Big Ideas
Big Ideas
User needs and interests drive the design process.
Social, ethical, and sustainability considerations impact design.
Complex tasks require the sequencing of skills.
Content
Learning Standards
Content
design opportunities
Ohm’s law
describes how voltage, current, and resistance are related, as in V = IR
electrical theory
for example, source, load, control, conductor, voltage, current, resistance, insulator, alternating current (AC), and direct current (DC)
using parallel and series circuits
breadboard circuitry
production of simple circuits from schematic drawings
electronic diagnostic and testing instruments
for example, multimeter, power supplies, test probes, signal-generating devices
function and application of components
for example, light-emitting diode (LED), resistor, diode, light-dependent resistor (LDR), capacitor, voltage amplifiers, audio amplifiers, rectifiers
construction sequences involved in making a working circuit
for example, current, amperage, load, resistance, power, control
function and use of hand tools
for example, screwdriver, pliers, cutter, wire stripper, desoldering pump, snips, punch, soldering iron
and operation of stationary equipment for example, box and pan brake, bar folder, shears, punches, drill press, strip heater
cases
for example, wood, 3D printed, metal, plastic
for enclosing a circuit
sequences involved in making a functional robot
robot elements
for example, input/output sensors, effectors, control systems, movement
block-based coding or logic-based programming for robotics
programming platforms for robotics
flow charts related to robotics behaviour
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in a period of research and empathetic observationmay 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
Defining
- Identify potential users and relevant contextual factors for a chosen design opportunity
- Identify criteria for success, intended impact, and any constraintslimiting factors such as task or user requirements, materials, expense, environmental impact
- Determine whether activity is collaborative or self-directed
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints
- Critically analyze and prioritize competing factorsincluding social, ethical, and sustainabilityto meet community needs for preferred futures
- Maintain an open mind about potentially viable ideas
Prototyping
- Choose a form for prototyping and develop a planfor example, pictorial drawings, sketches, flow chartsthat includes key stages and resources
- Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
- Prototype, making changes to tools, materials, and procedures as needed
- Record iterationsrepetitions of a process with the aim of approaching a desired resultof prototyping
Testing
- Identify sources of feedbackmay include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts
- Develop an appropriate test
- Conduct the test, collect and compile data, evaluate data, and decide on changes
Making
- Identify and use appropriate tools, technologiestools that extend human capabilities, materials, and processes
- Make a step-by-step plan and carry it out, making changes as needed
- Use materials in ways that minimize waste
Sharing
- Decide on how and with whom to sharemay include showing to others, use by others, giving away, or marketing and sellingproductfor example, a physical product, process, system, service, or designed environmentand processes
- Demonstrate product to users and critically evaluate its success
- Identify new design goals
Applied Skills
Demonstrate and document an awareness of precautionary and emergency safety procedures
Develop competency and proficiency in skills at various levels involving manual dexterity and circuitry
Identify the skills needed, individually or collaboratively, in relation to specific projects, and develop and refine them
Applied Technologies
Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies