Grade 12 - Ethics

PRESCRIBED LEARNING OUTCOMES

• criticize or defend the ethics of various practices relating to copyright, licensing, and plagiarism
  
• apply responsible environmental and social considerations and technological solutions in the design of products, systems, and graphic images
  
• evaluate the impact of globalization on the design, manufacturing, and marketing of product systems and graphics
• assess how design reflects society, culture, and the environment
  
  
  

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide students with real-life or imaginary case studies of situations that might arise in the drafting or design industries (e.g., related to ownership of ideas when a creative employee moves from one company to another), and have students debate the rights and wrongs of particular actions.
  
• Tell the students that they are responsible for the development of a large architectural project. Ask them to individually list the social, economic, and environmental considerations they would have to take into account (e.g., park areas involved, traffic patterns, relocation of people or homes, choice of materials or of manufacturing and production processes, health and safety issues, contractual laws or bylaws). Ask them to share their list with a classmate and report the combined findings to the class.
  
• Have groups of students identify the considerations to be taken into account if they were to produce a product that would be manufactured locally and marketed globally. Have each group report on how choices made during the development of products reflect predetermined criteria of aesthetics, environmental considerations, ergonomics, function, and cost-effectiveness.
  
• Have students develop a design brief that addresses a current social issue. Possible topics might include the design of a residence for individuals with physical disabilities; the design of a consumer product that could be used by individuals suffering from arthritis; the effects of mass transit on the community. The project should demonstrate how human factors (e.g., physical, ethical, and cultural) have been considered and accommodated.
  
• Have students research (and participate) in opportunities to work with international organizations in projects that lie beyond their own community and experience.
  
  

SUGGESTED ASSESSMENT STRATEGIES

• Assess students' commitment to appropriate technological solutions for design problems by having them produce a review of a given project (choose something with a fairly large scale, such as high-rise buildings, transportation infrastructure, power generation, green space). Note that students' reviews should include:
  
  • the design problem(s) and technological solution(s) associated with the project
    
  • the costs and benefits associated with the technological solution
    
  • the student's opinion as to the appropriateness of the solution.
    Assessment of such an assignment might focus on the extent to which students:
    
  • clearly articulate the problem and related solution (which may only be implicit in the finished work)
    
  • produce a comprehensive list of costs and benefits associated with the solution
    
  • articulate clear opinions supported by evidence (as with any review or opinion piece).
    Pro and con analyses of work that they or their peers complete can also give evidence of their commitment to appropriate technological solutions.
    
• When students look at the social, environmental, or cultural aspects of design solutions, criteria for assessing their appreciation of cultural diversity might include the extent to which they:
  
  • identify the cultural origins of a characteristic design idea or feature
    
  • explain the significance of a design idea with respect to its culture of origin
    
  • recognize or give examples of cultural clichés or stereotypes, and explain why something falls into that category.
    

RECOMMENDED LEARNING RESOURCES

 Software

• AutoCAD 2000i
• AutoCAD LT 2000i

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