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Table of Contents

Introduction ..................................................................................................................... 3

Project Outline ................................................................................................................. 3

Prior Knowledge .............................................................................................................. 3

Student Activities ............................................................................................................. 4

Planning Notes ................................................................................................................ 5

Lesson Plans ................................................................................................................... 6

Activity One Lesson Plans: The Design Process ......................................................... 6

Activity Two Lesson Plan: Design Brief and Researching ........................................... 7

Activity Two Lesson Plan: Researching and Thinking ................................................. 9

Activity Three Lesson Plan: Concept Sketches and Development ............................ 10

Activity Four and Lesson: Final Design ...................................................................... 13

Activity Five Lesson Plan: Career Exploration ........................................................... 14

Senior Project Designer ................................................................................................ 14

Resources ..................................................................................................................... 17

Tools/Equipment .................................................................................................... 17

Software ................................................................................................................. 17

Books ..................................................................................................................... 17

Videos .................................................................................................................... 17

Websites for Teachers ........................................................................................... 17

Instructional Strategies .................................................................................................. 18

The Hook / Motivational Strategies ............................................................................... 18

Learning Goals and Success Criteria ............................................................................ 18

Overall and Specific Expectations ................................................................................. 18

Overall Expectations .................................................................................................. 18

Specific Expectations ................................................................................................. 18

Project Challenges ........................................................................................................ 19

Differentiation of the Project / Activity ............................................................................ 19

Assessment and Evaluation .......................................................................................... 19

Religious Considerations ............................................................................................... 19

Working toward Catholic Graduate Expectations: .................................................. 19

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Career and Industry Extensions .................................................................................... 19

Environmental Considerations ...................................................................................... 20

Design Report ............................................................................................................... 20

Reflection Questions ..................................................................................................... 20

Appendix A – Getting Started with SketchUp for Web................................................... 21

SketchUp for Web Interface ....................................................................................... 21

Using SketchUp Instructor ......................................................................................... 22

Introducing Drawing Basics and Concepts in SketchUp ............................................ 22

SketchUp Practice Drawing Task .............................................................................. 23

Appendix B – Technological Design Rubrics ................................................................. 27

Design of the Chess Pieces Rubric ........................................................................... 27

3D Modeling (using SketchUp) Rubric ....................................................................... 28

References .................................................................................................................... 29

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Introduction

Course Code: TDJ4M Broad base Technology: Technological Design Destination: University College Preparation Grade Level: 12 Prerequisite: TDJ3M Online Project Name: Designing Chess Pieces

Project Outline

By the end of this project, the student will be able to understand and work through the stages of the design process, assess and develop design criteria when creating concept and scaled sketches, and use computer design software (SketchUp 2020) to develop and refine a final product. As well, the student will become familiar with SketchUp 2020, and its capacity to produce a 3D CAD model that is accurate, precise and reflective of the intended design.

Prior Knowledge

Prior knowledge of basic math skills, units of measurement (Imperial and Metric), dimensioning and pencil sketching would be an asset. Also, prior knowledge of SketchUp design software would be an asset.

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Student Activities

1. Students will be introduced to the Design Process and begin to understand it as a series of steps or stages necessary to complete a design project. Students will be asked to complete preliminary research for the purpose of analyzing existing designs.

2. By thinking through the design process, students will understand the factors that are critical to making design decisions, which include marketing, ergonomics, manufacturing and aesthetics.

3. Students will research and assess existing chess set designs with these factors in mind, and brainstorm and innovate potential design possibilities.

4. Students will produce and develop concept sketches to explore their initial ideas for designs. They will learn, refine and practice the fundamentals of concept sketching.

5. Students will specifically produce a series of pencil concept sketches to develop and transfer their ideas to paper, understanding that these concept sketches are a means of exploring possible solutions to a design problem.

