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Introduction This mini-portfolio is designed to document the key processes involved in planning and implementing a Design and Technology activity. The.

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Presentation on theme: "Introduction This mini-portfolio is designed to document the key processes involved in planning and implementing a Design and Technology activity. The."— Presentation transcript:

1 Introduction This mini-portfolio is designed to document the key processes involved in planning and implementing a Design and Technology activity. The foundation document used to scaffold this planning is the South Australian Curriculum, Standards and Accountability (SACSA) Framework. To illustrate each of the strands of this Learning Area, correlations will be made to an activity. In this example, the activity involves the construction of a model that demonstrates a system at work. The focus of this learning activity will be at a Year 6/7 or Middle Years Band level (Standard 3). The final product incorporates three working systems: levers, pneumatics (via syringes), and electrical. The working model requires little instruction for use. It would be suitable for demonstrating to teachers and students, the operation of all three mechanisms within the overall system. (However, it is obvious that the electrical system could be omitted without impacting on the functionality of the model.) The materials and skills required to complete this activity would be suitable for a Year 6/7 class with the appropriate scaffolding from the teacher. The task may be undertaken over a period of weeks, with opportunities to discuss the social, ethical, environmental and safety issues associated with design and technology. Design Brief A design brief is a simple document that outlines a specific design activity. It does not articulate a solution to a problem, but may communicate specific parameters or design constraints e.g. budget, materials, user/audience etc. The design brief should clearly identify the criteria for ‘success’ as they relate to assessment. The following is a simplified example of the Design Brief associated with this project. Further discussion of each of the key strands: Critiquing, Designing and Making will follow. DESIGN BRIEF FORMAT—an example CONTEXT Explains the content and purpose of the activity TASK Provides clear instruction about the task or problem REQUIREMENTS Focuses learning activities, specifies directions or places limitations CRITIQUING Provides direction for examining the four phases of any technology: the intention, the design, the manifestation, the use/misuse/abuse/disposal DESIGNING Describes requirements for investigating, devising, evaluating, the trialling of materials, techniques and communication of ideas and information MAKING Establishes conditions for creating the product, process or system; includes skills, techniques, materials and responsible resource management CRITIQUING/EVALUATING Provides direction for evaluating the product, process or system against agreed criteria; includes communication of findings and reflecting on processes used and the outcome DESIGN BRIEF—Model Showing System at Work CONTEXT A system is a collection of components that must work interdependently to achieve a ‘successful’ outcome. TASK Produce a model, incorporating at least one working mechanism from the following technical systems: electrical, hydraulic, pneumatic, geared, pulley activated or cam driven. REQUIREMENTS Produce a working model and a mini-portfolio documenting process for critiquing, designing & making the model. CRITIQUING Investigate various techniques associated with constructing technical systems. Integrate recycled materials for materials of construction. DESIGNING Consider the different methods of construction including materials. What do you want the model to do? How will you achieve it? MAKING Construct the working model & record process. Create a mini-portfolio outlining the process and how it relates to the SACSA Framework for Design & Technology. CRITIQUING/EVALUATING Check your work against the assessment criteria. Consider whether your model contains the necessary components to demonstrate a working system. Explain how your project relates to the Key Ideas and Learning Outcomes for SACSA.

2 Critiquing is about Questioning, identifying, classifying, examining and exploring technologies What is it and what does it do? Why was it made and who might use it? Does it do what it is meant to do? How does it sound/taste/smell/feel /look? What is it made from? Does it meet a need or a want? What do I think about it? 3.1 After learning about simple machines, the learner will be able to: Identify various examples of levers in action; Investigate how levers can be used to move objects by simply pushing or pulling; Evidence in the classroom: Poster showing examples of levers in action, simple experiments using simple levers. 4.1 Learner will be able to: Hypothesise as to why a scissor mechanism might be used instead of another type of mechanism; List some of the safety considerations required when applying a scissor type lever in a design. Evidence in the classroom: Class discussion on levers versus other lifting systems, List of safety considerations. Working Technologically Incorporate higher order thinking skills in tests and analyses; Question, investigate and verbalise accurately issues and intentions behind products and processes; Key Idea: Students analyse and explain the design decisions and thinking implicit in products, processes and systems made by themselves and others. They develop an initial understanding of the competitive nature of the designed and made world. [In] [T] [KC1] [KC2] Simple levers in action Why a scissor lever? suitable for narrow spaces, compact design able to achieve great vertical height Safety Considerations stable base ‘pinch points’ – areas where people or objects could get trapped. Not too tall so that it topples over Not too top heavy – avoid tipping Rate of elevation – not too fast = dangerous Adequate training in operation

