Course Syllabus
Foundations of Mathematics and Pre-Calculus Math 10
Pre-Calculus 11
St. George's School
Pre-Calculus Math 11
COURSE OUTLINE 2022-2023 DRAFT
Mathematical content throughout the school is taught through the lens of ‘curricular competencies”.
Mathematics is more than a sequence of calculations that lead to the correct solution to a problem. It is a state of mind and an intellectual art. It is a discipline that goes beyond its immediate, apparent, and obvious applications. It confirms, expands and diversifies the meaning of what it is to be human, and its language is accessible to people of all cultures and backgrounds. Mathematics has been with us ever since we began using language, and the requirement for mathematics was, and is, inescapable ever since we civilized.
It is a way of analytical thinking whose benefits extrapolate well beyond the boundaries of a classroom. Our world out there is crying out for thinkers; people who can critically analyze, deductively reason, substantiate their thoughts and come up with creative and innovative solutions to problems whose consequences greatly affect the world we live in.
The study of mathematics can encourage the development of such thinkers. The way in which you will be taught (and the way in which you will be challenged to learn) is for you to understand what it is you are learning... for you to struggle, negotiate, and overcome.... emerging as a more resilient, more well-thought-out, more communicative thinking individual. It is with this hope that we look forward to our experience with you in the classroom this year. We are optimistic that you are up to the challenge.
The course content is built around the following four Big Ideas:
- Generalization using algebra as a tool for expressing abstract thinking
- Connections between operations extended to powers, radicals. and polynomials
- Relationships of a quadratic nature are prevalent in this world
- Indirect-Measurement problems are solved through Proportional reasoning in trigonometry
Learning Outcomes (Curricular Competencies): These skills will be emphasized, embraced, valued, supported and encouraged throughout, and will be built into assessment where appropriate and relevant. In addition, Separate assignments focusing on curricular competencies should be expected. The following curricular competencies together will account for 30% of the final course mark.
Reasoning and modelling
- Develop thinking strategies to solve puzzles and play games
- Explore, analyze, and apply mathematical ideas using reason, technology, and other tools
- Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number
- Model with mathematics in situational contexts
- Think creatively and with curiosity and wonder when exploring problems
Understanding and solving
- Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving
- Visualize to explore and illustrate mathematical concepts and relationships
- Apply flexible and strategic approaches to solve problems
- Solve problems with persistence and a positive disposition
- Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
Communicating and representing
- Explain and justify mathematical ideas and decisions in many ways
- Represent mathematical ideas in concrete, pictorial, and symbolic forms
- Use mathematical vocabulary and language to contribute to discussions in the classroom
- Take risks when offering ideas in classroom discourse
Connecting and reflecting
- Reflect on mathematical thinking
- Connect mathematical concepts with each other, other areas, and personal interests
- Use mistakes as opportunities to advance learning
- Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concept
Mathematical Content Topics and Ministry Outcomes
- real number:
- Classification
- powers:
- positive and negative rational exponents
- exponent laws
- evaluation using order of operations
- numerical and variable bases
- radical:
- simplifying radicals
- ordering a set of irrational numbers
- performing operations with radicals
- solving simple (one radical only) equations algebraically and graphically
- identifying domain restrictions and extraneous roots of radical equations
- factoring:
- greatest common factor of a polynomial
- trinomials of the form
- difference of squares of the form
- may extend to ,
- rational:
- simplifying and applying operations to rational expressions
- identifying non-permissible values
- solving equations and identifying any extraneous roots
- quadratic:
- identifying characteristics of graphs (including domain and range, intercepts, vertex, symmetry), multiple forms, function notation, extrema
- exploring transformations
- solving equations (e.g., factoring, quadratic formula, completing the square, graphing, square root method)
- connecting equation-solving strategies
- connecting equations with functions
- solving problems in context
- inequalities:
- single variable (e.g., )
- domain and range restrictions from problems in situational contexts
- sign analysis: identifying intervals where a function is positive, negative, or zero
- symbolic notation for inequality statements, including interval notation
- trigonometry:
- use of sine and cosine laws to solve non-right triangles, including ambiguous cases
- contextual and non-contextual problems
- angles in standard position:
- degrees
- special angles, as connected with the 30-60-90 and 45-45-90 triangles
- unit circle
- reference and coterminal angles
- terminal arm
- trigonometric ratios
- simple trigonometric equations
- financial literacy:
- compound interest
- introduction to investments/loans with regular payments, using technology
- buy /lease
Order and Pace of Delivery: There is some degree of flexibility by the teacher in the time allocated to each topic, depending upon circumstances, but the program will be delivered broadly as indicated.
