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 metalworking and design
operation and safety of welding equipment
for example, oxygen-acetylene equipment for welding, brazing, and cutting; metal inert gas (MIG), tungsten inert gas (TIG), spot, and arc welding equipment
casting methods
for example, lost wax, sand, investment
incorporation of non-metal material
for example, glass, plastic, wood, motors, wheels, bearings
in metalwork products
finishing
for example, paint, powder coat, clear coat
purposes and processes
metal selection for specific applications
sequence of steps when working with powered and non-powered equipment
dimensional tolerance
operation, maintenance, and adjustment
for example, changing blades, bits, blade types, feeds, speeds, and positions of guards
of stationary powered and non-powered equipment
areas of metal specialization
for example, welding, machining, art metalworking, jewellery, fabrication
sheet metal layout, forming, and fabrication
heat treatment purposes and processes
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
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
future career options and opportunities in metalworking contexts
interpersonal and consultation skills
for example, professional communications, collaboration, follow-ups, courtesies, record keeping, ways to present visuals
to interact with clients

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 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
    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
    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
  • 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 and constraints
  • Work with users throughout the design process
Prototyping
  • Identify, critique, and use a variety of sources of inspiration
    may include personal experiences, First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals
  • 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
  • Develop an appropriate test of the prototype, conduct the test, and collect and compile data
  • 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
  • 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 on 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 the 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 metalworking 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 the role that changing technologies play in metalworking contexts