Big Ideas

Big Ideas

Design for the life cycle includes consideration of social and 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.

Content

Learning Standards

Content

complex drafting design projects
interrelationships among complex drawings
for example, multi-view, working, development
preparation of detailed drawings
for example, auxiliary views, sections, exploded assembly
components
for example, bill of materials and schedules, tolerances, surface finishes
of working drawings
computer-aided design (CAD) programs and other graphic software management
for example, short-cut and customization techniques, modifying geometry using control points
modifying existing geometrical design using CAD software
3D modelling using advanced modelling techniques
file conversion between CAD and other applications
areas of drafting specialization
for example, architectural, civil, mechanical, structural
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
future career options in drafting design
interpersonal and consultation skills
for example, professional communications, collaboration, follow-ups, courtesies, record keeping, ways to present visuals
to interact with clients
ethics of 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
and plagiarism

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Engage in a period of user-centred research
    research done directly with potential users to determine their wishes and requirements and understand how they do things
    and 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 decisions about premises and constraints
    limiting factors, such as task or user requirements, materials, expense, environmental impact
    that define the design space and develop criteria for success
  • Determine whether activity is collaborative or self-directed
Ideating
  • Critically analyze how competing social, ethical, and sustainability considerations impact design
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
  • Evaluate suitability of possibilities according to success criteria, constraints, and potential gaps
  • Work with users throughout the design process
Prototyping
  • Choose an appropriate form, scale, and level of detail for prototyping, and plan procedures
  • Analyze the design for the life cycle and evaluate its 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
    repetitions of a process with the aim of approaching a desired result
    of prototyping
Testing
  • Identify and communicate with 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
  • Evaluate design according to critiques, testing results, and success criteria to make changes
Making
  • Identify appropriate tools, 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
    may include showing to others, use by others, giving away, or marketing and selling
    or promote design, creativity, and processes
  • Share the product with users and critically 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 skills needed for design interests, and develop specific plans to learn or refine them over time
Demonstrate competency and proficiency in skills at various levels involving manual dexterity and complex drafting techniques

Applied Technologies

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