Metalwork 11

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Metalwork Grade 11
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Design for the life cycle includes consideration of social and environmental impacts
environmental impacts
including manufacturing, packaging, disposal, and recycling considerations 
.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Engage in a period of user-centred research
    user-centred research
    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 
    and empathetic observation
    empathetic observation
    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 
    to understand design opportunities
Defining
  • Establish a point of view for a chosen design opportunity
  • Identify potential users, intended impact, and possible unintended negative consequences
  • Make inferences about premises and constraints
    constraints
    limiting factors, such as task or user requirements, materials, expense, environmental impact 
    that define the design space, and identify criteria for success
  • Determine whether activity is collaborative or self-directed
Ideating
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
  • Critically analyze how competing social, ethical, and sustainability considerations impact design
  • Choose an idea to pursue based on success criteria and maintain an open mind about potentially viable ideas
Prototyping
  • Identify and apply sources of inspiration
    sources of inspiration
    may include personal experiences, First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals 
  • Choose a form for prototyping and develop a plan
    plan
    for example, pictorial drawings, sketches, flow charts 
    that includes key stages and resources
  • Analyze the design for life cycle and evaluate its impacts
    impacts
    including social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, transportation to markets; servicing or providing replacement parts, expected usable lifetime; and reuse or recycling of component materials 
  • Visualize and construct prototypes, 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 and communicate with sources of feedback
    sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline 
  • Develop an appropriate test of the prototype, conduct the test, and collect and compile data
  • Apply information from critiques, testing results, and success criteria to make changes
Making
  • Identify appropriate tools, technologies
    technologies
    tools that extend human capabilities 
    , materials, processes, cost implications, and time needed
  • Create design, incorporating feedback from self, others, and testing prototypes
  • Use materials in ways that minimize waste
Sharing
  • Decide how and with whom to share
    share
    may include showing to others, use by others, giving away, or marketing and selling 
    product and processes for feedback
  • Share the product to evaluate its success
  • Critically reflect on their design thinking and processes, and identify new design goals
  • Identify and analyze new design possibilities, including how they or others might build on their concept

Applied Skills

Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Identify and assess the skills needed for design interests, individually or collaboratively, and develop specific plans to learn or refine them over time
Develop competency and proficiency in skills at various levels involving manual dexterity and metalwork techniques

Applied Technologies

Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Examine the role that advancing technologies play in metalworking contexts

Content

Students are expected to know the following:
simple metalworking and design
orthographic and pictorial drawings
measuring instruments
measuring instruments
for example, measuring tape, steel rules, calipers, micrometers, scales, dial indicators, protractors 
tables and charts
tables and charts
for example, tap and die, drill guides, feeds and speeds, milling charts 
for tolerancing and machining 
operation  and safety of stationary power equipment
stationary power equipment
for example, lathe, mill, drill press, grinders, sanders, welders, cutting tools, forge, casting 
and stationary non-power equipment
stationary non-power equipment
for example, box and pan, brake, English wheel, Roper Whitney punch, Beverly Shear tools, press, slip rollers, hand seamer 
in the processing of material
size and layout
size and layout
for example, gauge, weight, scribes, dividers 
of metal
types of metals and alloys
metals and alloys
for example, iron, steel, aluminum, copper, brass 
and their characteristics
selection of metal type, size, structural shape, and finish for specific applications
ferrous and non-ferrous metals and their applications
heat treatments
heat treatments
for example, hardening, tempering, annealing 
welding and cutting
welding and cutting
for example, oxygen-acetylene, metal inert gas (MIG), tungsten inert gas (TIG), plasma, oxy cutting 
common mechanical fastening methods
mechanical fastening methods
for example, rivets, bolts, screws, threaded rod 
forging and foundry applications
design for the life cycle
design for the life cycle
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 
ethics of cultural appropriation
cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practices 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
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.