| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Review of Design Cycle : | Review of Design Cycle: Complete review of Design Technology 9th Grade’s same unit for students who are new to the course or who have forgotten the IDEATE cycle from the previous year |
Students will: Review the design cycle methods of ideation. Recognize limitations of the formalization of creative thought. |
Students draw or sketch the IDEATE method Introduction to the IB Elaborated Design Cycle Model Design brief exercise on existing product Brainstorming exercises, both group and individual Written exercises in convergent thinking and divergent thinking: Dr. Edward DeBono’s CoRT Thinking Strategies |
How do methods of ideation such as brainstorming, word-association, etc. aid a designer? When does the formal process breaks down as guide to a solution of a problem? (ATL) |
Formative Oral discussions on ideation methods Brainstorming exercise Summative Design brief written assignment Quiz on IDEATE method |
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| Communicating a Design II: Scratch-Built Models : | |
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| Communicating a Design I: Technical Drawings : | Communicating a Design I: Technical Drawings CNNYahoo News |
Conceptualize a design and reproduce that design along five different drawing methods: Sketches One-Point Perspective Two-Point Perspective Isometric Drawings Flat Drawings Build skills working with drawing and drafting tools |
Whiteboard practice views Reproductions from textbook and teacher-provided schematics Basic shapes sketch practice Sample drawings Classroom drawing activity |
How are drawings a necessary form of responsible and accurate communication between a designer and his or her audience? (ATL, Homo faber) |
Formative Daily sketchwork exercises, leading to daily work on refined drawings Participation grade Self-reflection on drawing skills Summative Quiz on each type of drawing: students must draw a given object in each of the different rendering types beyond sketches |
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| Communicating a Design II: Scratch-Built Models : | Communicating a Design II: Scratch-Built Models |
Students will: Research a design for a medieval or Renaissance-era construction or building Produce flat technical scale drawings of their model Build skills working with wood, glue, and cardboard Build special-effect painting skills |
“Practical” lectures on techniques of scratch-built models, including: Cutting double-thick cardboard with doors and windows Balsa wood cutting and sanding techniques Achieving a “half-timbered look” with balsa wood Geometrical computations for roofs and circular areas Conical constructions Techniques for shingles, doors, windows, and arrow slits Painting techniques for wattle-and-daub, shingles, wood areas, stone, washing, and drybrushing |
Continuation of the essential question from last unit: How are models a necessary form of responsible and accurate communication between a designer/architect and his or her audience? (ATL, Homo faber) |
Formative Daily sample surface or joined-wall model work exercises, leading to daily work on final model project Refinement of technical drawings with measurements Participation grade Self-reflection on modelling skills Summative Final model project and presentation |
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| Communicating a Design I: Technical Drawings : | |
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| Communicating a Design II: Scratch-Built Models : | |
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| Communicating a Design II: Scratch-Built Models : | |
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| Communicating a Design II: Scratch-Built Models : | |
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| ROBOTICS I : | Students work with lego mindstorms robotics. |
To have students work on a design process, from brief to finished product. Students should have a working idea of how to put a design into practice and how to make modifications to that design to fit specifications. |
Break up into teams to create simple lego 'bots' capable of being steered and completing basic tasks. |
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Team competition: students must use their robots to compete against one another. |
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| ROBOTICS II : | Students learn to use the Robolab software in addition to the lego mindstorms to create more complicated machines. |
To show students interaction between software and hardware when designing products. To give students the opportunity to work in teams on a complex project and discover the best ways to divide labor. |
A series of exercises or goals for student projects including: Creating a robot that can move in four consecutive 90 degree angles. Creating a robot that can move through an obstacle course. Creating a steering apparatus for a robot. Creating a robot capable of grabbing items. |
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Group robot competition - students must steer their robots through an obstacle course/race. |
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| Modern Bridges: An Architectural Inquiry : | Modern Bridges: An Architectural Inquiry Trusses Bridge styles Stress and strain Compression and tension forces |
Build balsa wood models of bridges Engage in a competition to see which bridge will hold the most weight. Conceptualize the principles of stress and strain (something covered later in IB Design Technology) Refine skills working with balsa wood and drawing/drafting tools |
Internet research and lectures relating to bridge types, forces which act upon a structure, and standards of safety Model bridge building from kit Bridge competition Calculations of engineering efficiency and factors of safety |
How are human ingenuity and the human drive to build bigger and better encouraged or restrained by the need for public safety in structures designed for public use? (Homo faber, Community and Service) |
Formative Refinement of technical drawings for bridge and truss designs Participation grade In-class model work Summative Final bridge project and competition |
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| Modern Bridges: An Architectural Inquiry : | |
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| Modern Bridges: An Architectural Inquiry : | |
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