3 Designing is about Exploring, generating and representing ideas and, Documenting and communicating the thinking behind the design/ideas using a variety of methods. Will it do what it is supposed to do? Will it work? Is it a practical proposition? Will what I am proposing do what it is supposed to do? Have I got what I need to make the design? Is it appropriate? If I was a grandparent, would I buy this for my grandchildren? Who will gain and who will lose if this is produced? 3.2 Learner will be able to: Design a model that effectively demonstrates the function of a scissor lever in lifting or moving an object; Generate a design that is simple to use and incorporates at least one other technical element e.g. Pneumatics, electrics; Design a product that has a high recycled material content. Evidence in the classroom: Produces thumbnail sketches in the process of designing model Identifies opportunities for incorporating recycled materials. Working Technologically: Being creative Considering possible solutions Developing independence Building on other’s thinking/ comments Key idea #1: Students understand and value the combining of different design skills in order to create personal strategies to become better designers of culturally, environmentally and socially defensible products, processes and systems. [F] [In] [KC6] Design brief: Simple, compact Humorous & original Demonstrates multiple elements e.g.. pneumatics & levers working together High recycled material content Suitable for Year 6/7 project Research Making models, Websites on models, automata, paper craft, simple machines Key Idea #2: Students use a full range of communication skills and techniques in the design field, including information and communication technologies, to document and communicate effectively their design thinking, ideas and proposals. [T] [C] [KC2] [KC7] 3.3 Learner will be able to: Keep a scrapbook of ideas that helps to narrate the life cycle of their design including challenges and possible solutions. Inspiration Children’s nursery rhymes Storybooks Cartoons movies, games Images, ideas, internet examples

4 Making is about Developing skills and knowledge about equipment, tools and techniques Understanding material characteristics and how they determine the material use; and Developing procedures that enable safe work and responsible resource management. 3.4 Learner will be able to: successfully construct a working model that incorporates a scissor lever and at least one other technical element e.g. pneumatic, electrical etc. test model and make adjustments where necessary to ensure reliable operation, use clamps when drilling. Key Idea #1: Students demonstrate skills in creating products, processes and systems that achieve consistent production outcomes. They apply these skills in enterprising and empowering ways to personal and group situations. [In] [T] [KC4] [KC6] Key Idea #2: Students apply their knowledge of the characteristics of materials and equipment when creating solutions and designing to meet criteria related to function, aesthetics, sustainability and production. [F] [In] [KC3] [KC6] Key Idea #3:Students describe and communicate principles of good resource management and duty of care, and integrate them into socially and environmentally sustainable designing and making practice. [F] [In] [C] [KC2] [KC3] 3.5 Learner will be able to: choose appropriate materials, included recycled materials, to construct a working model based on simple levers; produce a quality finished product that is easy and safe to use. 3.6 Learner will be able to: identify and incorporate recycled materials into their model construction; understand and promote the need for a clean, well organised work area. Working Technologically: Solving problems Thinking flexibly Recording ideas and processes Asking questions Involving trial and error Final Product Working model  incorporates lever, electrical & pneumatics  Humorous, original  Clearly demonstrates mechanism operation  Recycled products  Easy to use  Reliable operation 

5 References Department of Education and Children’s Services, South Australia, 2004, SACSA Companion Document, R-10 Design & Technology: Teaching Resource, viewed 28 th August, 2008,.http://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F C3- 0E27FF5DD952%7D/R-10_Design_&_Tech.pdf Department of Education and Children’s Services, South Australia, 2004, SACSA Framework Document, Design & Technology: Middle Years Band, viewed 28 th August, 2008,, pp. 35 – 59.


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