Fall Specific outcomes
Powers and Radicals 11-AN1
Trigonometry 11-M1, 11-M2, 11-M3
Factoring 11-RF1
Quadratic Functions 11-RF2
Winter
Quadratic Equations 11-RF1, 11-RF2, 11-RF3
Financial Literacy 11-FL1
Spring
Radical Expressions and Equations 11-AN2, 11-AN3
Rational Expressions and Equations 11-AN4, 11-AN5
Linear and Quadratic Inequalities 11-RF4
Main Text: Pre-Calculus 11 McGraw-Hill Ryerson (MHR)
TRIGONOMETRY
Non-right triangles, and angles in standard position (MHR and Supplemental Worksheet in Canvas)
QUADRATICS AND FACTORING
Quadratic functions and Equations (MHR) and factoring polynomials (MHR and Supplemental text in Canvas)
REAL NUMBERS AND POWERS
Real Number system and rational exponents (Supplemental text in Canvas)
RADICALS
Radical operations, expressions, and equations (MHR and Supplemental text in Canvas)
FINANCIAL LITERACY
Compound interest, investments and loans (Supplemental text in Canvas)
RATIONAL
Expressions and equations (MHR)
INEQUALITIES
Linear and quadratic (MHR)
Powers and Radicals
Explore and understand the relationship between exponents and radicals
11-AN1 Classify real numbers and contrast rational numbers with irrational numbers
11-AN1 Demonstrate an understanding of powers with positive and negative rational exponents
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Irrational Numbers and Number Classification |
11-AN1 |
Understand the number map and what a radical is in terms of its being irrational. |
4.2 Canvas Supplement |
|
Rational Exponents and Radicals |
11-AN1 |
Change between radicals and powers involving rational exponents |
4.4 Canvas Supplement |
|
Negative Exponents and Reciprocals |
11-AN1 |
Extend the relationship between radicals and exponents to negative rational exponents |
4.5 Canvas Supplement |
Trigonometry
Develop trigonometric reasoning
11-M1 Demonstrate an understanding of angles in Standard Position (0 up to 360)
11-M2 Solve problems using the three primary trigonometric ratios (0 up to 360)
11-M3 Solve problems using the cosine law and sine law including the ambiguous case.
11-M1 A basic understanding of Unit Circle
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Angles in Standard Position |
11-M1 |
Angles in standard position and reference angle Special Triangles |
2.1 |
|
Trigonometric Ratios |
11-M2 |
Sin, cos and tan of any angle in standard position Solving problems involving ASTC |
2.2 |
|
The Sine Law |
11-M3
|
Solving a triangle with a minimum of 3 pieces of information. Proof of the sine law. Using the sine law. Ambiguous case + How it may occur |
2.3 |
|
The Cosine Law |
11-M3 |
SAS and SSS, solving problems using both cosine and sine laws while avoiding the ambiguous case |
2.4 |
|
Unit Circle |
11-M1 |
Equation of Unit Circle, finding points on the circle, use of special triangles, special angles in degrees |
Worksheet on Canvas |
Factoring Polynomials
Understand how to factor polynomials of the form
11-RF1 Factoring quadratic polynomials up to rational coefficients
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Polynomials of the form
|
11-RF1 |
Develop and understand strategies including Decomposition, Inspection, and the Berry Method including identification of any GCF for non-monic quadratic polynomials
|
3.6 Supplementary text on Canvas |
|
Special Polynomials |
11-RF1 |
Learn to identify and factor a difference of two squares, a perfectly square polynomial including identification of any GCF |
3.8 Supplementary text on Canvas |
Quadratic Functions
Develop algebraic and graphical reasoning through the study of quadratic functions and their graphs
11-RF2 Analyze quadratic functions in vertex form, and determine their characteristics
11-RF2 Analyze quadratic functions in regular form, to identify characteristics and solve problems
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Vertex Form |
11-RF2 |
y= a(x-p)2+q. effect / role of a, p, q. vertex, max/ min direction of opening, symmetry
|
3.1 |
|
Standard Form |
11-RF2 |
y = ax2+bx+c. Use technology and basic reasoning to determine range, max/min, symmetry, and intercepts |
3.2 |
|
Completing the square |
11-RF2 |
Converting between vertex and standard from. Solving problems |
3.3 |
Quadratic Equations
Factor polynomials, analyze quadratic functions, solve problems
11-RF1 Find the GCF of a polynomial and factor non-monic quadratic polynomials
11-RF2 Analyze quadratic equations, in any form, to identify characteristics and solve problems
11-RF3 Solve problems that involve quadratic equations
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Graphical Solutions to quadratic equations |
11-RF3 |
Solve quadratic equations by graphing. Use technology to identify characteristics and solve problems |
4.1 |
|
Factoring for solving equations |
11-RF1 11-RF3 |
Factoring, GCF, special products, nested polynomials How the solutions are linked to the factored form, solving problems |
