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Technological Products 91359, and 91613 Malcolm Howard Regional Technology Facilitator- Central North Region and National Coordinator [Technology] – Secondary.

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Presentation on theme: "Technological Products 91359, and 91613 Malcolm Howard Regional Technology Facilitator- Central North Region and National Coordinator [Technology] – Secondary."— Presentation transcript:

1 Technological Products 91359, and Malcolm Howard Regional Technology Facilitator- Central North Region and National Coordinator [Technology] – Secondary Student Achievement Contract Team Solutions – The University of Auckland June 2014

2 Acknowledgement This session is based on material developed by Cheryl Pym National Coordinator [Technology] – Secondary Student Achievement Contract Secondary Curriculum and Learning Facilitator Te Tapuae o Rehua Consortium DDI: | F: |Mb Wiki: https://www.youtube.com/user/Cheryl9NZ https://twitter.com/CherylPym

3 What we will cover The Achievement Objective Indicators Academic demands Programme considerations Teacher actions Its as easy as... A, M E Standard, assessment report, schedule, exemplars Student work Key ideas and reflection

4 The academic demand- demonstrating understanding Academic language Describe Explain Discuss Structuring a report Use of information Credible information and mediation Authenticity Referencing The issue of plagiarism understanding-plagiarism-with-some-help-from-dr-seuss

5 Harking back NZC Indicators of progression Level 3Level 4Level 5 Students can: describe the properties of materials used in particular products that can be measured objectively describe the properties of materials used in particular products that can be measured subjectively describe how the properties combine to ensure the materials allow the product to be technically feasible and socially acceptable. Students can: describe examples to illustrate how the manipulation of materials contributed to a product’s fitness for purpose describe examples to illustrate how the transformation of materials contributed to a product’s fitness for purpose describe examples to illustrate how the formulation of new materials contributed to a product’s fitness for purpose communicate, using specialised language and drawings, material related details that would allow others to create a product that meets both technical and acceptability specifications. Students can: discuss examples to illustrate how the composition of materials determines performance properties explain the link between specifications of a product and the selection of suitable materials for its construction discuss examples to illustrate how decisions about material selection take into account the composition of the material and the specifications of the product. Describe Properties Evaluation Objective Subjective How properties enable social acceptability and technical feasibility Describe Manipulation Transformation Formulation Relationship between processes and a products fitness for purpose Discuss Composition Linked to performance properties Linking specifications of product to material selection

6 Formed Forming – bringing two or more materials together to formulate a new material – this will give it a different overall composition and structure

7 Transformed Transforming – changing the structure or particle alignment within an existing material to change some properties (chemical composition stays the same)

8 Manipulated Manipulating – working materials in ways that do not change their properties, composition, structure ( join, shape, cut)

9 Material properties Objective: Properties can be measured flexible Crease resistance Tensile strength Colour ( panetone) pH Subjective: Reliant on peoples perception and opinion Taste Sense of natural beauty and aesthetics Preferences Trends and fashions Measurable Opinion Based

10 Level 6 Level 7Level 8 Students can: explain how the composition and structure of different materials enables them to be manipulated in specific ways explain how the composition and structure of materials determines the ways they can be transformed explain how the composition and structure of materials impacts on how they can be combined to formulate a new material describe the role of material evaluation in determining material suitability for use in a technological product discuss examples to illustrate how material evaluation informed the selection of materials in particular product development. Students can: discuss a range of subjective and objective evaluative procedures used to determine the suitability of materials and describe the underpinning concepts and processes involved in particular procedures discuss examples of material evaluation procedures undertaken to support material selection decisions and justify the appropriateness of these procedures discuss examples to explain how material evaluation impacted on design and development decisions discuss examples to explain how material evaluation impacted on maintenance and disposal decisions. Students can: discuss examples of the formulation of new materials and explain the underpinning concepts and processes involved in their development discuss examples of evaluation procedures undertaken to determine the suitability of new materials and explain the underpinning concepts and processes involved in particular evaluations discuss examples of past material developments and explain how these impacted on product design, development, manufacturing, maintenance and disposal discuss examples of contemporary material developments and suggest probable implications for future technological product design, development, manufacturing, maintenance and disposal. Activity: What is the step up across the three levels?

