Page 343 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

Grade 12, University/College Preparation
A1. demonstrate an understanding of criteria, relationships, and other factors that affect technological design and the design process;
A2. describe strategies, techniques, and tools for researching, organizing, planning, and managing design projects and related activities, with an emphasis on advocacy, diplomacy, and marketing;
A3. demonstrate an understanding of drafting standards, drawing types, conventions, and guidelines used when representing design ideas graphically;
A4. demonstrate an understanding of various types of models and prototypes, and describe the tools, materials, equipment, and processes for building, testing, and evaluating them;
A5. use appropriate technical language and communications methods to document, report, present, and market design ideas and results.
A1. Design Process
A2. Research and Project Management
A3. Representing Design Ideas Graphically
THEONTARIOCURRICULUM,GRADES11AND12 | TechnologicalEducation
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 describe environmental and societal needs (e.g., barrier-free access, alternative-energy vehicles) that influence product designs, with reference 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 describe how the results of each step in the design process affects the next step in the process (e.g., prototype testing can show that more idea development is needed) (see pp. 22–23);
A1.3 identify and establish design criteria (e.g., style, aesthetics, functionality, cost, market) for a
variety of clients and environments (e.g., busi- ness, health care, entertainment, religious), based on interviews with clients, technical require- ments, and research.
By the end of this course, students will:
A2.1 identify and locate sources of technical data and related information for a design project (e.g., trade literature, catalogues, applicable codes,
municipal and provincial laws and regulations, workshops, seminars), using a variety of tech- niques and tools;
A2.2 describe strategies for organizing, planning, and managing the human, material, and finan- cial resources for a design project and related activities, with an emphasis on advocacy of design ideas and rationales, diplomacy in deal- ing with clients and suppliers, and marketing of design solutions (e.g., establishing roles for project team members, advocating for environmen- tally sound materials, promoting and marketing innovative designs).
By the end of this course, students will:
A3.1 compare different methods for representing design ideas graphically (e.g., annotated sketches, expressive drawings, design layouts, computer-aided drafting), and identify examples of best practices;
A3.2 demonstrate an understanding of drawing types (e.g., 2D and 3D drawings, floor plans, ele- vations, sections, detail drawings, rendered draw- ings), and of drafting standards, conventions, and guidelines (e.g., dimensions, symbols, abbre- viations, geometries, tolerances; standards and
A. TECHNOLOGICAL DESIGN FUNDAMENTALS
OVERALL EXPECTATIONS
By the end of this course, students will:
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