Grade 11 - Design and Communication(Principles and Concepts of Technology)

PRESCRIBED LEARNING OUTCOMES

• describe aesthetic and functional purposes for design elements (line, shape, form, colour, texture) in product and system designs
• describe how product and system designs are influenced by specifications such as:
  • industry standards
  • function
  • availability of resources
  • user requirements
• evaluate the effect of a variety of processes, tools, and techniques used to plan, research, and communicate design information and production details
• describe the effect of technological change on postsecondary and career opportunities in the field of design and production

To view the prescribed learning outcomes for Design and Communication Principles and Concepts of Technology)  in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Discuss with students design processes used to develop an existing sport or recreational product. (e.g., Present the class with three brands of skateboard, including past and current models.) Have them record information on the development of the design, including variations in design elements, structure, and materials (e.g., wood versus composite). Ask students to discuss how these variations relate to function and aesthetics.
• Provide students with an illustration that describes the design process. Have them keep journals in their portfolios to record their own design experiences from specific projects and to reflect on the design process.
• Form teams, and ask each team to select a product (e.g., telephone, fax machine) and then research the development of the product design. Challenge each team to use a variety of resources (e.g., on-line searches, electronic forums, community sources) to gather information about the historical development of the product design, the impact of specifications on the product design, technological developments, ergonomics, engineering principles, and aesthetics. Encourage them to select various communication tools to present their findings to the class.
• Have students investigate careers and occupations related to design and communication (e.g., through guest speakers, work experience, job shadowing, career preparation options) and determine the educational prerequisites. Ask each to select a career and develop a classified ad for a company seeking to employ a qualified, experienced person to fill the job.

SUGGESTED ASSESSMENT STRATEGIES

• Present students with examples of processes and practices used in the design of a particular product (e.g., skis, bicycles) that has changed over time. To help students evaluate the changes, pose questions such as:
  • How has the structural design improved? Has the safety of the product improved as a result?
  • What are the advantages of using the current materials in the product as compared to those previously used? Are there any negative environmental issues related to these materials?
  • How have the aesthetics changed, and what impact have these changes had on the visual appeal of the product?
• Work with students to develop criteria that will be used to assess their research presentations on the development of a product design. Criteria might include:
  • use of a variety of relevant sources of information
  • accuracy of information
  • use of correct terminology
  • effective presentation of information
  • identification of impact of specifications on the design process
• Have students conduct hands-on research to compare and contrast a variety of manual and electronic drawing techniques and communication methods while working in "companies" that design, develop, and market products. As the teams demonstrate their findings to the class, note their abilities to:
  • identify the strengths and limitations of the various drawing techniques
  • clearly communicate their ideas using various communication methods (e.g., multimedia, flow charts)
  • clearly delineate the levels of responsibility for specific tasks related to the design, development, and communication of ideas
  • work collaboratively in their "companies"

• Communication Systems
• Design and Plastics
• Design Graphics
• Electrical/Electronic Systems
• Energy
• The New Product Development Program
• Project Design
• Tracktronics

• Cars
• Ecological Design
• Energy Choices
• Fluid Power Technology at Work
• Industrial Design
• Inside Combustible Engines
• Land Transportation
• The New Digital Imaging
• Sea Transportation
• Technology for the Disabled

• The Building Box: Model #2
• Digital Electronics Kit

• Welcome to...Macintosh Multimedia
• Welcome to...PC Sound, Music, and MIDI

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