Technology Explorations 10

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Technology Explorations Grade 10 Technology Explorations 10 is designed to provide flexibility for teachers and students while ensuring that the rigorous provincial curriculum standards are met. Based on students’ interests and strengths and on course offerings, teachers may use Curricular Competencies from Technology Explorations 10 with a combination of Content provided from technology education in other areas. It is expected that at least six topics from the Content column will be selected from at least two curricular areas to best meet the needs of the students. Note that the origin of each Content learning standard in Technology Explorations 10 is provided in parentheses.Examples of Content learning standards:
  • drafting styles, including perspective, mechanical drafting, and architectural drawing (Drafting 10)
  • techniques for stock breakout and woodworking using a variety of tools and equipment, including stationary power equipment (Woodwork 10)
  • construction sequences involved in making a working circuit (Electronics and Robotics 10)
Le programme Explorations des technologies – 10e année est conçu de façon à offrir une certaine souplesse aux enseignants et aux élèves, ainsi qu’à répondre aux normes rigoureuses des programmes d’études. Les enseignants peuvent, selon les intérêts et les points forts des élèves ainsi que les offres de cours, combiner les compétences disciplinaires du programme Explorations des technologies – 10e année avec le contenu des programmes d’études technologiques. Pour bien répondre aux besoins des élèves, les enseignants devraient sélectionner au moins six sujets de la colonne Contenu dans au moins deux programmes d’études . Notez que l’origine de chaque norme d’apprentissage liée au contenu dans le programme Explorations des technologies – 10e année est indiquée entre parenthèses.Exemples de normes d’apprentissage liées au contenu :
  • Styles de dessin technique, notamment le dessin en perspective, le dessin aux instruments et le dessin architectural (Dessin technique – 10e année)
  • Techniques de découpe et de travail du bois à l’aide de divers outils, dont le matériel électrique fixe (Travail du bois – 10e année)
  • Ordre des étapes de la fabrication d’un circuit (Électronique et robotique – 10e année)

Technology Explorations 10 is designed to provide flexibility for teachers and students while ensuring that the rigorous provincial curriculum standards are met. Based on students’ interests and strengths and on course offerings, teachers may use Curricular Competencies from Technology Explorations 10 with a combination of Content provided from technology education in other areas. It is expected that at least six topics from the Content column will be selected from at least two curricular areas to best meet the needs of the students. Note that the origin of each Content learning standard in Technology Explorations 10 is provided in parentheses.

Examples of Content learning standards:

  • drafting styles, including perspective, mechanical drafting, and architectural drawing (Drafting 10)
  • techniques for stock breakout and woodworking using a variety of tools and equipment, including stationary power equipment (Woodwork 10)
  • construction sequences involved in making a working circuit (Electronics and Robotics 10)
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
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Big Ideas

Grandes idées

User needs and interests drive the design process.
Social, ethical, and sustainability considerations impact design.
Technologies help us accomplish many specific tasks in our lives.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
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Applied Design

Understanding context
  • Engage in a period of research and empathetic observation
    empathetic observation
    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 
Defining
  • Identify potential users and relevant contextual factors
  • Identify criteria for success, intended impact, and any constraints
    constraints
    limiting factors such as task or user requirements, materials, expense, environmental impact 
    for a chosen design opportunity
  • 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
  • Identify and use sources of inspiration
    sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, users and experts 
  • Screen ideas against criteria and constraints
  • Critically analyze and prioritize competing factors
    factors
    including social, ethical, and sustainability 
    to meet community needs for preferred futures
  • Maintain an open mind about potentially viable ideas
Prototyping
  • Choose a form for prototyping and develop a plan
    plan
    for example, pictorial drawings, sketches, flow charts 
    that 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 iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify sources of feedback
    sources of feedback
    may 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, technologies
    technologies
    tools 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 share
    share
    may include showing to others or use by others, giving away, or marketing and selling 
      product
    product
    for example, a physical product, process, system, service, designed environment 
    and processes
  • Demonstrate product to users and critically evaluate its success
  • Identify new design goals
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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 specialized area of focus
Identify the skills needed, individually or collaboratively, in relation to specific projects, and develop and refine them
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Applied Technologies

Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
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

Content

Students are expected to know at least six of the following from at least two curricular areas:
project design opportunities (Woodwork 10)
ethics of cultural appropriation
cultural appropriation
use of a cultural motif, theme, “voice”, image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn 
in design process (Woodwork 10, Metalwork 10)
techniques
techniques
for example, shaping, laminating, turning, joining, finishing 
for stock breakout and woodworking using a variety of tools and equipment, including stationary power equipment
stationary power equipment
for example, jointer, planer, lathe, mitre saw, table saw, band saw, thickness sander, drill press, scroll saw, mortise machine, radial arm saw, panel saw 
(Woodwork 10)
functions, uses, and role of portable and stationary power equipment in the creation of a project (Woodwork 10)
function and use of hand tools (Woodwork 10)
proper storage and organization of tools and equipment (Metalwork 10)
selection of metal for size, shape, and finish (Metalwork 10)
start-up, shutdown, and handling procedures for compressed gas cylinders (Metalwork 10)
mechanical fasteners and fastening methods (Metalwork 10)
methods for laying out, forming, and joining metal (Metalwork 10)
computer numerical control (CNC) applications (Metalwork 10)
electrical theory
electrical theory
for example, source, load, control, conductor, voltage, current, resistance, insulator, alternating current (AC), and direct current (DC) 
using parallel and series circuits (Electronics and Robotics 10)
production of simple circuits from schematic drawings (Electronics and Robotics 10)
electronic diagnostic and testing instruments
instruments
for example, multimeter, power supplies, test probes, signal-generating devices 
(Electronics and Robotics 10)
construction sequences involved in making a working circuit
working circuit
for example, current, amperage, load, resistance, power, control 
(Electronics and Robotics 10)
function and use of hand tools
hand tools
for example, screwdriver, pliers, cutter, wire stripper, desoldering pump, snips, punch, soldering iron 
and operation of stationary equipment
stationary equipment
for example, box and pan brake, bar folder, shears, punches, drill press, strip heater 
(Electronics and Robotics 10)
sequences involved in making a functional robot (Electronics and Robotics 10)
robot elements
elements
for example, input/output sensors, effectors, control systems, movement 
(Electronics and Robotics 10)
block-based coding or logic-based programming for robotics (Electronics and Robotics 10)
programming platforms for robotics (Electronics and Robotics 10)
internal and external combustion (Power Technology 10)
disassembly and assembly sequences (Power Technology 10)
engine terminology
engine terminology
relating to fundamentals of operation; classification and types 
(Power Technology 10)
hydraulic and pneumatic systems (Power Technology 10)
transfer and conversion of energy (Power Technology 10)
energy transmission and conversion systems
conversion systems
for example, gear, sprocket, pulley, chain, cable 
(Power Technology 10)
hand tools and power tools specific to mechanical repair and maintenance (Power Technology 10)
alternate energy sources
alternate energy sources
for example, wind, solar, geothermal 
(Power Technology 10)
drawing standards
standards
for example, line types, line weights 
and conventions
conventions
for example, layout, drawing set-up 
(Drafting 10)
scales for different types
types
for example, plans, section, detail 
of drawings (Drafting 10)
drafting styles, including perspective, mechanical drafting, and architectural drawing (Drafting 10)
modelling using computer-aided design (CAD) and computer-aided manufacturing (CAM) software (Drafting 10)
coding for creating 3D representations of design solutions (Drafting 10)
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.