Page 331 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

Grade 11, University/College Preparation
A3. Representing Design Ideas Graphically
A5. Reporting and Presenting
A4. Making and Testing Models and Prototypes
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Technological Education
By the end of this course, students will:
A3.1 identify and describe different methods for representing design ideas graphically (e.g., mind maps, sketches, design layouts, computer-aided drafting), with reference to principles and ele- ments of graphic design (e.g., principles: grada- tion, emphasis, pattern, balance; elements: space, shape, size, value);
A3.2 demonstrate an understanding of drawing types (e.g., pictorial drawings, floor plans, eleva- tions, sections, detail drawings, rendered drawings) and of drafting standards and conventions
(e.g., standards: Canadian Standards Association [CSA]; conventions: symbols, abbreviations, shading, dimension labels, geometries), with
an emphasis on working drawings;
A3.3 accurately interpret technical drawings and specifications.
By the end of this course, students will:
A4.1 identify and describe different types of mod- els (e.g., conceptual, physical, virtual, theoretical) and prototypes (e.g., proof-of-principle, function- al, form study);
A4.2 compare a variety of modelling tools (e.g., shaping tools; fabric shears; computer-aided design [CAD] software; computer numerically controlled [CNC] mill, lathe, or router) and materials (e.g., matt board, starch, linen) in terms of suitability, time, budget, and availability;
A4.3 identify various criteria for assessing models and prototypes (e.g., adherence to specifications, material cost, assembly time, material availability, waste produced, cultural appropriateness) and the methods and equipment used to perform the assessment (e.g., methods: measuring dimensions, wind tunnel testing; equipment: colour wheel, decibel meter, weigh scale).
By the end of this course, students will:
A5.1 use technical terminology correctly when documenting, reporting on, and presenting design projects (e.g., vernier caliper, orthographic, fillet, bisect, construction lines, shears);
A5.2 compare reporting styles and formats (e.g., styles: American Psychological Association [APA], Modern Language Association [MLA]; formats: portfolio, journal, logbook, technical report, reflec- tion paper);
A5.3 describe and use the appropriate tools (e.g., word processor, multimedia hardware, display board, image board [lifestyle, mood, styling, usage]) and formats (e.g., oral or multimedia presentation, technical report) for documenting, reporting, and presenting design ideas and results;
A5.4 demonstrate an understanding of the com- ponents of a technical report (e.g., design brief, criteria and constraints, idea development, plan- ning, design analysis, evaluation, technical draw- ings, design summary).
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