4.2 |
|
Solving by Completing the Square |
11-RF1 11-RF3 |
Completing the square. General procedure. Using it to solve problems |
4.3 |
|
The quadratic formula |
11-RF3
|
Develop and derive the formula. Significance of the discriminant. Nature of the roots. Problem-solving |
4.4 |
Financial Literacy
11-FL1 Understand and perform calculations involving compound interest, annuities, and loan credit
11-FL1 Investigate the difference between buying and leasing
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Interest and Annuity |
11-FL1 |
Compound interest, annuity, bank loan, and RRSP |
9.3 Supplemental text on Canvas |
|
Effective Interest Rate |
11-FL1 |
Compare compound and simple interest |
9.4 Supplemental text on Canvas |
|
Consumer Credit |
11-FL1 |
Finance charges, retail credit, credit card |
9.5 Supplemental text on Canvas |
|
Buying and Leasing |
11-FL1 |
Compare and contrast buying, leasing, and renting a car, apartment, or land |
Sources TBA |
Radical Expressions and Equations
11-AN2 Solve problems that involve operations on radical expressions
11-AN3 Solve problems that involve radical equations (limited to square roots)
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|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Working with radicals |
11-AN2 |
Converting between mixed and entire radicals. Compare and order radicals. Be aware of restrictions in the radicand |
5.1 |
|
Multiplying and dividing radical expressions |
11-AN2 |
Multiple operations on radicals. Rationalizing the denominator. Simplifying, and equivalent forms. Solve problems involving radical expressions. |
5.2 |
|
Radical equations |
11-AN3 |
Set-up and solve problems that have radical expressions. Extraneous roots, algebraic and Graphical solution methods |
5.3 |
Rational Expressions and Equations
Determine equivalent forms of rational expressions. Perform operations on, and solve problems involving rational expressions
11-AN4 Determine equivalent forms of rational expressions (limited to at most trinomials in numerator or denominator)
11-AN5 Perform operations on, and solve problems that involve rational equations
|
|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Equivalent forms of Rational Expressions |
11-AN4 |
Non-permissible values. Simplifying rational expressions Determining equivalent forms |
6.1 |
|
Multiplying and dividing rational expressions |
11-AN4 11-AN5 |
Thorough recap of how / why cancelling works in numeric fractions. Extension to rational expressions. Restrictions |
6.2 |
|
Adding and subtracting rational expressions |
11-AN4, 11-AN5 |
Thorough recap of how / why + / - works in numeric fractions. Extension to rational expressions. |
6.3 |
|
Rational Equations |
11-AN5 |
Solve rational equations. Be aware of restrictions. Model and solve problems using a rational equation |
6.4 |
Linear and Quadratic Inequalities
Solve problems that involve linear and quadratic inequalities in two variables, and quadratic inequalities in one variable
11-RF4 Solve problems that involve linear and quadratic inequalities in two variables
11-RF4 Solve problems that involve quadratic inequalities in one variable
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|
Specific Outcome |
Curriculum Focus |
Primary reference |
|
Solving linear inequalities in 2 variables |
11-RF4 |
Is the boundary included? Dotted or solid line. Using test points to help find the solution ranges. Sketch the graph of a lin ineq. Solve problems involving linear inequalities. |
9.1 |
|
Quadratic inequalities in 1 variable |
11-RF4 |
Strategies for solving quadratic inequalities; graphing, case analysis, test points, sign analysis. Model and solve a problem by appropriate strategy, and interpret that solution in context. |
9.2 |
|
Quadratic inequalities in 2 variables |
11-RF4 |
Extend the strategy of 9.1 into quadratic inequality in 2 variables. Test points, sign analysis, boundary line, sketch the graph and feasible region. Model and solve problems, interpreting the solution range in context. |
9.3 |
Content Learning Outcomes for Pre-Calculus 11 2022-23 (worth 70% of course mark)
11-AN1 Classify real numbers and contrast rational numbers with irrational numbers 6%
Demonstrate an understanding of powers with positive and negative rational exponents
11-AN2 Operations on and involving radical expressions 5%
11-AN3 Solve problems that involve radical equations (limited to square roots) 3%
11-AN4 Determine equivalent forms of rational expressions (limited to at 5%
most trinomials in numerator or denominator)
11-AN5 Perform operations on, and solve problems that involve rational equations 5%
11-M1 Demonstrate an understanding of angles in Standard Position (0o- 360o) and CAST 4%
11-M2 Solve problems using the three primary trigonometric ratios (0o- 360o) 2%
11-M3 Solve problems using the cosine law and sine law including 5%
the ambiguous case.
