Here you have the opportunity to ask Technology-related questions. We can answer questions about:
- The curriculum
- Classroom design and equipment
- Resources available to support teaching and learning
- Initiatives and projects supporting the teaching of technology
Questions go directly to the National Technology PD team. Responses are emailed back to the questioner as soon as possible and may be posted on the site for general access.
The team will answer questions to the best of their knowledge using information currently at hand. If we can't answer your question we'll direct you to someone who should be able to.
Viewing 1 to 15 of 15
questions
Q: Hi. I was at the cluster meeting in Tauranga with Malcolm on Tuesday and we couldn't figure out an obvious difference between the words 'justify' and 'substantiating' which occurs in the explanatory notes for excellence in A.S. 2.3. Can you clarify if there is one or did someone just decide to make "justified" more fancy? Thanks.
A: The stem of the criteria for excellence is to develop a justified conceptual design for an outcome. Remember a conceptual design is a detailed description of how the outcome will look and function. So at excellence this involves substantiating the outcomes potential fitness for purpose. Substantiating means to prove, validate or authenticate, in this case using evidence from the modelling, including on-going stakeholder feedback. To do this the student must use functional modelling to explore, evaluate and develop initial design ideas and the conceptual design chosen, in order to gather the evidence of the potential outcomes technical feasibility and social acceptability. This standard requires students to work from the brief using the attributes to filter the possibilities to select probable attributes which will meet the brief and further evaluate these on developing the conceptual design. The key to success is the use of functional modelling and using the evidence to objectively evaluating to justify the potential fitness for purpose i.e. the likelihood of the outcome proposed to address the brief.
Question answered
by Cheryl Pym and Lesley Pearce, National Coordinators
on 2012/05/21
Q: Hello,
I am teaching 91340 - Use the characteristics of a design movement or era to inform own design ideas. In the Internal Assessment resource i downloaded from NZQA it lists a few suggestions of appropriate design movements or eras.
My question is - what is 'NEW LOOK' architecture?
I have hunted and asked many people and have yet to get an answer :)
Thank you
A: I could not locate which NZQA resource you were referring to. All documents I looked at which are currently on the web do not list New Look architecture. My understanding is that the title relates only to fashion.
New Look was a Fashion Era initiated by Christian Dior. New Look was a name that characterised fashion during the postwar period, after the austerity and restrictions of WW2. It was a look that was feminine and tailored that emerged from the studio of French designer Christian Dior.
A below-mid-calf length, billowing skirts, pointed bust, small waist, and rounded shoulder line characterized his signature shape. The dresses were lined with expensive and luxurious fabrics such as cambric or taffeta and were beautifully detailed. It was look that became very fashionable and influenced other designers.
It was added to the "eras and movements" list for Fashion and Textiles teachers to access.
Question answered
by Lesley Pearce Technology National Coordinator
on 2012/05/16
Q: I am a second year teacher struggling away with the new Level 2 standards for Textiles. We are working with AS 91357 at the moment but I can't seem to get my students to grasp what is being asked of them. Are there any expansive resources available yet for Level 2 Textiles tech?
A:
A good place to start with developing a prototype is the Internal Assessment resource for this standard to get an idea of the nature of teaching and learning required for developing an outcome:
These resources are found on TKI NCEA resource pages ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-2-Technology
Internal Assessment Resource
Technology Level 2
Achievement Standard 91357
Undertake effective development to make and trial a prototype
Resource title: A Good Fit? ( 2.4A)
Because the range of garments that may be constructed within the context of this learning when using this assessment tool there is no single reference that contains all the answers. Some useful texts to use with the students when they are researching their prototype garment, materials and techniques are:
Another essential source of information is the Technology Curriculum Support Document (download from Techlink @ www.techlink.org.nz/curriculum-support/pdfs/technology-curriculum-support-oct-10.pdf )
The sections dealing with Outcome development and Functional modelling will help with understanding what prototyping is used for in the development of an outcome:
Question answered
by Cheryl Pym (National Coordinator Technology Education)
on 2012/04/27
Q: Are there any exemplars of AS90735?
A: Graphics Level 3. AS90735 (3.2) Plan a presentation to communicate design ideas. External 3 credits.
Student evidence of merit and excellence can be found on:
https://technologynz.wikispaces.com/Graphic+Resources.
On this wiki there is a booklet that can be downloaded for student guidelines.
Question answered
by Lesley Pearce
on 2012/04/12
Q: I am teaching 91070AS in Digital Technology. I am having trouble clearly explaining Applications Key Features. Do you have a teaching tool for this?
A: One strategy is to combine the collection of evidence for an externally assessed standard such as 91070 with internally assessed standards such as 91071. In this way evidence can be collected within a specific context.
So rather than trying to address key features of application software in a generic or abstract way students can talk about specific features of a given application that they are using for a particular task.
For example if students are using a spreadsheet application they can describe the key feature of that spreadsheet application in terms of features of the application that help them do the particular task. A key feature may be that it is easy to turn tables of data into visually appealing charts.
