AS 3.6 Explain knowledge that underpins a technological outcome. 90684 ICT.

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Presentation transcript:

AS 3.6 Explain knowledge that underpins a technological outcome ICT

Steps Select the professional technologist(s) and identify outcome they developed Explain/discuss knowledge that underpinned the development of identified outcome - procedural and conceptual, link directly to standard entered for Explain/discuss how knowledge and the way it was used supported the development of the outcome (for merit and excellence)

Step 1 Who is the professional technologist? Food Technologist Grace Ling brief was: formulate a gluten-free cookie that tastes just as moist, rich and delicious as the company's other cookies What is the outcome?

Knowledge that guides development could be from the use of…. Key resources (people, time, software, materials, components) Knowledge of materials (fitness for purpose, availability, costing, sustainability, transformation) Key procedures (use of jigs and templates, functional modelling, tests in-situ) Key techniques (measuring, testing, processing, evaluating, communication, evaluating, finishing) Knowledge from other disciplines Codes of practice Codes of ethics, legislation

Activity Choose a technological outcome to study. On worksheet identify the knowledge that underpinned the development of the technological outcome What information is missing, where could this be accessed from?

Sentence enablers Technologist A would have understood that…this would have led him to … In order to proceed technologist A had to know… Through testing… the technologist had to make a decision….

Question for Analysing Which events could not have happened? If...happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)