Industrial Design - Course Description

Industrial Design 11 and 12 provides students with opportunities to:

use technology to design and create products, systems, and environments that meet community needs
apply concepts and principles of design, systems integration, and product development in hands-on activities
create, invent, think critically, solve problems, and engage in teamwork
select and use materials, tools, and equipment skilfully and safely

These learning experiences help students acquire some of the skills and knowledge needed to pursue postsecondary training for careers as technologists, technicians, architects, engineers, and industrial designers.

Curriculum Organizers

Four content-based curriculum organizers form the basic framework for the curriculum, and three process-based suborganizers further define each curriculum organizer.

The curriculum organizers are:

Design and Communication
Product Development
Systems Integration
Energy, Power, and Transportation

Design and Communication

Prescribed learning outcomes in Design and Communication focus on knowledge and skills students need to effectively develop and communicate design ideas. Students are given opportunities to use various communication processes, including:

sketching
technical drawing
computer-assisted drafting and design (CADD)
video and photography
modelling
animation and simulation
developing multimedia presentations

Product Development

Prescribed learning outcomes in Product Development focus on knowledge and skills students need to design and make products and systems that meet specific design criteria and community standards. Students are given opportunities to use a variety of industry-based materials, tools, machines, and equipment, including CADD, computer-assisted manufacturing (CAM), and computer numeric control (CNC).

Systems Integration

Prescribed learning outcomes in Systems Integration focus on knowledge and skills related to the integration and management of technological systems. The emphasis is on digital technology, the backbone of virtually all modern technical systems, from home appliances to automated production systems. Students are given opportunities to design, construct, and use systems to control electrical, electronic, pneumatic, hydraulic, and mechanical systems and subsystems.

Energy, Power, and Transportation

Prescribed learning outcomes in Energy, Power, and Transportation provide students with opportunities to investigate the applications for and effects of using energy, power, and transportation. Students are asked to manipulate components of mechanical and electromechanical systems in order to convert, transmit, conserve, and use energy and power.

Suborganizers

The suborganizers for each organizer are:

Principles and Concepts of Technology
Problem Solving
Modification and Manipulation

Principles and Concepts of Technology emphasizes:

key principles and concepts related to the organizer
applications and types of tools and materials used

Problem Solving emphasizes:

working with others to identify and solve problems using skills such as analysis, troubleshooting, researching, diagnosing, and generating solutions
developing solutions using specific criteria and prior knowledge
communicating and assessing design solutions

Modification and Manipulation emphasizes:

using processes, skills, and materials to design and create relevant products or systems to meet community standards
using industry-based tools and materials safely and effectively

Together, the curriculum organizers and suborganizers provide a structure for the learning outcomes, leaving to the teacher´s professional judgment how to combine the learning outcomes for instruction and assessment. To allow for the dynamic nature of learning, it is not intended that any one organizer be used in isolation or as a basis for a lesson or unit of instruction.

The Industrial Design 11 and 12 Overview chart provides further detail on the relationship between organizers and suborganizers.

Industrial Design 11 and 12 Overview
Organizers Sub-Organizers
Principles and Concepts
of Technology Problem Solving Modification and Manipulation
Design and Communication Students learn principles and concepts related to design and communication, including standards and conventions and the elements of design. They explore career options in design and technology. Students apply communication processes to solve design problems and build design portfolios. They develop individual and group skills in solving design problems. Students use various processes, skills, and technologies to develop and communicate design ideas.
Product Development Students learn about the effects of using different materials, processes, tools, and technologies in product manufacturing. They examine the impact of technological advances, manufacturing, and products on self and society, the end-user, and the environment Students apply critical-analysis skills to develop products that satisfy functional requirements and aesthetics. They interpret design specifications for a completed producttesting, evaluating, and redesigning when necessary. Students use a variety of materials, processes, and tools to manufacture high-quality products that incorporate technical, functional, and aesthetic features. They apply safety practices set out by WHMIS and the WCB.
Systems Integration Students learn about concepts such as input, process, output, and feedback in controlling systems. They learn how electronic systems integrate with electrical, pneumatic, hydraulic, and mechanical systems and subsystems Students solve systems integration problems and design systems that achieve functional results. Students construct and modify systems using a range of materials, processes, and equip- ment. They investigate, analyse, and control the performance of a system based on the operation of each of its components.
Energy, Power, and Transportation Students learn how perform- ance is measured in a system that converts energy. They examine the environmental, social, and ethical implications of energy, power, and transportation systems on society, and they consider the development and implementation of alternative energy sources. Students troubleshoot, diagnose problems, and document information related to energy, power, and transportation systems. Students design and build systems that use energy and power. They manipulate pneumatic and hydraulic systems.