Further teacher guidance is contained in the learning objectives on techlink at www.techlink.org.nz/curriculum-support/indicators.
Question answered
by Malcolm Howard (Regional Technology Facilitator, Central North Region)
on 2012/03/30
Q: I am a new teacher this year, teaching soft materials at a school where I am the only Fashion and Textiles teacher - and have a few questions about a new NCEA Level 2 standard.
In AS91345 - Implement advanced procedures using textile materials to make a specified product with special features.
The explanatory notes state that special features are those that rely on the application of advance skills.
I am teaching screen printing and dying and was hoping this was an option for a special feature for this standard.
A: Application of advanced skills.
Special features are features that require the use of advanced skills. They include (but are not limited to):
- style features, such as set-in sleeve, fly front, tailored collars and cuffs, and welt pockets
- decorative features such as pin-tucking, embroidery and shirring
- structural features such as 3D felting and combining different fibres in felting and different materials to create a specific type of felt e.g. nuno felting.
The issue which has to be addressed is whether screen printing and dying can be considered to be a style feature, or decorative or structural feature.
We consider that the application of screen printing, if it is done with screen and registration of print colours and designs, fits into the advanced category as a design feature.
This standard is about advanced procedures using textiles materials, so the assumption is that the dying or screen printing would be part of the process of making a textile product – for example a pin-tucked shirt.
Question answered
by Lesley Pearce and Cheryl Pym (Joint National Coordinators – Technology Education)
on 2012/03/23
Q: Could you tell me where the latest Level 2 Technology matrix can be found?
A: The matrix, along with the latest drafts of yet to be registered achievement standards (levels 2 and 3), and assessment resources can be found at: NCEA standards alignment – Technology.
Question answered
by Cliff Harwood
on 2011/11/12
Q: What are the Market Requirements for Potatoes, and what is the reason for these Attributes/Requirements?
A: I think your question relates to the internal assessment resource for Processing Technologies 2.61 - Resource title: Know processing potatoes. If so then the focus for the teaching and learning is on the comparison of commercial processing techniques in this case the potatoes (chips, hash browns etc) to classroom production of the same food product. The student is to identify/describe, explain/discuss the processing operations, testing and regulations, health and safety requirements of the processes. A processing sequence is a combination of processing operations and tests in the correct order to undertake a safe process. Testing could include but is not limited to viscosity, sensory attributes, brix, moisture content, nutrition content using tables, presence (or absence) of microbial activity, degree of fermentation, and colour stability. HACCP is the main aspect of regulations you may want to explore but other legislation like labelling could be a part of the teaching and learning.
The requirements of the standard is below:
- Demonstrate understanding of advanced concepts used in processing involves:
- describing processing operations and identifying the impact of these on resulting outcomes
- describing the nature of specific tests used in processing operations
- explaining visually how processing operations and tests can be combined in a processing sequence
- explaining the differences between processing in the classroom and processing in industry
- explaining the differences between health and safety regulations in the classroom and industry.
- Demonstrate in-depth understanding of advanced concepts used in processing involves:
- explaining processing operations and how these achieve required outcomes
- explaining why specific tests are used in processing operations.
- Demonstrate comprehensive understanding of advanced concepts used in processing involves:
- comparing and contrasting processing operations and tests, and their suitability for different materials and/or purposes
- discussing the implications of testing outcomes on processing decisions.
Processing operations for this achievement standard include:
- one or more of: measuring/shaping/forming eg automated filling, cell counting, aggregating, rotational moulding
- one or more of: contamination prevention/disposal eg chemical cleaning, waste water treatment, solid waste disposal, environmentally sustainable practices, protective clothing and industrial hygiene
- one or more of: mixing/extracting/separating/growing eg emulsifying, enrobing, dehydrating, filtering, crystallising, chemical peeling, centrifuging, adsorption, gravity settling, leaching, solvent extraction, plant tissue culturing
- one or more of: heating/cooling/reacting eg melting, coagulating, gelling, gelatinising, denaturing, evaporating, fermenting, controlling non-enzymatic browning, plate and blast freezing
- one or more of: materials transfer eg pumping, piping, air conveying.
If you are combining this unit with the assessment tool for 2.62 then the marketing and labelling requirements are the focus and you would need a copy or access to a copy of the food labelling legislation ( some of this is on line) See note 7 below and this would be a focus on packaging and preservation
- Demonstrate understanding of advanced concepts used in preservation and packaging for product storage involves:
- describing the links between preservation and packaging techniques and types of decay
- describing legal and marketing requirements for labelling in a national environment
- describing how a specific product could be effectively preserved, packaged and stored to maintain product integrity in a national environment.
Demonstrate in-depth understanding of advanced concepts used in preservation and packaging for product storage involves:
- explaining the links between preservation and packaging techniques and the types of decay
- explaining why a particular combination of preservation and packaging techniques was chosen for storage in a national environment.
