Page 350 - 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. describe the design process and ways in which technological design is influenced by societal needs;
A2. describe strategies, techniques, and tools for researching, planning, and managing projects to meet
a specific societal or other need;
A3. demonstrate an understanding of various methods for graphically representing design ideas and solutions;
A4. demonstrate an understanding of various kinds of models and prototypes, and describe methods and equipment for making and assessing them;
A5. demonstrate an understanding of the terminology and communication methods and formats used in the design process.
SPECIFIC EXPECTATIONS
A1. Design Process
By the end of this course, students will:
A1.1 describe the purpose of design for a given project (e.g., technological convergence, cost-effi- cient products, smaller living spaces) with refer- ence to key technological concepts (e.g., aesthet- ics, control, environmental sustainability/steward- ship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) (see pp. 7–8);
A1.2 describe ways in which societal needs, including environmental and economic factors, influence technological design (e.g., need for products that are smaller, lighter, faster, safer, and/or easier to use);
A1.3 describe 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);
A1.4 describe the relationship between various steps of the design process (e.g., testing a model or prototype, and then incorporating improvements or redesigning and retesting if necessary).
By the end of this course, students will:
A2.1 investigate and describe a variety of strate- gies, techniques, and tools for gathering perti- nent information from appropriate sources (e.g., magazines covering social issues, Ministry of Culture website, interview with a cultural leader);
A2.2 describe strategies for the planning and management of human, material, and financial resources related to a design project (e.g., dele- gating tasks, selecting materials, estimating costs).
By the end of this course, students will:
A3.1 describe different methods for representing design ideas graphically (e.g., mind maps, sketches, design layouts, computer-aided drafting) with reference to principles and elements of graphic design (e.g., principles: contrast, propor- tion, movement, emphasis, pattern, balance; elements: line, colour, space, shape, size, value);
A3.2 demonstrate an understanding of drawing types (e.g., pictorial and rendered drawings, floor plans, elevations, sections, detail drawings) and
of drafting methods (e.g., hand drawn, computer- aided), standards (e.g., Canadian Standards
TECHNOLOGICAL DESIGN FUNDAMENTALS
A2. Research,Planning,and Organization
A3. Representing Design Ideas Graphically
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Twenty-first Century
Technological Design in the
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