Page 330 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

A. TECHNOLOGICAL DESIGN FUNDAMENTALS
OVERALL EXPECTATIONS
By the end of this course, students will:
A1. demonstrate an understanding of factors and relationships that affect technological design and the design process;
A2. describe appropriate strategies, techniques, and tools for researching, organizing, planning,
and managing design projects and related activities, with an emphasis on financial, human, and material resources;
A3. demonstrate an understanding of drafting standards, conventions, and guidelines for various types of drawings used to represent designs;
A4. demonstrate an understanding of a variety of tools, materials, equipment, and processes used to build, test, and evaluate models and prototypes;
A5. use appropriate terminology and communication methods to document, report, and present progress and results.
SPECIFIC EXPECTATIONS
A1. Design Process
By the end of this course, students will:
A1.1 describe ways in which society, the environ- ment, and the economy inspire and/or affect technological design (e.g., need for barrier-free access or alternative-energy vehicles), with refer- ence to key technological concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) (see pp. 7–8);
A1.2 identify the steps in the design process
(e.g., define the problem or challenge, taking into account relevant contextual or background infor- mation; gather information about criteria, con- straints, and available materials; generate possible solutions, using techniques such as brainstorming; choose the best solution; develop and produce a model or prototype; test the model or prototype; incorporate improvements or redesign and retest; report results) (see pp. 22–23), and demonstrate an understanding of the relationships among the steps (e.g., prototype testing can show that more idea development is needed);
A1.3 evaluate various technical products (e.g., portable music player, backpack, cell phone) in terms of key technological concepts;
A1.4 demonstrate an understanding of the relation- ship between technological design and art, science, technology, the environment, and commerce;
A1.5 establish design criteria based on client inter- views, consultations, and research (e.g., determine client’s needs, budget, and lifestyle; research tech- nical requirements, material limitations, function of space, and existing infrastructure);
A1.6 describe the role that the five senses (touch, taste, smell, sight, and hearing) play in techno- logical design (e.g., shapes, colours, and layouts that make controls easy to read and operate; lighting and colour schemes that set a mood and/or make a room, garden, or building attractive).
A2. Research and Project Management
By the end of this course, students will:
A2.1 identify and locate sources of technical and design information (e.g., Machinery’s Handbook, Sweet’s building product catalogues, magazines, the Internet, interviews), using a variety of techniques and tools;
A2.2 research and describe strategies for the plan- ning, organization, and management of human, material, and financial resources for a design project (e.g., strategies for delegating tasks, select- ing materials, estimating costs).
TECHNOLOGICAL DESIGN FUNDAMENTALS
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Technological Design
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