6. Students will decide on a final design from their series of concept sketches, and formalize the chosen design by developing and refining formal characteristics. Potential Extension: Often, designers create models and prototypes of their final design to further explore and reconsider the design. Models and prototypes provide validation of design thinking, and if possible, students should be offered the opportunity to create a working model.

7. Students will learn the difference between concept sketching and scaled sketching.

8. Students will demonstrate their understanding of measurement, accuracy and precision by producing a scaled sketch of their chosen design on graph paper (preferably).

9. Students will use SketchUp 2020 to create the 3D CAD model of their design.

10. Working from their concept and scaled sketches, students will produce their final design using SketchUp.

11. Students will continue to refine the final design by referring to the design criteria as outlined in the design brief.

12. Students will reference Student Exemplars to assess, develop and refine their work.

13. Students will use Checklists to assess, develop and refine their own work.

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14. Students will explore and research the career requirements of a Product Designer to understand the educational and training pathways related to this design field.

Planning Notes

Today’s Technological Programs are exploring different instructional models that are more focused on the student. These instructional models, including project-based learning, are changing both the way students use class time and the way classrooms are designed. Increasingly, teachers are exploring inquiry models of learning which help students develop higher-order thinking and communication skills so important in today’s digitally interconnected world.

The strengths of project-based learning that is student-centered are well documented. Engaging and investing in this kind of learning empowers students to become better collaborators, communicators, critical thinkers and problem solvers. Most importantly, students who are given the opportunity to become self-directed take ownership of their learning.

The Chess Set Project, outlined in this document, is rooted in project-based learning and offers a holistic, student-centered instructional strategy for engaging students in this process.

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Lesson Plans

Activity One Lesson Plans: The Design Process The Design Process is an approach for breaking down a large project into manageable parts. Many professionals in design related fields use this process or one very similar to define the stages needed to work through each project. Like professional designers, you will also work through the Design Process to accomplish this task. The chart below shows the stages of the Design Process that you will be following.

Design is a progressive process that follows a general course of 4 stages:

Stages Description

Research Learning from previous research and analysis

Concept Exploring for solutions to design problems

Development Developing formal characteristics

Formalization Completing working drawings, models and prototypes

Thinking During the Design Process While working through the Design Process, you will not only be thinking about your design criteria, but also factors that may be critical when making design decisions. Consider the following factors:

Factors Description

Marketing This is knowledge of the company, the competitors, the marketplace, the customers and pricing.

Ergonomics This is the study of how humans behave in relation to particular environments and products.

Manufacturing Will the product be mass-produced? From which materials? What manufacturing process will be used?

Aesthetics Aesthetics refer to the visual attractiveness and appeal of a product.

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Activity Two Lesson Plan: Design Brief and Researching

“Universally recognized and loved, almost no luck involved, no balance issues, no change in rules, centuries worth of knowledge already accumulated, you feel good just by studying or playing. It also has side-benefits that while you are training to play, you gain

skills that will help with other parts of your life.”

Project Design Brief Objective: Design and create 3D CAD drawings of a set of chess pieces.

History of Chess

The origins of chess are not exactly clear, though most believe it evolved from earlier chess-like games played in India almost two thousand years ago. The game of chess we know today has been around since the 15th century where it became popular in Europe.

The Goal of Chess

Chess is a game played between two opponents on opposite sides of a board containing 64 squares of alternating colors. Each player has 16 pieces: 1 king, 1 queen, 2 rooks, 2 bishops, 2 knights, and 8 pawns. The goal of the game is to checkmate your opponent’s king. Checkmate happens when the king is in a position to be captured (in check) and cannot escape from capture.

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Design Criteria • Number of chess pieces

The chess set includes the 6 different pieces: King, Queen, Bishop, Knight, Rook and Pawn

• A consistent theme/design must be incorporated in each of the 6 pieces

• The design of each chess piece must be clearly identifiable

• Sizing and measurements

The sizing of a chess set is a significant issue. There are now so many sizes of chess pieces that matching them up to the correct sized board can be a real headache. Chess pieces typically come in sizes from 2.5 inches (63.5 mm) up to 6 inches (152.4 mm), with almost every quarter inch increment used up in between!

