Page 102 - The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)

A1. identify and describe the purpose, scope, and steps of a design process;
A2. identify and describe tools, strategies, and skills needed for project research, planning,
and organization;
A3. demonstrate an understanding of how design ideas are represented graphically;
A4. explain the purpose of building models and prototypes, and identify tools, materials, and methods for building and testing them;
A5. demonstrate an understanding of communications methods used in the design process.
A1. Design Process
A2. Research,Planning,and Organization
A3. Representing Design Ideas Graphically
A4. Making and Testing Models and Prototypes
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Technological Education
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 describe the purpose of design for a given project (e.g., cleaner energy, cost-efficient products, smaller living spaces) in terms of key technologi- cal concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) (see pp. 5–6);
A1.2 identify the steps in a design process (e.g., define the problem or challenge, taking into account relevant contextual or background information; gather information about criteria, constraints, and available materials; generate possible solutions, using techniques such as brainstorming; choose the best solution; develop and produce a model or pro- totype; test the model or prototype; incorporate improvements or redesign and retest; report results) (see pp. 18–19).
By the end of this course, students will:
A2.1 identify sources of pertinent information for
a project (e.g., libraries, the Internet, trade journals);
A2.2 identify appropriate methods, strategies, and tools for developing designs and for planning and organizing projects and related activities
(e.g., making sketches, creating a sequence chart, using tracking sheets and checklists, using organiz- ers and/or file management software);
A2.3 investigate and list the skills and work habits needed for planning and organizing a particular project (e.g., problem solving, decision making, task planning, oral communication, finding information).
By the end of this course, students will:
A3.1 identify different methods for representing design ideas graphically (e.g., hand-drawn or computer-generated sketches, technical drawings);
A3.2 correctly use drafting standards, conventions (e.g., line types and weights, dimensioning, title block information, labelling), and tools (e.g., draft- ing curves, protractors, computer-aided design [CAD] or sketching software, templates);
A3.3 identify various types of technical drawings (e.g., orthographic, pictorial, detail, and rendered drawings; floor plans; elevations; sections).
By the end of this course, students will:
A4.1 explain the purposes of building models and prototypes;
A. TECHNOLOGICAL DESIGN FUNDAMENTALS
OVERALL EXPECTATIONS
By the end of this course, students will:
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