**Industrial Design 11 and 12 Overview**
Organizers	Sub-Organizers
	Principles and Concepts of Technology	Problem Solving	Modification and Manipulation
Design and Communication	Students learn principles and concepts related to design and communication, including standards and conventions and the elements of design. They explore career options in design and technology.	Students apply communication processes to solve design problems and build design portfolios. They develop individual and group skills in solving design problems.	Students use various processes, skills, and technologies to develop and communicate design ideas.
Product Development	Students learn about the effects of using different materials, processes, tools, and technologies in product manufacturing. They examine the impact of technological advances, manufacturing, and products on self and society, the end-user, and the environment	Students apply critical-analysis skills to develop products that satisfy functional requirements and aesthetics. They interpret design specifications for a completed producttesting, evaluating, and redesigning when necessary.	Students use a variety of materials, processes, and tools to manufacture high-quality products that incorporate technical, functional, and aesthetic features. They apply safety practices set out by WHMIS and the WCB.
Systems Integration	Students learn about concepts such as input, process, output, and feedback in controlling systems. They learn how electronic systems integrate with electrical, pneumatic, hydraulic, and mechanical systems and subsystems	Students solve systems integration problems and design systems that achieve functional results.	Students construct and modify systems using a range of materials, processes, and equip- ment. They investigate, analyse, and control the performance of a system based on the operation of each of its components.
Energy, Power, and Transportation	Students learn how perform- ance is measured in a system that converts energy. They examine the environmental, social, and ethical implications of energy, power, and transportation systems on society, and they consider the development and implementation of alternative energy sources.	Students troubleshoot, diagnose problems, and document information related to energy, power, and transportation systems.	Students design and build systems that use energy and power. They manipulate pneumatic and hydraulic systems.

Planning an Industrial Design 11 and 12 Program

Teachers are encouraged to integrate a variety of topics and instructional approaches to develop Industrial Design 11 and 12 courses that address the prescribed learning outcomes; take advantage of the available resources and facilities; meet community needs; and take into account the different interests, learning styles, and abilities of learners.

The Framework for Developing Instructional Units chart provides examples of problems, projects, and themes that might be useful in planning units for Industrial Design 11 and 12.

Framework for Developing Instructional Units
Unit Approach Sample Activities
Problem Solving
Problem solving involves identifying problems related to daily life, investigating options, determining solutions, and establishing courses of action.

Develop a device that assists a disabled person in gaining access to a building.
Illustrate how aerodynamics affect fuel efficiency and performance.
Design an efficient system that can convert energy to motion.
Design a parking lot that optimizes space and traffic flow.
Select design elements to create an aesthetic, ergonomic workstation.
Project
A project involves the design and construction of a product or system to meet a need.

Possible projects:

a barrier-free habitat for someone who is disabled
an efficient vehicle
a security system
an age-appropriate children´s toy
a lightweight tent or backpack
Theme
A theme is a common idea or feature that unifies a study.

Video Production (sound mixing, editing, commercial production)
Space Exploration (robotic arm, propulsion)
Environment (climate control, waste management)
Marine (floating home, catamaran, safety devices)
Aircraft (wing design, control systems)

**Framework for Developing Instructional Units**
Unit Approach	Sample Activities
Problem Solving Problem solving involves identifying problems related to daily life, investigating options, determining solutions, and establishing courses of action.	Develop a device that assists a disabled person in gaining access to a building. Illustrate how aerodynamics affect fuel efficiency and performance. Design an efficient system that can convert energy to motion. Design a parking lot that optimizes space and traffic flow. Select design elements to create an aesthetic, ergonomic workstation.
Project A project involves the design and construction of a product or system to meet a need.	Possible projects: a barrier-free habitat for someone who is disabled an efficient vehicle a security system an age-appropriate children´s toy a lightweight tent or backpack
Theme A theme is a common idea or feature that unifies a study.	Video Production (sound mixing, editing, commercial production) Space Exploration (robotic arm, propulsion) Environment (climate control, waste management) Marine (floating home, catamaran, safety devices) Aircraft (wing design, control systems)

Facilities

Industrial Design 11 and 12 is a significant shift from Industrial Education. Schools might need to modify their existing facilities to enable students to achieve the prescribed learning outcomes in the new curriculum. Existing space might be divided into separate areas for: planning and problem solving, design, material preparation and modification, and product and materials storage. If there is no available design or computer space in the existing production area, it might be possible to share other spaces in the school.

Equipment and Tools

Industrial Design 11 and 12 requires that students have access to and experiences with a variety of tools and equipment. This might include:

computer systems that support design and production (CADD, CAM, CNC)
computer peripherals
software
multimedia equipment
stationary equipment and hand tools
testing and diagnostic equipment

Graduation Requirements

Industrial Design 11 and Industrial Design 12 are two of the provincially approved courses that satisfy the two-credit applied skills requirement for graduation.

Next Organizer

Revised: January 28, 1999

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