To a certain extent size is a matter of taste and personal choice. Some chess players simply prefer their chess pieces to sit in the middle of a huge sized square, while others prefer a slightly tighter fit. Of course, the bases of the chess pieces must fit inside the squares that are essential for any set.

The three main factors involved with sizing up chess pieces and board include the following:

• King and Pawn heights

• The diameter of the squares on the chess board

• The base diameter of the king (which should be the widest piece on the board)

The height of the chess piece is an important factor; there is a very rough guide that chess pieces of a certain height will have roughly a certain size base. For example, a chess set with a 4-inch (102 mm) king would probably fit onto a board with 2.5-inch (64 mm) squares. The only time this would become unworkable is in the case of disproportionate chess pieces (very short and fat, or very tall and thin).

Because chessboards vary in the width of the borders around the squares, it’s important to know the size of the actual squares themselves. A 23-inch (584 mm) (total width / length) board from one manufacture might have different square sizes to one from another company. This would only happen because the border around the edge might be different from board to board.

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If you want to get mathematical about sizing, you need to look at two factors - the square size of the board, and the base diameter of the king. Ideally the king’s base diameter should be around 75% – 85% of the diameter of the square. So, if you have a 2 inch (51 mm) square, a king with a 1.5 inch (38 mm) base would be ideal.

Activity Two Lesson Plan: Researching and Thinking Internet searches are a great way of collecting information and/or possible design ideas. Search and explore different chess set/pieces that you could possibly include in your own design. While researching, think about the factors that make for a good design.

As you research for design ideas, consider the following question starters that will encourage you to spark your imagination to develop new design perspectives:

• What if…?

• How would it be different if…?

• Suppose that…?

• What if I knew…?

• What would change if…?

• What other way could I…?

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Activity Three Lesson Plan: Concept Sketches and Development Concept sketches are freehand drawings that are used by designers as a quick and simple way of exploring initial ideas for designs. Consider the following requirements for these concept sketches:

• You should have a minimum of 7 - 10 sketches of possible designs.

• Concept Sketches are drawn freehand.

• These can be completed in pencil or marker (not pen).

• Concept Sketches are not drawn to scale.

• Include any notes of functions or features not evident by the sketch.

From your concept sketches, select one that will become your final design. Consider the following requirements for your chosen concept sketch:

Sample Concept Sketches of Chess Pieces

• Work to develop and enhance this concept sketch.

• Colour the chosen sketch.

• Colours in the sketch should reflect the final design as much as possible, including the actual materials (i.e. wood, plastics, metals).

• Again, you may use markers or pencil crayons.

• Consider student exemplars for further ideas.

• Consider your own concept sketches for further ideas.

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Scaled Sketches A scaled drawing is a representation of an actual object or space drawn in two-dimensions. All scaled sketches are to be completed on graph paper (supplied).

• Each scaled sketch will be drawn at full scale 1=1.

• Scale, set square, circle/ellipse templates, French curve and compass should be used to produce an accurate and precise scaled sketches.

• The sketches will also include the overall dimensions.

• Scaled sketches are produced in pencil only.

The image below is an example of a scaled-sketch of the six chess pieces including the centerline and overall height.

SketchUp Practice Drawing Task When you are ready to start, use Appendix A – Getting Started with SketchUp for Web for instructions on using SketchUp.

In this next task, you will work on your practice drawing to improve your skills. This task will allow you to try out a range of different ideas that will help lead to your final design. In this stage, designers express and get as many initial ideas down on paper – however in a much simpler form. Practice the drawing below to reinforce and master the fundamental tools that you will be using to create your chess pieces.

Create practice SketchUp drawings for your pieces.

