Bridging Modules for S1 studentsTE

Unit 2

Unit 2 Technology and Healthy Environment

Introduction

During the SARS outbreak, the public wore masks as a precautionary measure to protect personal health. Different types of mask were available on the market. In this unit, the mask is studied as an example of a technological artefact for solving daily life problems. Students will gain authentic and interactive learning experiences in solving problem by designing and modelling a technological product –a set of sun protective outfit. Students would be aware that the quality of living could be improved by advancements in technology.

Theme: TheFate of a Mask

Aim: To arouse student’s interests in Technology Education

Objectives:

  1. To help students understand that technology is closely related to quality of living;
  2. To help students appreciate the advancementof technology; and
  3. To familiarize students with the learning and teaching in TE contexts.

Duration:2 x 40 minutes

Level:Secondary 1

Key Features

In this learning activity, students are expected to:

appreciate the technological process in designing a mask;

be aware of the factors affecting the choice of various processes for designing and making of a technological artefact;

engage in a design and make activity around protective clothing against sun burning and know some key features of a technological artefact;

appraise the impact of technology on society and the environment.

Task Definition

Students will be led to see ‘mask’ asa technological artefact to solve a specific problem in the daily life. Then they are introduced to some key features of a technological product.

Students are divided in groups to design and model an outfit which can protect people from sunburn.

In this activity, students will develop problem-solving skills by identifying needs, designing, making and evaluating products, systems and solution.

Integrated Dimensions of Technology

In this learning activity, concepts related to the following aspects will be introduced:

Design & Applications

Technology & Society

Safety & Health

Materials & Structures

Technology & Living

Concept Map:

Intended Learning Objectives

Knowledge Contexts / Process /

Impact

Students should be able to:
Understand some fabric / textile materials and their protectiveness (e.g. from the sun (UV) and diseases)
Apply simple materials, tools and processes in modelling solution
Suggest way to dispose of materials after use / Students should be able to:
Identify needs of clothing design by group discussion
Design and model a clothing for a specific purpose
Evaluate the design from different perspectives / Students should be able to:
Appreciate the importance of a healthy living
Be aware of how advancement of technology improves our lives
Show concern on environmental protection when choosing materials

Learning and Teaching Sequence

Teacher uses mask to introduce some key features of a technological artefact. These features can be applied/found in other technological artefacts/ products/ systems, e.g.:
  1. function
  2. materials used
  3. design features
  4. ways to use/dispose
/ 10 mins
Teacher introduces the design challenge to students (i.e. sun-protective clothing). / 5 mins
Students are divided into groups of 4 to 5 to conduct the activity. / 40 mins
Students present their designs to the class. / 20 mins
Teacher consolidates the activity and concludes with the way forward in learning in TE at Junior Secondary level. / 5 mins

Design Challenge

Design Situation

Nowadays, there are increasing number of deaths caused by skin cancer each year. Extensive and prolonged exposure to sunlight increases the risk of skin cancer development and permanent ageing of the skin. Clothing can be ‘fashionable’ as well as ‘sun-smart’ at the same time.
Your challenge is to design and make a sun protective clothing/outfit/item, e.g. Tops, Skirts, Sunglasses, Hat, Shoes, Scarves, Gloves, etc.
Follow the steps below:
  • Identify a target group who need sun-protective clothing. Give reasons for the creative ideas and make reference to the features and materials selected.
  • Design and model the clothing with materials provided.
  • Evaluate the appropriateness of the product for the target group and the effectiveness of your design process.
Materials provided:
  • Tools and equipment, e.g. scissors, cutter, cutting mate, drawing papers, pens & pencils etc.
  • Materials, e.g. drafting papers, cardboards, foam board, textile fabric, plastic film etc.

Evaluation

Learning expectation / Assessment / Assessor
Modelling skill: apply suitable tools & equipment / Model and observation / Teacher
Manage time and resources / Observation / Teacher
Communicate and present ideas effectively / Presentation / Teacher & Peer
Creative design ideas / Product and presentation / Teacher & peer
Cooperate with team members / Observation / Teacher & Peer

Extended Learning Opportunities in TE

This unit serves as a taster for students learning TE. Teachers could choose appropriate contexts, contents, learning and teaching strategies and activities most suitable to students’ needs and interests. A broad and balanced TE curriculum could nurture generic and transferable skills, and provide a strong foundation for students to continue their studies in TE. The following is some examples of extended learning and teaching of this module:

Knowledge Contexts

/

Learning Elements

/ Activities/ Resources/References
Technological Process / Design cycle /
  • Engage students in other design challenges in further/other contexts such as marketing strategies on UV protective clothing and design of sun shelter
  • D&T RCA KS3 Course Guide,DavidPerry, ISBN: 0340639237

Design & Applications / Fashion design /
  • Explore the functional and aesthetic requirements in clothing
  • Design and construct real product

Product design
Safety and Health / Healthy environment /
  • Evaluate the importance of community health in the light of SARS
  • Effective management of family resources to provide a healthy environment
  • Know the responsibility of a business or a public organization in providing a safe environment

Protective clothing
ICT / Internet activities /
  • Web surfing and using e-mail to search for further information such as UV and its harmfulness

Material and Structures / Advanced materials /
  • Collect information on the application of nano-technology in fabrics

Technology & Living / Fabric & clothing construction /
  • Design and make a set of cheering team uniform for School Sports Day

Fashion & dress sense

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Bridging Modules for S1 studentsTE

Unit 2

Appendix 1

Theme:TheFate of a Mask

Design ideas on sun-protective outfit

Name :Date ______

M

Appendix 2

Student’s Reflection Sheet

What skills are required for completing the task?

What are the processes involved in the activity?

Appendix 3

Reference websites for the task on ‘Design Challenge’

Facial mask

Singtao Daily 27.5.03 Singtao teaching set

佑威納米口罩

“如何揀選及正確使用口罩”

2003年4月15日 318期 選擇月刊 P.12-13

Skin Cancer

The Relationship of Skin Cancer Prevalence and the Increase in Ultraviolet-B Exposure due to Ozone Depletion

Safe Sun Tips

皮膚癌

烈日防晒

紫外線指數 – 香港天文台

Sun protective clothing

The sun protection clothing

Shade Products

Sun Protective Clothing and Sun Protection Swimwear

Ultra-violet(UV)-protection accessories

Protecting Kids from the Sun

Sun-Protective Clothing: Wear It Well

Sunscreens and Sun-Protective Clothing

遮陽帽

D6603-00 Standard Guide for Labeling of UV-Protective Textiles

Innovative products that allow parents & children to enjoy the outdoors safely

Solarknit® is an exciting New sun protective fabric

Clothing materials

納米科技應用於服裝上

納米抗菌复合材料

穿衣防晒很重要

High-tech textiles coming into fashion

Fabric Link

Gore-Tex (fabric & care)

Disposal of materials

環保署提供服務處置受污染食品

處置化學廢物

DIOXIN EMISSIONS OF MATERIALS

Municipal solid waste

食物環境生署轄下提供廢物回收箱一覽表

先進環保及醫療廢物(運輸)公司

Managing Regulated Medical Waste

Hazardous Waste Disposal and Waste Containers

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