Technological Products91359, and 91613

Malcolm Howard

Regional Technology Facilitator- Central North Region

and National Coordinator [Technology] – Secondary Student Achievement Contract

Team Solutions – The University of Auckland

June 2014

AcknowledgementThis 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: 03-211-6832 | F: 03-216 1399 |Mb 0211901317

E:cheryl.pym@otago.ac.nz

Wiki: http://southern-technology.wikispaces.com/

https://www.youtube.com/user/Cheryl9NZ

https://twitter.com/CherylPym

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

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

http://turnitin.com/en_int/resources/teaching-tools/lesson-plans/2161-understanding-plagiarism-with-some-help-from-dr-seuss

Harking back NZC Indicators of progressionLevel 3 Level 4 Level 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.

DescribePropertiesEvaluation ObjectiveSubjectiveHow properties enable social acceptability and technical feasibility

DescribeManipulationTransformationFormulationRelationship between processes and a products fitness for purpose

DiscussCompositionLinked to performance propertiesLinking specifications of product to material selection

Formed

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

Transformed

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

Manipulated

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

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

Level 6 Level 7 Level 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?

Pause and reflect

What does this mean for your • Teaching and learning• Programme design?

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.

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.

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)

Activity: The standard 91359 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.

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

Activity: Scanning the report and schedule

http://www.nzqa.govt.nz/nqfdocs/ncea-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

The work

• Exemplars- guinea pig scripts from assessment

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/external-exemplars/

Analysis of the outcome linked to performance

What does the work show?

• Objective or subjective

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

Composition and structure

Processes

The evaluative processes

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?

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/external-exemplars/

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?

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.

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

The indicators Level 8Students 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.

http://technology.tki.org.nz/content/download/11470/36785/file/tl-nzc-iop-by-levels-a3.pdf

The programme of learning

• Mmm Chocolate ( the product)• Enhanced smoothness and viscosity (form

processing ) and the additive of PGPR- the material

The programme of learningContexts 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)

http://nz.icebreaker.com/en/why-icebreaker-merino/how-does-icebreaker-merino-perform.html

The programme of learningContexts 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

• http://www.corninggorillaglass.com/

Links to other objectives

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.

It’s as easy as MEP

• Material• Enhancing• Product

http://www.nzqa.govt.nz/ncea/assessment/search.do?query=technology&view=achievements&level=03

Activity: The standardDemonstrate 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.

Activity: The assessment report and the schedule

http://www.nzqa.govt.nz/nqfdocs/ncea-resource/reports/2013/level3/technology.pdf

The work

• Exemplars- guinea pig scripts from assessment

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/external-exemplars/

The material and the product- a relationship

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

The material composition and function

The material , the product and the enhancement

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

Activity level 8

• Use the worksheet from level 1 and this work snapshot to analyse the work and give formative feedback

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

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?