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Chess Set Project: Student Exemplars

Possible Extension: 3D Printed Project

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Activity Four and Lesson: Final Design Once the research, concept pencil sketches and practice SketchUp drawing are completed, you are now ready to enter the final stage of designing your chess pieces. At this stage, you will work to refine your final SketchUp drawing. The ability to refine and improve the final product often determines the success of designers and their designs. The following checklist may help you develop your design choices, which may help you execute your best ideas.

A Checklist • Does your final design fulfill the criteria as outlined in the design brief? Be sure to

check the design brief often during this stage.

• Consider and assess the aesthetic choices that you have made to your final design. Do these choices work, or might you have to explore other options?

• Return to your original concept sketches. Are there any design elements that can be included to enhance your overall design?

• Have you altered features that do not serve the design?

• Have you highlighted features that absolutely work in your design?

You will be working toward a finished drawing in SketchUp like the one below:

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Activity Five Lesson Plan: Career Exploration Although your first professional job interview may seem far away, the kind of skills and competencies that you are developing during this Chess Piece Project can prepare for future opportunities and employment. Consider the job posting below. Read through the posting and identify the connections between what Spin Master is looking for and what you have just accomplished working through this project.

http://www.spinmaster.com/

Spin Master is a Canadian global toy and entertainment company marketing consumer products for children. Its brands include Bakugan, Gund, Etch A Sketch, Erector Set by Meccano, Air Hogs, PAW Patrol, Aquadoodle, Tech Deck, Hatchimals, and Zoomer.

Senior Project Designer Spin Master is a fast-paced, hands-on organization that provides many great opportunities for impactful decision-making; we are building a legacy and welcome individuals with a proven track record of driving results.

Job Description: The role:

The Project Designer role requires creativity to design exceptional preschool products (Action Figures, Playsets, Dolls, Vehicles, Role Play, Plush, etc.). This person should be diverse and flexible as a designer to take on additional products as the department warrants expansion. This person may also take on managing outside design talent and overseeing model development.

What can we expect from you:

• Oversees the development of multiple products at the same time.

• Participates in product strategy development, creating innovative slots and rationale for existing brand

• Accountable for all phases of project execution

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• Helps drive and could be asked to lead new product brainstorming

• Staying current on market and consumer trends

• Concept Development for existing brands and new areas of expansion

• Development of 2-D sketches and Renderings and of building/overseeing 3-D model making for product concepts

• Responsible for assessment of design concept feasibility (e.g. cost, schedule, feasibility & safety)

• Travel overseas to HK/China to oversee development and Toronto for various meetings

• Work closely with Brand Management along with LA and Asia Product Development and make presentations to the executive level of the organization

• Collaborate with Structural Engineering, Marketing, Quality Control and Product Development teams as well as overseas agents, as necessary, in the product development and approval process.

• Works with project management to set priorities and schedules.

• Manage the timelines of the projects assigned to you.

• Maintain a consistently high level of quality, thoroughness and attention to detail.

• Effectively communicate all project related progress/issues or concerns to the team and to Project Management in a timely and professional manner.

• In conjunction with a Design Manager or Director, helps Lead creative direction with the Brand Leads and Director of Design

Who’s a good fit for this role:

• Proven ideation, brainstorming, concept rendering, sketching

• Highly advanced PhotoShop and Illustrator skills are essential.

• Knowledge of Toys, Action Figures, Dolls, Vehicles, Role Play and Playset design and manufacturing is necessary.

• Flexible with changing priorities, and unexpected changes

• Must be a resourceful, self-starter, who knows how to get things done independently; this person will manage his/her slate

• Must have an advanced understanding of consumer principles

• Must be able to manage multiple projects at the same time and take a leadership role for at least one brand per season.