11-RF1 Factor polynomial ‘quadratic’ expressions with rational coefficients 6%
11-RF2 Analyze quadratic functions, in vertex form and regular form
to determine their characteristics and solve problems 8%
11-RF3 Solve problems that involve quadratic equations 7%
11-RF4 Solve problems that involve linear and quadratic inequalities 7%
11-FL1 Understand and perform calculations involving compound interest, annuities, and bank loans 7%
and Investigate the difference between buying to leasing
70%
Overall assessment will be aligned against the above learning outcomes as well as the following Curricular Competencies (worth 30% of course mark):
CC1 Reasoning and Analyzing
CC2 Understanding and Solving
CC3 Communicating and Representing
CC4 Connecting and Reflecting
How your mark will be calculated:
Most of your regular ‘assessments’ will likely be based around learning outcomes (content-specific). These assessments could be tests, quizzes, assignments, or some special project. The content component will account for 70% of your course mark.
You will also be earning marks/grades for the four main curricular competencies. These will likely be from rich assessments, projects, questions asking you to communicate or justify, or from a particular focus on a regular content assessment. These ‘mathematical habits of thinking’ are more fully described in the curricular competencies and will account for 30% of your course mark.
There will be a final exam in June.
Your final grade will be determined as follows: 85% course mark + 15% final exam
Science
Course Description
Grade 10 is the last year when Chemistry, Biology and Physics are studied together within the general Science 10 course. Students will experience a subject rotation during the year wherein they will study each discipline. In Grade 11, students will make a decision to enroll in one or more senior science courses (Chemistry 11, Physics 11, Biology 11, or other) to meet their graduation requirements in obtaining a Science 11 course.
The Science 10 course is aligned with the BC Ministry of Education Science 10, and it is here that much information regarding the Big Ideas, Competencies and Standards associated with the course can be obtained.
Science 10 aims to investigate four overarching big ideas:
- Genes are the foundation for the diversity of living things
- Chemical processes require energy changes as atoms are rearranged
- Energy is conserved and its transformation can affect living things and the environment
- The formation of the universe can be explained by the Big Bang Theory
Learning Resources
Resources that will be used as part of this course include:
- Course Canvas page - primary source for assignments, handouts, announcements, and other important information
- BC Science Connections 10 Textbook
- BC Science Connections 10 Workbook
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
Each unit will have 4-5 assessment tasks, with regular homework assigned for practice and review. Some homework will be collected for feedback prior to assessments.
Submitting work
Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through the 5th block system.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through a variety of experiences, such as:
- Labs
- Discussions
- Problem Solving
- Reflections
- Inquiry or Design Projects
- Presentations
Learning Outcomes and Assessment
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the knowledge and skills outlined in this document.
Assessment in Science 10 is consistent with the school’s philosophy of providing multiple opportunities to demonstrate their mastery of learning outcomes.
Assessment in the Science Department focuses on student learning by assessing their performance on the Science 10 learning outcomes. Learning outcomes are divided into two categories, Content (which focuses on factual knowledge, problem-solving ability, and applications of science) and Skills (which focus on inquiry skills, communication, and modelling and data analysis). Tests, quizzes, and assignments are typically used to collect evidence on student performance that relate to understanding content. Labs, inquiry activities and other projects contribute to the skills portion of the students’ mark. Each learning outcome uses a decaying average model, where the most recent attempt is worth 65% of the score on that outcome, with any previous attempts making up the remaining 35%.
