2011
Teachers notes
Multi-level study guide to the technological process.
Created by Kevin Meyer with the help of the Technology dept of Otumoetai College.
This material may be used in any way that the user sees fit. It is a free resource, hopefully it contains some useful information that helps make the teaching of NCEA Technology less
daunting. Constructive criticism can be sent to
This guide offers teachers some possible lesson plans.
They are not sheets to be printed out for students to fill in.
Note: There is too much content in this guide for most students.
The question is, which content is needed to ensure that Excellence grades can be obtained and what is over the top at each level. What a student puts in their design portfolio is dependant on the student and their project.
To fit with Curriculum levels 6, 7, and 8
to be assessed to NCEA at levels 1, 2 and 3.
This guide is just that, a guide.
Work needs to be well presented
by the student in their own words.
“Technology is more than students learning
useful practical skills. Our society in 2009 onwards
requires enquiring and resourceful minds
with the right attitude to work, and the
ability to seek out innovative solutions.”
Help students live up to their dreams!
The 4 Technological knowledges are:
Conceptual knowledge: The understanding that you have of the product or process before examining in detail. What is needed and what it might look like.
Procedural knowledge: The actual process of how the issue can be followed through to completion of the final outcome.
Technical knowledge: The specifics of actual facts, sizes, what will be needed, what has to be done a certain way and why.
Societal knowledge: This is a two way thing, what we do is influenced by what is needed and acceptable to society eg: laws around a gun cabinet, and also how our solution will have an impact on society. Eg: ability to recycle a cell phone when it is outdated or how a trophy for example can motivate people.
What will be the key milestone stages of the project?
(“CLASS BRAINSTORM” here)
Hopefully students will agree upon stages like these.
1. Research and writing a brief
2. Designing and testing
3. Making
4. Evaluation
Note: Each stage involves Planning, doing and evaluation.
TECHNOLOGY KEY MILESTONES WEEKLY PLANNING CHART / Term One / Term Two / Term Three / Term FourName…………….. / Project…………… / 1
Key / Stage description / Resources / week
milestones / Planning
Research and / writing a brief / Research given brief
Select a client/stakeholders
Consultation with stakeholders
Researching clients specifications
Select key factors of project
Research solutions/ possible issues
Write a brief/ specifications
Milestone stage Evaluation
Designing and / Testing / Planning/ Critical review point/ changes
Concepts
Evaluate concepts/ against specs
Developments/ identify materials
Testing and trials
Select most appropriate materials
Brief refinement/ changes
Final design/ working drawings
Cutting and costing lists/ prioritise materials
Milestone stage Evaluation
Making / Construction planning/ meetings/crit rev
Procedural knowledge for project
Identify progress stages
Identify Tasks/ process stages
Identify machines / codes of safety
Codes of practice/ OSH legislation
Recording changes/ reasons why
Machining materials
Marking out materials
Assembly
Finishing
Milestone stage Evaluation
Evaluation / Evaluation by client against specs
Evaluation by student against brief
Authenticity form/ if needed
Gantt chart code: Estimated time to complete each stage Actual time to complete each stage
Planning for Research stage.
What type of research will I carry out?(Some of these may suit you but
probably not all) / How will I carry out research? / Why I will carry out research?
Research the teacher given brief
Product analysis
(shop investigations)
Stakeholder interviews
Cultures research
Internet Research
New Zealand design
Investigate last years projects
Any legal implications
Key Milestone: Getting a brief
What do I need to do? / How will I do this? / What resources will Ineed? / How long will it take?
Planning
Research
Stakeholders
Attributes
And Specifications
Brief Refinement
Specifications
TECHNOLOGY UNIT PLANNING SHEET.
(These sheets must be filled out as an ongoing process of evaluation, not at the end of the project)
Name………………………………………………………………….