• Project-management

You should apply if you have the following:

• Minimum 8 years in consumer products industry, + years experience specifically as a Toy Designer is required

• Experience with developing toys for and from Entertainment properties is a plus

• Undergraduate degree (BFA) in Toy Design or Industrial Design or equivalent

• Portfolio of professional work

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What you can expect from us:

Our mission is to Make Life More Fun with a vision to push the boundaries of innovation, creativity, and fun. From top leadership to new and veteran team members alike, everyone at Spin Master embodies our Core Values:

• Integrity

• Open Mindset

• Innovation

• Partnerships

• Collaboration

• Driving Results

• Entrepreneurship

We do appreciate all interest; however only those selected for interview will be contacted. Feel free to visit Spin Master’s website: http://www.spinmaster.com/

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Resources

Tools/Equipment Pencils, graph paper, ruler

Software SketchUp 2020 for web https://app.sketchup.com/app

Books Master Pieces: The Architecture of Chess by Gareth Williams Williams, Gareth. Master Pieces: The Architecture of Chess. Elan Press, 2000.

Videos SketchUp Skill Builder: Modeling a Chess Set, Part1 (first of a series of 6)

https://www.youtube.com/watch?v=e5dlxvjOsv4&t=17s

Websites for Teachers History of Chess https://www.ichess.net/blog/history-of-chess/

Staunton Chess Set https://en.wikipedia.org/wiki/Staunton_chess_set

30 Unique Home Chess Sets http://www.home-designing.com/2014/04/30-unique-home-chess-sets

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Instructional Strategies

Teachers may use any of the following instructional strategies; 3-Part lesson, lecture, storyboard, word wall, think-pair-share, placemat activity, rapid write, K-W-L, anticipation chart, ABC taxonomy, think aloud, analyzing text, Cornell note taking, exit ticket/ticket out the door, plus/minus/delta, etc.in their instruction.

The Hook / Motivational Strategies

Here is your chance as a young designer to add a modern twist to one of the oldest and most popular board games. Your challenge is to create an original and unique design that recognizes and celebrates this long and honourable tradition.

Learning Goals and Success Criteria

By moving through the design process, students will think critically about design, develop and refine design concepts, demonstrate technical literacy by using computer design software, produce an original product and assess their own learning.

Overall and Specific Expectations in Support of Ontario Curriculum Grades 11 - 12 Technological Education

Overall Expectations A1. Demonstrate an understanding of criteria, relationships, and other factors that affect technological design and the design process;

B2. Apply appropriate methods for generating and graphically representing complex design ideas and solutions;

Specific Expectations A3.1 Compare different methods for representing design ideas graphically (e.g., annotated sketches, expressive drawings, design layouts, computer-aided drafting), and identify examples of best practices;

B2.1 Use freehand sketches to help brainstorm initial design concepts for a project;

B2.4 Produce a variety of types of hand-drafted and/or computer-based technical drawings (e.g., elevation, schematic, exploded view) of design solutions, using industry-recognized drafting standards and conventions (e.g., geometric tolerancing, schedules), with an emphasis on illustrations and presentation-quality drawings.

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Project Challenges

• Students who use Chromebooks may have some issues with the reliability of SketchUp 2020 Web.

• Students may lack some of the necessary drawing instruments and graph paper.

Differentiation of the Project / Activity

Teachers can also refer to the Differentiation Scrapbook to take into account for learner ability, multiple intelligences, exceptional students, and ESL learners.

Assessment and Evaluation

See Appendix B – Technological Design Rubrics

Religious Considerations

Working toward Catholic Graduate Expectations: 3. A Reflective, Creative and Holistic Thinker Who: (c) Thinks reflectively and creatively to evaluate situations and solve problems.

4. A Self-Directed, Responsible, Lifelong Learner Who: (b) Demonstrates flexibility and adaptability. (f) Applies effective communication, decision-making, problem-solving, time and resource management skills.

7. A Responsible Citizen Who: (i) Respects the environment and uses resources wisely.

Career and Industry Extensions

Industry and career exploration is incorporated in Activity Five: Career Exploration.