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Assessment & Marks Weighting |
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Assessment Categories |
Number of Learning Outcomes |
Portion of Overall Grade |
|
|
Content |
Biology |
6 |
25% |
|
Chemistry |
6 |
25% |
|
|
Physics |
4 |
20% |
|
|
Astronomy |
3 |
5% |
|
|
Skills |
6 |
25% |
|
|
Total |
25 |
100% |
|
We anticipate adjustments may be made throughout the year due to possible continued extenuating circumstances due to COVID-19. Any adjustments will be posted here and discussed as a class.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by understanding that learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning requires exploration of one’s identity.
Literacy/Numeracy
This course makes literacy/numeracy visible by using a variety of strategies found in the Skills outcomes outlined above. Students will continue to work with the scientific inquiry method, which will require them to ask questions, make observations, analyze data, and communicate their findings. Students will also be required to comprehend information presented orally, textually, and visually to gain an understanding of the course’s key content and concepts. Finally, students will be asked to give oral presentations, visually represent data and ideas, and share written versions of their ideas and conclusions.
Fusion
Expectations
My expectations of you are really quite simple:
- Open and honest communication. I can't know what you are thinking if you don't tell me, especially if we move fully online at some point this year. Tell me if you're struggling. Tell me if you have ideas for improving the course or the way we do things.
- You will always do your best. I assume that you are in Fusion because there is something about the program that interests you. While there are times in every course where things aren't "fun" for a bit, you had your reasons for joining Fusion, make the most of it!
- Support each other. Every member of our community has something to offer. Take the time to get to know each other and get the most out of each others' skills and expertise. And also take the time to help each other. Often you learn more as a teacher than a student!
Evaluation
You are getting credit for Technology Explorations 10 by taking the Fusion course. Everything this year will be graded on a pass/fail basis. If you initially fail an assignment, we treat this as a learning opportunity and we keep working on it until you pass. We will, where appropriate, make a distinction between proficient (pass) and extending (going above and beyond a pass in some way). Each report card will indicate your progress in achieving the required tasks of the course. You will see an A (for achieving) or an NA (not achieving) on your term report. You can easily check to see if you are achieving or not by clicking on the Grades option on the left. You will not see a percentage throughout the year and the comments on your report card will always indicate what you need to do to improve your NA standing to an A (or dig deeper to extend your proficiency in a particular area).
At the end of the year, we will translate your work for the year into a percentage. This percentage will be determined based on a few factors:
- Your mastery of the outcomes that Technology Explorations 10 requires.
- Your self-assessment of your work based on criteria generated by the class at the end of the year.
- My assessment of your work based on these same criteria.
Note that it is important to me that you are part of the assessment process. What you get out of the course will be different than what the next person does based on your needs, interests, prior experience, and effort. It seems fair to me that you are assessed based on what you actually learn, regardless of how it compares to others. The table below outlines the curriculum for the course:
| Fusion Curriculum | ||
| You are receiving credit for Technology Explorations 10. To receive credit for the courses, you need to ensure that you address the curriculum below. There are certain things that you will be required to do, and others that you will get to choose to do. | ||
| Competencies | ||
| Ministryspeak | English | |
| Understanding context | ||
| Engage in a period of research and empathetic observation | Empathy phase of Design Thinking. Do your research. | |
| Defining | ||
| Identify potential users and relevant contextual factors | Definition Phase of Design Thinking. Who are your users and what is the context? | |
| Identify criteria for success, intended impact, and any constraints for a chosen design opportunity | Definition Phase of Design Thinking. How will you measure success? What are your constraints? | |
| Determine whether activity is collaborative or self-directed | Definition Phase of Design Thinking. Who's your team? | |
| Ideating | ||
| Take creative risks in generating ideas and add to others’ ideas in ways that enhance them | Ideation Phase of Design Thinking. Are you thinking creatively? Do you approach ideation with a spirit of "Yes, and..."? | |
| Identify and use sources of inspiration | Ideation Phase of Design Thinking. Credit your sources! | |
| Screen ideas against criteria and constraints | Ideation Phase of Design Thinking. Filter all of your ideas against criteria and constraints. | |
| Critically analyze and prioritize competing factors to meet community needs for preferred futures | Ideation Phase of Design Thinking. Is there one solution that might better fit the context? | |
| Maintain an open mind about potentially viable ideas | Ideation Phase of Design Thinking. Are you open to changing your approach or do you get too focused on one "right" answer? | |
| Prototyping | ||