11 Pause and reflect What does this mean for your Teaching and learning Programme design?

12 Achievement Objective Level 7 Students will: Understand the concepts and processes employed in materials evaluation and the implications of these for design, development, maintenance, and disposal of technological products.

13 Indicators Level 7 Students can: discuss a range of subjective and objective evaluative procedures used to determine the suitability of materials and describe the underpinning concepts and processes involved in particular procedures discuss examples of material evaluation procedures undertaken to support material selection decisions and justify the appropriateness of these procedures discuss examples to explain how material evaluation impacted on design and development decisions discuss examples to explain how material evaluation impacted on maintenance and disposal decisions.

14 A programme of learning- what the teaching should look like To support students to develop understanding of technological products at level 7: support students to understand that material evaluation enables decisions to be made about what material would be optimal to ensure the fitness for purpose of particular technological products support students to explore a range of subjective and objective evaluative procedures used to identify the suitability of materials for different uses support students to describe the underpinning concepts and processes related to subjective and objective evaluative procedures support students to understand the selection of appropriate material evaluation procedures relies on understanding the composition and structure of materials, how their properties can be enhanced through manipulation or transformation, the performance criteria required by technological products and an understanding of the physical and social context within which the technological product will be situated support students to identify and analyse examples of how materials have been evaluated to allow material selection decisions that maximize the potential fitness for purpose of particular technological products and to gain insight into how material evaluation procedures can be used to identify product maintenance and disposal implications and therefore inform design, development and post production care decisions Analyse product(s) Identify performance characteristics required in the outcome related to the social, physical and cultural environment Identify performance properties Identify the nature of evaluative techniques and procedures used linked to performance characteristics Explore the relationship between these factors and how they come together to inform decision making when selecting materials and the development of the outcome ( lifecycle approach)

15 Activity: The standard Demonstrate understanding of the role of material evaluation in product development Demonstrate understanding of the role of material evaluation in product development involves: explaining the relationship between the performance properties of materials selected and the performance specifications of a product describing different material evaluation procedures undertaken to determine the suitability of materials for use in the development of a product describing the knowledge and techniques underpinning the material evaluation procedures that were used to support the material selection decisions in the development of a product. Demonstrate in-depth understanding of the role of material evaluation in product development involves: explaining why different material evaluation procedures were undertaken to determine the suitability of materials for use in the development of a product explaining how knowledge and techniques underpinning material evaluation procedures were used to support the material selection decisions in the development of a product. Demonstrate comprehensive understanding of the role of material evaluation in product development involves: discussing how the relationship between the evaluation of materials and a product’s design (including maintenance and disposal considerations) influenced material selection decisions during the development of the product.

16 Explanatory notes to the standard Knowledge underpinning material evaluation procedures may include but is not limited to: a material’s composition and structure; how a material’s properties can be changed; the material’s expected performance specifications; and the social, cultural and environmental factors associated with where the product is to be situated. Techniques underpinning material evaluation procedures may be objective or subjective: objective techniques may include but are not limited to testing for: tensile strength, compressive strength, sheer strength, pH, shock loading, crease resistance, malleability, durability, absorbency, UV and water resistance, chemical stability, chemical resistance, oxidation, aeration, coagulation, emulsification, nutritional value, and conductivity subjective techniques may include but are not limited to: sensory tests (all senses), and opinion and preference surveys

17 Activity: Scanning the report and schedule resource/reports/2013/level2/technology.pdf Note the relationship between the criteria and the indicators of progression The academic step up Describe /explain Explain Discuss

18 The work Exemplars- guinea pig scripts from assessment standards/qualifications/ncea/subjects/technology/external-exemplars/

19 Analysis of the outcome linked to performance

20 What does the work show? Objective or subjective

21 Performance properties Objective testing linked to performance properties of the outcome Performance property of material to be linked to the desired performance of the outcome

22 Composition and structure

23

24 Processes The evaluative processes

25 Activity: Exemplars- guinea pig scripts from assessment Use the worksheet from level 1 activity and selected work snapshot to analyse the work and give formative feedback – that is what would the student have to do to improve this submission?

26 Pause and reflect What does this mean for your Teaching and learning Programme design: How can this teaching and learning be embedded into your current programme?

