Industrial Coding and Design 12

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Industrial Coding and Design Grade 12
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Design for the life cycle
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 
includes consideration of social and environmental impacts
environmental impacts
including manufacturing, packaging, disposal, and recycling considerations 
.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies
technologies
tools that extend human capabilities 
can be adapted for specific purposes.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Engage in a period of user-centred research
    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
    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 impacts, and possible unintended negative consequences
  • Make inferences about premises and constraints
    constraints
    limiting factors such as task or user requirements, materials, expense, environmental impact 
    that define the design space, and develop criteria for success
  • Determine whether activity is collaborative or self-directed
Ideating
  • Identify and examine gaps for potential design improvements and innovations
  • Critically analyze how competing social, ethical, and sustainability considerations impact creation and development of solutions
  • Generate ideas to create a range of possibilities and add to others’ ideas in ways that create additional possibilities
  • Evaluate suitability of possibilities according to success criteria, constraints, and potential gaps, and prioritize for prototyping
  • Work with users throughout the design process
Prototyping
  • 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
    impacts
    including social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, and 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
  • Record iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify and communicate with sources of feedback
    sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline 
  • Develop an appropriate test
    appropriate test
    includes evaluating the degree of authenticity required for the setting of the test, deciding on an appropriate type and number of trials, and collecting and compiling data 
    of the prototype, conduct the test, and collect and compile data
  • Evaluate design according to critiques, testing results, and success criteria to make changes
Making
  • Identify appropriate tools, technologies, materials, processes, cost implications, and time needed
  • Create design, incorporating feedback from self, others, and results from testing of the prototypes
  • Use materials in ways that minimize waste
Sharing
  • Decide how and with whom to share
    share
    may include showing to others or use by others, giving away, or marketing and selling 
    creativity, or share and promote design and processes
  • Share the product with users and critically evaluate its success
  • Critically reflect on plans, products and processes, and identify new design goals
  • Evaluate new possibilities for plans, products and processes, including how they or others might build on them

Applied Skills

Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Individually or collaboratively identify and assess skills needed for design interests
Demonstrate competency and proficiency in skills at various levels involving manual dexterity and industrial coding, design, and production
Develop specific plans to learn or refine identified skills over time

Applied Technologies

Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role that changing technologies play in industrial design and production

Content

Students are expected to know the following:
industrial coding and design projects
coding as an analytical process
analytical process
Data is categorized so as to facilitate analysis used in the process of designing, writing, testing, debugging, troubleshooting, and maintaining source code. 
basic movements
movements
for example, x, y, and z axis, curves, circular interpolation, jogging, rapid movements 
in coding language
3D model file
3D model file
for example, .stl, .dwg, .dxl, .ipt, .iam, .ipj 
conversion to code for machine processing
geometric construction in creating drawings and images
drawings and images
for example, basic sketches, orthographic projections, pictorials, working drawings 
design visualization through computer modelling
machining standards
standards
for example, machine feed and speed, depth of cut 
for working with different materials
different materials
for example, metal, wood, plastic 
tooling
tooling
for example, three- and four-flute cutters, v-cutters, drills 
and tool motion for computer numerical control
computer numerical control
for example, lathe, router, mill, waterjet, plasma 
(CNC) equipment
product creation through a reproducible means
multiple platforms
platforms
for example, computer numerical control (CNC), mill, lathe, plasma, water jet, 3D printer, laser 
for manufacturing products
processes for creating a working part or product that is easily replicated from a working drawing
relationship between manufacturing and industrial production
industrial production
transformation of raw materials into finished goods on a large scale 
relationships between manufacturing, drafting, engineering, and industrial design
2D and 3D modelling and designs using industry-standard computer programs
design for the life cycle
future career options and opportunities in industrial coding and design
interpersonal skills
interpersonal skills
for example, professional communications, collaboration, ways of explaining visuals 
for interacting with colleagues and clients
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.