Area of Learning: Applied Design, Skills, and Technologies Electronics Grade 11 — BIG IDEAS Design for the life cycle Personal design Tools and includes consideration interests require technologies can of social and the evaluation and be adapted for refinement of skills. specific purposes. environmental impacts. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following: Applied Design simple circuit design and construction Understanding context Ohm’s law law Engage in a period of user-centred research and empathetic observation Watt’s circuit board manufacturing processes Defining potential electrical hazards Establish a point of view for a chosen design opportunity measurement using advanced diagnostic Identify potential users, intended impacts, and possible unintended negative consequences and testing instruments Make inferences about premises and constraints that define the design space, and identify function and application of common criteria for success electronic components Determine whether activity is collaborative or self-directed schematic diagrams Ideating operation and application of circuits Generate ideas and add to ideas to create possibilities, and prioritize them others’ purpose and operation of for prototyping microcontrollers/microprocessors Critically analyze how competing social, ethical, and sustainability considerations impact strategies for isolating problems and creation and development of solutions implementing solutions in circuit construction Choose an idea to pursue based on success criteria and maintain an open mind about design for the life cycle potentially viable ideas Prototyping Choose a form for prototyping and develop a plan that includes key stages and resources Analyze the design for the life cycle and evaluate its impacts
Area of Learning: Applied Design, Skills, and Technologies — Electronics Grade 11 BIG IDEAS Design for the life cycle includes consideration of social and environmental impacts. Personal design interests require the evaluation and refinement of skills. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of user-centred research and empathetic observation Defining Establish a point of view for a chosen design opportunity Identify potential users, intended impacts, and possible unintended negative consequences Make inferences about premises and constraints that define the design space, and identify criteria for success Determine whether activity is collaborative or self-directed Ideating Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping Critically analyze how competing social, ethical, and sustainability considerations impact creation and development of solutions Choose an idea to pursue based on success criteria and maintain an open mind about potentially viable ideas Prototyping Choose a form for prototyping and develop a plan that includes key stages and resources Analyze the design for the life cycle and evaluate its impacts Students are expected to know the following: simple circuit design and construction Ohm’s law Watt’s law circuit board manufacturing processes potential electrical hazards measurement using advanced diagnostic and testing instruments function and application of common electronic components schematic diagrams operation and application of circuits purpose and operation of microcontrollers/microprocessors strategies for isolating problems and implementing solutions in circuit construction design for the life cycle