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Environmental Considerations

Consideration for the end product and utilization of recycled materials should be incorporated into the design elements. Teachers may make it a project requirement if they wish.

Design Report

Teachers may wish to have the students complete a design report, reflection or create a foldable to consolidate their learning. This would be a nice way to capture the student’s understanding in a summative format and be used in preparation for their examination, entering post-secondary education or the workforce.

Reflection Questions

• Are there aspects of your design that you would change or re-design? Explain your decision(s) for doing so.

• List and explain the aspect(s) of the project that you enjoyed most.

• Identify and explain one aspect of the project that you found most difficult.

• Are there other possible CAD design programs that can be used for the 3D modeling?

• Would you consider a career as a product designer? Why or why not?

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Appendix A – Getting Started with SketchUp for Web

Ready to start creating, editing and viewing models in SketchUp for Web? Let us look at what you will need in order to start using SketchUp for Web, including the web-browser and devices-support details.

To start using SketchUp for Web, you need the following:

• A SketchUp ID for signing in

• An Internet connection

• A laptop, computer or Chromebook

Tip: SketchUp is best suited for mouse and keyboard interaction. Use a three-button, scroll-wheel mouse for easy orbiting, zooming, and precision positioning while modeling.

SketchUp for Web Interface In the following figure, you can see what SketchUp for Web looks like when you first open the program in your web browser. The numbers in the figure correspond to the numbers in the following list:

1. Open/Model Preferences Icon: When you click this icon in the upper-left, a sidebar opens where you find an About SketchUp section, your account information, templates for creating new models, and a link to upload your model to 3D Warehouse.

2. Model Name: Click Untitled to save your model to Trimble Connect.

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3. File Operations Icon: Click this icon to open a new or existing file or save your model as a new file.

4. Toolbar: This toolbar contains the tools you need to create 3D models.

5. Status Bar: From left to right, you will find the Uno/Redo buttons, a link to the Help Center, a language menu, a link to the SketchUp Forums, tips and options for the selected tool, and the Measurements box for modeling accurately.

6. Panels: Click these icons to access panels for entity information, the Instructor, components, materials, styles, layers, views, and display. Tip: If you are not certain what a tool is, hover over the tool and a ScreenTip appears. When you select a tool, a brief note about what it does or the options available for that tool appear in the status bar. You can also find help by opening the Instructor panel.

Using SketchUp Instructor If you are new to SketchUp, then the SketchUp Instructor is a great resource for mastering this software.

Introducing Drawing Basics and Concepts in SketchUp Introducing drawing basics to students using SketchUp for the first time can be achieved by using the link to Introducing Drawing Basic and Concepts

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SketchUp Practice Drawing Task In this next task, you will work on your practice drawing to improve your skills. This task will allow you to try out a range of different ideas that will help lead to your final design. In this stage, designers express and get as many initial ideas down on paper – however in a much simpler form. Practice the drawing below to reinforce and master the fundamental tools that you will be using to create your chess pieces.

Tip: SketchUp provides a “Reference Card” that highlights important tools you will use while completing this project.

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Tip: Here are some ways SketchUp can be used to help with 3D modeling and adding the detail to your chess pieces.

1. Use the Follow Me tool to create symmetrical chess pieces. Step 1: Create the exterior profile of your chess piece with the 2D drawing tools. Use the X/Y/Z axis as a guide.

Step 2: With the CIRCLE tool, draw a circle from the centreline of your chess piece to the edge of the profile.

Step 3: Use the FOLLOW ME tool to create a symmetrical 3D model based on the 2D profile.

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2. Your design may include using both the Follow Me and Push/Pull tools. Step 1: Create the base of the knight using the FOLLOW ME tool based on the instructions above.

Step 2: With the 2D drawing tools, create the exterior profile of the top portion of the knight.

Step 3: Using the PUSH/PULL tool, extrude the required thickness.

