Achievement Objective
Students will:
- Understand that different forms of functional modelling are used to inform decision making in the development of technological possibilities and that prototypes can be used to evaluate the fitness of technological outcomes for further development.
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Achievement Objective
Students will:
- Understand the relationship between the materials used and their performance properties in technological products.
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Achievement Objective
Students will:
- Understand that technological systems are represented by symbolic language tools and understand the role played by the "black box" in technological systems.
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Teacher Guidance
To support students to develop understanding of technological modelling at level 3, teachers could:
- provide students with the opportunity to explore different forms of functional modelling and guide students to gain insight into the different types of information that have been gathered
- provide students with the opportunity to discuss how functional modelling informs decision making and guide them to identify the benefits and limitations of functional modelling in examples provided
- provide students with the opportunity to understand that benefits include such things as reducing the risk of wasting time, money and materials and limitations arise due to the representational nature of modelling. That is, what is being tested is necessarily partial and therefore prototyping is required to fully test the outcome
- provide students with the opportunity to discuss that specifications include both acceptability and feasibility considerations related to the outcome's fitness for purpose
- provide students with the opportunity to explore a range of examples of prototyping and guide them to gain insight into how appropriate information can be gained to evaluate a technological outcome's fitness for purpose against the specifications. Examples should include the modelling practices of technologists and should provide students with the opportunity to explore both successful prototypes and those that did not meet specifications.
- provide students with the opportunity to discuss the role of functional modelling and prototyping to develop an understanding of the importance of both in technological development.
- examples should include the modelling practices of technologists and should provide students with the opportunity to explore both successful prototypes and those that did not meet specifications.
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Teacher Guidance
To support students to develop understanding of technological products at level 3, teachers could:
- provide students with the opportunity to discuss that performance properties of materials can be measured objectively and subjectively. Subjective measurement is reliant on people's perception (tasty, evokes a sense of natural beauty, warm and inviting etc) where as objective measurement is not (conductivity, UV resistance etc). The fitness for purpose of a product relies on the material providing appropriate performance properties to ensure the product is technically feasible and acceptable (safe, ethical, environmentally friendly, economically viable, etc -as appropriate to particular products);
- provide students with a variety of technological products to explore and guide them to identify the performance properties of all the materials used, and to explain if these could be measured objectively or subjectively;
- provide students with a variety of technological products and guide them to explain how properties combine to make the product both technically feasible and socially acceptable.
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Teacher Guidance
To support students to develop understanding of technological systems at level 3, teachers could:
- provide students with the opportunity to investigate a range of technological systems and guide them to understand that technological systems do not require further human design decision making during the transformation process for the inputs to be transformed to outputs. That is, a technological system will produce particular outputs in an automated fashion once the inputs have initiated the transformation process;
- guide students to understand that a 'black box' is a term used to describe a part of a system where the inputs and outputs are known but the transformation process is not known;
- provide examples of technological systems that contain unknown transformation processes (black boxes) and guide them to understand the role these play in terms of the advantages and/or disadvantages for developers and users;
- provide opportunity for students to discuss that the fitness for purpose of a technological system relies on the selection of components, and how they are connected to ensure the system is technically feasible and acceptable (safe, ethical, environmentally friendly, economically viable, etc -as appropriate to particular systems);
- provide students with examples of how technological systems can be represented and guide students to interpret the specialised language and symbol conventions used;
- provide students with opportunity to use specialised language and symbol conventions to represent technological systems to others.
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Indicators
Students can:
- discuss examples to identify the different forms of functional models that were used to gather specific information about the suitability of design concepts
- identify the benefits and limitations of functional modelling undertaken in particular examples
- describe examples of particular prototypes that did not meet specifications.
- explain why functional modelling and prototyping are both needed to support decision making when developing an outcome.
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Indicators
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.
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Indicators
Students can:
- describe what 'black box' refers to within a technological system and the role of particular black boxes within technological systems;
- identify possible advantages and disadvantages of having black boxed transformations within particular technological systems;
- describe how the components, and how they are connected, allow particular systems to be technical feasible and socially acceptable;
- describe particular technological systems using specialised language and symbol conventions.
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