27 Achievement objective Level 8 Students will: Understand the concepts and processes employed in materials development and evaluation and the implications of these for design, development, maintenance, and disposal of technological products.

28 The indicators Level 8 Students can: discuss examples of the formulation of new materials and explain the underpinning concepts and processes involved in their development discuss examples of evaluation procedures undertaken to determine the suitability of new materials and explain the underpinning concepts and processes involved in particular evaluations discuss examples of past material developments and explain how these impacted on product design, development, manufacturing, maintenance and disposal discuss examples of contemporary material developments and suggest probable implications for future technological product design, development, manufacturing, maintenance and disposal.

29 The programme of learning Mmm Chocolate ( the product) Enhanced smoothness and viscosity (form processing ) and the additive of PGPR- the material

30 The programme of learning Contexts for learning casual comfort- design and creation of a capsule merino collection Material Merino – fibre( material)- woollen yarn –knit fabric – machine washable easy care garment( specified) perform.html

31 The programme of learning Contexts for learning: Mixed materials used in creating a storage item for a client Material Glass a material from base components (silicon dioxide, Sodium carbonate, Calcium oxide Other oxides and salts (e.g., magnesium oxide, aluminum oxide, iron oxide, magnesium oxide or sodium or calcium salts –Lead oxide (optional) processed to create a specific glass product Safety glass ( building and other uses, bullet proof glass ( car security, gorilla glass for phones) Enhancement = strength, durability, non scratch surface, flexibility, damage resistance, thinner form factor, improved surface quality, compatibility with touch screens

32 Links to other objectives

33 To support students to develop understanding of technological products at level 8- what the teaching should include: support students to understand that material evaluation enables decisions to be made about what material would be optimal to ensure the fitness for purpose when taking into account both the technical feasibility and social acceptability of the product support students to critically analyse a range of subjective and objective evaluative procedures used to justify material suitability and to explain the underpinning concepts and processes involved in these procedures support students to understand why the selection of appropriate material evaluation procedures relies on understanding the composition and structure of materials, how their properties can be enhanced through manipulation or transformation, the performance criteria required by technological products and an understanding of the physical and social context within which the technological product will be situated support students to understand that the development of new materials relies on understanding: existing materials including their advantages and limitations; new material composition and structure possibilities; formulation procedures; future requirements, needs and desires; and an awareness that new evaluative procedures may need to be developed to determine the suitability of new materials support students to identify and analyse examples where new materials have been developed, including past and contemporary examples, to gain insight into how material formulation and subsequent evaluation procedures are used to address performance, maintenance and disposal implications and inform design and development decisions examples should include material development (including formulation procedures) and evaluation practices of technologists.

34 It’s as easy as MEP Material Enhancing Product uery=technology&view=achievements&level=03

35 Activity: The standard Demonstrate understanding of material development involves: describing the development of a material designed to enhance a product’s performance describing the implications of the material on the design, development, implementation, maintenance, and disposal of products. Demonstrate in-depth understanding of material development involves: explaining how the material enhanced the performance of a product explaining how the material impacts on the design, development, implementation, maintenance, and disposal of products. Demonstrate comprehensive understanding of material development involves: explaining the concepts and processes employed in the development of a material. Enhancing performance may include: fire proofing, increasing speed, enhancing health, impact protection, increasing durability, easy care, load bearing abilities, ease of disposal, conductivity. Material development can occur through processes such as manipulation and/or transformation of existing materials, or the formulation of new materials. Products may include existing or feasible future products.

36 Activity: The assessment report and the schedule resource/reports/2013/level3/technology.pdf

37 The work Exemplars- guinea pig scripts from assessment standards/qualifications/ncea/subjects/technology/external-exemplars/

38 The material and the product- a relationship

39 The material- history, development, technical, social, political environmental

40 The material composition and function

41

42 The material, the product and the enhancement

43 Design, development, production, ongoing maintenance and disposal of the product

44 Activity level 8 Use the worksheet from level 1 and this work snapshot to analyse the work and give formative feedback

45 Key Messages review The Achievement Objective & Indicators Academic demands & literacy Programme considerations Teacher actions Its as easy as... M E P Standard, assessment report, schedule, exemplars

46 Activity Reflection: What, so what, now what? What have you learned? What does this mean for your teaching, classroom and students? What are you going to do now as a result?


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