Demonstrate comprehensive understanding of advanced concepts used in preservation and packaging for product storage involves:
- comparing and contrasting preservation and packaging techniques for a product in a national environment
discussing why labelling is legally required and how labelling for marketing is used in a national environment.
- Preservation techniques may include but are not limited to: freeze drying, heat sterilisation, decreasing water activity, ultra violet irradiation, vacuum packing, and fermenting.
- Packaging techniques may include but are not limited to: coextruded barrier films, gable-top cartons, PET bottles, bag in box, cans and retort pouches, cardboard cartons, pallets, bulk packaging, and intermediate bulk containers.
- Types of decay include but are not limited: microbiological growth, separation, loss of colour, loss or gain of moisture, loss of viability, loss of nutritional content, quality loss due to enzymatic action, vibration, and shock and crushing during transport and handling.
- National environments refer to a sequence of locations and transport modes within a country. For example, a carton of biscuits that moves through a supply chain from factory through retail outlet to end user.
- Legal labelling requirements may include but are not limited to the standards required to meet national regulations eg Australian and New Zealand Food Standards.
- Marketing requirements for packaging and labelling may include but are not limited to: product recognition, brand name and communication of product values and image, and promotion of product claims and point of difference (eg eco, heart tick).
Question answered
by Cheryl Pym
on 2011/10/07
Q: Still confused about key attributes! I hear about 'functional attributes' and 'physical attributes'. I used to think that 'performance specifications' took care of everything. I think that it is difficult for some students to grasp these concepts. Please explain these in terms which I will be able to put across to my student, using 3D examples.
A: 'Functional attributes' refers to those characteristics that describe what a product (technological outcome) ‘does’ or ‘how it is to function’. Examples of functional attributes for a potato peeler could include attributes such as: able to peel a potato, able to be washed in a dishwasher, blade swivels.
‘Physical attributes’ describe what the product ‘looks like’, feels like, smells like etc. For example in the case of a potato peeler physical attributes could include: shaped to look like a potato, handle soft and spongy.
Each of these (functional attributes and physical attributes) can be refined into specifications that define the physical and/or functional requirements of the outcome in terms that allow them to be measured (i.e. enable a technological outcome’s ‘fitness for purpose’ to be determined). In the case of a potato peeler specifications focused on function could be: peel thickness removed from the potato to be between 1.2 -1.5mm; blade to swivel 90 degrees. Examples of specifications that describe the physical requirements of a potato peeler could be: handle made from sky blue or lime green PVC; blade made from T304 stainless steel.
Question answered
by Cliff Harwood
on 2011/09/12
Q: What are the fundamental differences between the following standards at level 1 - 1.60 basic procedures and 1.61 basic concepts?
A: AS1.60 is focused on assessing a student’s competency in ‘using’ basic procedures (see EN5 for explanation) to implement a processing operation that enables a specified product to be produced.
EN1.61 on the other hand assesses student understandings of the basic concepts that enable processing to occur.
Examples of assessment resources for each of these standards can be found at: http://legacy.tki.org.nz/e/community/ncea/tech-lvl1.php.
Question answered
by Cliff Harwood
on 2011/09/12
Q: Can the Technology Level 2 standards be released in early November once the seniors have left school so that teachers can use this time to plan assessments for next year?
A: The Ministry will be publishing Final Draft versions of the Level 2 standards on the TKI website by 30 September 2011. This is to allow schools to plan their courses with confidence that the standards will not be significantly changed after this date. As with all processes, until the standards are finally registered, they must be published as drafts.
Question answered
by Nigel Hill (Team Leader, Secondary Outcomes
CTL Design -
Ministry of Education)
on 2011/09/05
Q: Could I please have some information and a definition of key attributes?
A: Attributes describe the physical and functional nature of a technological outcome. 'Key' attributes are those which are considered 'important' when describing a technological outcome. For example, 'key' attributes for a potato peeler may refer to the peeler being small enough to be comfortably held in your hand and/or able to peel potatoes. An attribute that is not considered 'key' for a potato peeler however could be colourful.
When attributes become more specified they are call 'specifications'. Specifications define the requirements of the physical and functional nature of the outcome in a way that is measurable. For example, specifications for a potato peeler would state the precise measurement of the length, width and depth (ie overall shape (profile) of the peeler), define the thickness of the peel that is to be removed by the peeler, state the material(s) it will be made out of etc.
Question answered
by Cliff Harwood
on 2011/09/02
Q: What is the status of the Teaching and Learning Guides published on TKI at the moment?
A: These Draft Guides were initially put up for consultation and are presently being redrafted on the basis of feedback to be published on TKI in final form in November.
Question answered
on 2011/08/18 3
Q: Can we use the Level 1 Alternative assessment schedules this year ?
Question answered
on 2011/08/18 2
Q: What professional support will be available to technology teachers in 2012 ?
Question answered
on 2011/08/18 1
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