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3. Use Rotate and Copy to create a Polar Array (circular copy of the same object) Step 1: Create the top of the chess piece with the necessary drawing tools.

Step 2: Use the CIRCLE and PUSH/PULL tools to draw the required detail piece.

Step 3: Use the ROTATE and COPY tools to produce the required number of detail pieces.

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Appendix B – Technological Design Rubrics

Design of the Chess Pieces Rubric

Criteria Level 1

(50-59%) Level 2

(60-69%) Level 3

(70-79%) Level 4

(80-100%)

Knowledge/ Understanding

Size ratio

Demonstrates limited

understanding of size ratio

Demonstrates some

understanding of size ratio

Demonstrates considerable

understanding of size ratio

Demonstrates high degree of

understanding of size ratio

Knowledge/ Understanding

Piece identification

Demonstrates limited

understanding of design criteria

Demonstrates some

understanding of design criteria

Demonstrates considerable

understanding of design criteria

Demonstrates high degree of understanding design criteria

Thinking Creativity and

originality

Uses thinking skills with limited

effectiveness

Uses thinking skills with some effectiveness

Uses thinking skills with

considerable effectiveness

Uses thinking skills with a high

degree of effectiveness

Thinking Consistent

theme

Uses thinking skills with limited

effectiveness

Uses thinking skills with some effectiveness

Uses thinking skills with

considerable effectiveness

Uses thinking skills with a high

degree of effectiveness

Communication Aesthetics

Communicates aesthetics with

limited effectiveness

Communicates aesthetics with

some effectiveness

Communicates aesthetics with considerable effectiveness

Communicates aesthetics with a high degree of effectiveness

Comments:

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3D Modeling (using SketchUp) Rubric

Criteria Level 1

(50-59%) Level 2

(60-69%) Level 3

(70-79%) Level 4

(80-100%)

Knowledge/ Understanding

3D modeling concepts

Demonstrates limited

understanding of 3D modeling

concepts

Demonstrates some

understanding of 3D modeling

concepts

Demonstrates considerable

understanding of 3D modeling

concepts

Demonstrates high degree of

understanding of 3D modeling

concepts

Thinking Level of difficulty

in final design

Uses thinking skills with limited

effectiveness

Uses thinking skills with some effectiveness

Uses thinking/skills with

considerable effectiveness

Uses thinking/inquiry skills with a high

degree of effectiveness

Application Use and

application of SketchUp in final

design

Demonstrates limited level of ability using SketchUp

Demonstrates some level of

ability using SketchUp

Demonstrates considerable level

of ability using SketchUp

Demonstrates a high degree of

ability using SketchUp

Comments:

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References

21st Century Competencies: Foundation Document for Discussion. Phase 1: Towards Defining 21st Century Competencies for Ontario, Winter 2016 Edition, 2016 http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf

3D Warehouse Chess Pieces (Image), 2020 https://3dwarehouse.sketchup.com/model/98424ff7-cee3-4851-a869-78f1d80393c4/Chess-Pieces

Chess Game (Image), 2020 https://phys.org/news/2018-01-women-chess-men.html

Chess is Life (Image), 2020 https://juicyquotes.com/chess-is-life-quote/

Chess Pieces Sketch (Image), 2020 https://www.vectorstock.com/royalty-free-vector/set-black-sketch-chess-pieces-from-pawn-to-king-vector-29562662Course Codes for Emphasis courses in the Revised Curriculum: Technological Education, Grades 11 and 12, 2009 http://www.edu.gov.on.ca/eng/curriculum/secondary/techedemphasiscourses.pdf

Electronic Remote Controller (SketchUp Drawing), 2020 https://3dwarehouse.sketchup.com/model/49c6003c2248bdd1906ed109a4ea50d6/SONOS-remote-controller

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013 http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

The Differentiated Instruction Scrapbook http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010DIScrapbook.pdf

The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/teched910curr09.pdf

The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/2009teched1112curr.pdf