| Choose a form for prototyping and develop a plan that includes key stages and resources | Protoyping Phase of Design Thinking. Look at a variety of options for prototyping your project. | |
| Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability | Protoyping Phase of Design Thinking. What are the material implications of your prototyping method from an environmental context? | |
| Prototype, making changes to tools, materials, and procedures as needed | Protoyping Phase of Design Thinking. Are you flexible in your approach to fabricating your prototype? | |
| Record iterations of prototyping | Protoyping Phase of Design Thinking. Document your progress. | |
| Testing | ||
| Identify sources of feedback | Testing Phase of Design Thinking. Where will you collect your data? | |
| Develop an appropriate test | Testing Phase of Design Thinking. Are you testing the right things? Are you testing against your definition staement and the needs of your user? | |
| Conduct the test, collect and compile data, evaluate data, and decide on changes | Testing Phase of Design Thinking. Are you collecting the data accurately and using it to make improvements? | |
| Making | ||
| Identify and use appropriate tools, technologies, materials, and processes | Do you chose the best tools and materials for the task that you are trying to accomplish? | |
| Make a step-by-step plan and carry it out, making changes as needed | Do you have a plan? Do you follow and modify it as you go? | |
| Use materials in ways that minimize waste | Do you use materials in ways that minimize waste? | |
| Sharing | ||
| Decide on how and with whom to share product and processes | Are you sharing your work with the right people and in the most effective way? | |
| Demonstrate product to users and critically evaluate its success | Are you able to take the feedback from users and come to honest evaluations of your work? | |
| Identify new design goals | Can you take the feedback from testing and sharing and create new goals for your project? | |
| Applied Skills | ||
| Demonstrate and document an awareness of precautionary and emergency safety procedures | Are you working safely in your environment? Do you take unnecessary risks? | |
| Develop competency and proficiency in skills at various levels involving manual dexterity and specialized area of focus | Do you develop making skills? | |
| Identify the skills needed, individually or collaboratively, in relation to specific projects, and develop and refine them | Are you able to identify what skills each of your projects will require? Are you proactive in developing or refining those skills? | |
| Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks | Do you chose the right tools for the task? | |
| Evaluate impacts, including unintended negative consequences, of choices made about technology use | Are you aware of the impact, both positive and negative, of your tool and materials choices? | |
| Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies | Are you aware of the impact, both positive and negative, of your tool and materials choices? | |
| Content | ||
| Required skills: | ||
| 2 Dimensional communication | ||
| - drafting styles, including perspective, mechanical drafting, and architectural drawing | Can you accurately draw your ideas by hand and discuss them using common drafting vocabulary? | |
| -scales for different types of drawings -drawing standards and conventions |
Can you accurately represent your ideas digitally and discuss them using common drafting vocabulary? Appropriate design tools for this include 2D tools such as Illustrator and Inkscape, or the drawing functions of 3D CAD programs such as Onshape and Fusion360. | |
| 3D CAD Modelling and Fabrication | ||
| - modelling using computer-aided design (CAD) and computer-aided manufacturing (CAM) software | Can you take a 3 dimensional design from the modelling phase through final fabrication using CAD programs such as Onshape or Fusion360 and some sort of computer driven machine such as a 3D Printer or Laser Cutter? | |
| Coding for 3D Design | ||
| - coding for creating 3D representations of design solutions | Can you create 3D models using code such as Featurescript (Onshape) or other scripting languages? | |
| Energy Conversion | ||
| -transfer and conversion of energy | Can you demonstrate, using your own models, the transfer of one type of energy to another? | |
| -energy transmission and conversion systems | Can you create systems that convert one type of energy into another? | |
| Own Choice Skills: | ||
| project design opportunities (Woodwork 10) | ||
| ethics of cultural appropriation in design process (Woodwork 10, Metalwork 10) | ||
| techniques for stock breakout and woodworking using a variety of tools and equipment, including stationary power equipment (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 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 (Electronics and Robotics 10) | ||
| construction sequences involved in making a working circuit (Electronics and Robotics 10) | ||
| function and use of hand tools and operation of stationary equipment (Electronics and Robotics 10) | ||
| sequences involved in making a functional robot (Electronics and Robotics 10) | ||
| robot elements (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 (Power Technology 10) | ||
| hydraulic and pneumatic systems (Power Technology 10) | ||
| transfer and conversion of energy (Power Technology 10) | ||
| energy transmission and conversion systems (Power Technology 10) | ||
| hand tools and power tools specific to mechanical repair and maintenance (Power Technology 10) | ||
| alternate energy sources (Power Technology 10) | ||
Contacts
Course Summary:
| Date | Details | Due |
|---|---|---|