Week / Proposed work / Resources required / People to see / Progress evaluationStudents will need to complete a row of entries at least once a week as a running diary of ongoing evaluation. They will be of different sizes depending on input. This needs to be done honestly on a regular basis and not made up at the end of the project.
“I will need to …… because ……….” is far better than just the facts. Short sentences which explain actions and the reason for them are what is needed. Write about things that go wrong and how problems were overcome.
Issues
/ · People need articles of furniture as storage, working surfaces, decoration, recreation, e.t.c.· You and other people affected by your project, (stakeholders) need to be consulted as their ideas may result in design requirements you need to know.
· The chosen project will need to be complex enough to have the depth and level of difficulty needed to pass the Achievement Standards. Constant conversation with the key stakeholder is essential.
Brief
/ Design and produce an item which satisfies an identified need. At level one this may be made with you as the key stakeholder however other affected stakeholders will need to be consulted.Specifications
/ Your solution must be robust, easy to use, aestheticand of a good standard of finish.
/
OTUMOETAI
COLLEGE
TECHNOLOGY
/FURNITURE DESIGN BRIEF
Stage 1 Introductory Work Identify design constraints and opportunities created by the given issues/brief/specification and talking to stakeholders.Ä Research what is currently available to satisfy one or more of the given issues
Ä Explore suitable materials for the construction of your conceptual design ideas
Ä Explore methods of construction applicable to your conceptual design ideas
Ä Summarise and evaluate your introductory work by identifying the 'key factors' that will influence the design and construction of your project. Identify the needs and opportunities arising out of these key factors
Ä Write an adapted project brief which clearly outlines the key project requirements.
Stage 2 Design
Ä Research and record your concepts. Develop your design ideas evaluating each step
Ä Do mock-ups, experiments and trials to determine the suitability of your developing ideas.
Use photographs and written text to record your work
Ä Research case studies of how an expert/ pro would do it or something similar. Record useful interviews.
Ä Save every bit of work you do. Record any feedback you get from anyone you test ideas on
Ä Continually evaluate your developing designs against the issues, brief and it's specifications
Ä Present your final design in the form of accurate scale working drawings and photographs
Stage 3 Plan of Action
Ä Develop an initial 'plan of action'. Consider the main tasks within the project and allocate time and resources
Ä Your 'plan of action' is a working document. Continually review and refine it through the life of the project
Ä Include photographs and diagrams of mock-ups and results of testing for the 'plan of action’
Ä Document all materials and resources used and/or considered
Ä Compare ‘anticipated’ resources with ‘actual’ in your final evaluation
Stage 4 Present Your Technological Solution
Ä Present your completed Project finished to a high standard
Ä Evaluate what you did and the order in which you did it
Ä The evidence presented for assessment must demonstrate how this addresses the specifications of the brief.
Ä Have an evaluation filled out by the end user, you the maker, the teacher and a photo of your project
Form a portfolio that includes all relevant documentation of your planning and production.
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( Students need to consider a Designer’s word glossary )
The Design Principles.
(Aesthetics and Function)
Aesthetics; visual appeal or appreciation of how an object looks to the eye.
Balance; visual-
Radial – where the design elements radiate out from the centre, e.g. face of a clock, petals of a daisy.
Formal(symmetrical)- one side of the centre line is identical to the other side e.g. the front view of a chair.
Informal(asymmetrical) where the design elements are distributed unequally e.g. the side view of a teapot.
Contrast; opposing elements- clashing colours, e.g. stimulating environment, impact. advertising layouts.
Harmony; the opposite to contrast – the elements are in unity with each other. E.g. colours may blend well, furnishings for a relaxing environment – bedroom, sickbay.
Movement; object tends to be shaped in a way that draws the eye in a certain direction.
Pattern and Rhythm; repeated design element- wallpaper, tabby cat.
Rhythm stronger quality than pattern in the form of sequences or series- tread plate alloy.
Proportion; relationship between different parts of an object e.g. size of cup compared to hand.
