Vizwik) programming modular components (Arduino, Raspberry Pi, LEGO Mindstorms) development and collaboration in a cloud-based environment (Cloud 9, GitHub) design and function of networking hardware and topology, including wired and wireless network router types, switches, hubs, wireless transfer systems (NFID, Bluetooth, mobile payments), and client-server relationships functions of operating systems, including mobile, open source, and proprietary systems current and future impacts (potential to support collaboration, sharing and communication; data storage and privacy) of evolving web standards and cloud-based technologies design for the web (digital creation and manipulation of videos and images for a web-based purpose) strategies for curating and managing personal digital content, including management, personalization, organization, maintenance, contribution, creation, and publishing of digital content relationships (local and global impacts of evolving communication and mobile devices, socio-economic digital divide, technology and gender, social media and social movements, social media and politics, inequality of access, technology and democracy, information as a commodity) between technology and social change strategies to manage and maintain personal learning networks (personalized digital instructional tools to share and authenticate learning) , including content consumption and creation (web forums, tutorials, videos, digital resources, listservs, global communities, group communication and etiquette, online learning, MOOCS, open courseware, broadcasting)
BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questions to support inquiry with students: Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questions to support inquiry with students: Evidence of Experience (Show)