Style; fashion, subjective- reliant on individuals personal responses , e.g. ‘farmhouse kitchen style’, clothing styles.
Function; How well the design performs the task (job) it is deigned for.
Strength; ability to withstand pressures or forces from , nature (earthquake, wind) end users(chairs, ladders), within the object itself (cylinders of an engine).
Safety; Products must be designed to be as safe as possible e.g. rounded scissors for children, medicine caps, no sharp edges.
Stability; Can involve environment, system or design stability. It must be able to function effectively in the long term e.g. chair, table.
Durability; the ability of a product or material to last in a given environment and stand the “wear and tear”. Can be legal, economic or long lasting e.g. treated timber for fences, roofing.
Reliability; likelihood that a product or system will continue to do the job, critical for safety e.g. aero plane engines.
Ergonomic fit; The relationship between people and their working environment. May consider capacities and limitations, sizes weights and shapes e.g. height of table and chairs, size shape of a toothbrush.
Fitness for purpose; How well a product works in the situation it is designed for- how well it meets the needs of the intended end users (accurate design specifications are required).
User friendliness; refer to how easy a design is to use- this becomes more important as the number of people expected to use the design increases.
Efficiency; ratio of useful word achieved (energy, effort, productive, waste) an efficient design works well with little wasted effort e.g. metal drawer runners in a kitchen, fold out deck chair, umbrella.
Codes of Practice:
Codes of Ethics: (Rules that society in general agrees with are right or wrong)
Legislation:
Discipline:
Techniques and Procedures:
Research the teacher given brief and explore its possibilities and also its restrictions.
Brainstorm different types of solutions in the same context as the task. E.g. furniture
Stakeholder identification.
To help with your planning, list the Stakeholders you will be dealing with and explain the part they will play in this unit of work.
How will your stakeholders influence your project?
List each one and explain.
· …………… ……………………………………………………………
· ………….. ……………………………………………………….
· ………….. …………………………………………………………….
Identifying possible projects.
Now that you have considered who your clients could be, you need to ask around to find out what needs and opportunities you can identify.
At level one and two this could be as simple as looking around the house, making a list of the needs and opportunities that exist.
Make sure that one of them at least is something that you want to make.
At the higher levels of Technology it may be necessary to approach people that you do not know well and a letter introducing yourself may be necessary.
Here is an example.
CLIENT INFORMATION SHEET
Hello, my name is ……………………….. I am a year …….. student at Otumoetai College studying NCEA Technology. My current project is to identify a problem and design a solution which can be made to solve it. One of the requirements is that I need to interview my chosen “client” several times and be able to contact them after hours regarding any changes in the project.
My teacher, Mr Meyer can be contacted by phoning 5762316 extension 758.
An example of Questions for possible clients.
(Each student will make up their own questions)
1. What problems can you think of that frustrate you and could be solved by having a product made or an environment designed? ………………………………………………………………………………………………………………………………………………………………
2. Does your solution need to be built in place or can it be made at school? …………………………………………………………………………………………………………
3. What sort of materials do you think you would like to be used? E.g: type of wood. …………………………………………………………………………………………………………
4. What colours and other features would the product have to match? …………………………………………………………………………………………………………
5. Would you be prepared to pay some of the costs involved or donate some of the materials needed?
…………………………………………………………………………………………………………
6. When does it have to be finished by? ……………………………………………………
The effect of Furniture on Society
(Teacher notes)
· It makes life comfortable
· Leads to cash flow problems
· Marketing to young people
· Effects lifestyle
· Lifts you off the ground
· Allows appreciation of things that you value
The effect of Society on Furniture
· Materials- endangered timber species
-tiger skin rug
-material development
· Style- stereotyping
-an indication of wealth
· Fashion- what is acceptable to your peers
· Kitset construction is affordable and manageable
· Ergonomics- human needs are catered for
· Colours of furniture