Bikkie Time
The Bikkie Time unit (divided into session blocks)
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| 13. Prototype Development | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| Purchase Test – to see if product is consumer suitable to evaluate against brief. Each group makes a batch of biscuits according to developed flow process which may include colour tests, ingredient, time, temperature checks. It may be important to do this more than once to get the multi– unit batch production process as correct as possible. Brief specifications can be revised if necessary after the final decision has been made. Encourage students to record how Prototype Development went. Write evaluative comments about what they learnt from doing this activity. Presentation of Final Prototype Class activity Design questions suitable for survey to test suitability of prototype. – to target market /focus groups/key stakeholders . Survey should be written in a simple way with clear questions to gain information. Questions may include: • Whether people would buy the cookie; • What much would they be prepared to pay for the cookie? Students to carry out surveys using sample biscuits made in multi-unit batch production trial. Gather in survey and analyse them in class. Decision Time Is the biscuit outcome ready for commercialization i.e. ready to be made for a school event? Encourage students to record how Presentation of Final Prototype went. Write evaluative comments about what they learnt from doing this activity. |
Principles Inclusion – Students feel included and valued in their individual participation within the group and class environments for a common goal. Key Competencies Relating to others – Give students the opportunity to work effectively together to develop a quality marketable outcome. Using language symbols and text – Give students the opportunity to confidently read and interpret recipes to develop quality outcomes. Introduce students to the use of flow sheeting in developing a system for a multi-unit batch production process for a biscuit outcome. Participating and contributing – Give students the opportunity to feel part of a common goal; to understand roles and responsibilities; to contribute appropriately as a group member; to understand that the success and/ or failure of the outcome will affect everyone involved. Values Community and participation for the common good – The whole class should to be involved and feel part of the process and have ownership of the final outcome. Integrity – Involving students being responsible, accountable and act ethically within group/s and class activities; during the manufacturing process; and within the stakeholder/ market environment. Excellence – To encourage students to aim high and to persevere in the face of difficulties in developing a quality outcome fit for purpose. Context specific knowledge and skills • Develop, test and carry out a multi-unit batch production process for a biscuit outcome to ensure quality assurance – same quality product every time. • Work together as a class to develop a product which is of a marketable quality through multi-unit batch production. Components of Technology Outcome development and evaluation: • develop a marketable biscuit prototype through idea generation, modelling, stakeholder feedback, and use the information gained to select and develop the biscuit outcome that best addresses the specifications. • As a class, produce and trial a biscuit prototype of the outcome. Technological systems – to understand that control mechanisms can work in ways to enhance the fitness for purpose of technological systems by maximising the desired outputs and minimising the undesirable outputs. Also to understand that interfaces between subsystems have an important role in enabling the technological system to work effectively as a whole. Planning for practice – class planning with opportunities to use a variety of planning tools to manage resources and to reflect and revise for ongoing planning at key progress points. |
Equipment for biscuit making including mixing bowls, flat baking sheets, baking paper, hand-held electric beaters, airtight storage containers Ingredients for biscuit making – consider bulk buying from local foods wholesaler, eg, chocolate chips Final recipe and multi-unit batch production process Develop a survey to suit purchase test questions |
• Trial a developed production process in multi-unit batch production to deliver a quality assured outcome. • Demonstrate an understanding of the safe use of equipment, hygienic handling of ingredients and test samples and ethical practices in food production to meet codes of practice. • Who will take on which roles in the multi-unit batch production? Assessment Strategies focussing on Learning Links: Teacher conversations with class/group/individual: • To encourage excellence. • Do our stakeholders wish us to continue with multi-unit batch manufacture to meet the opportunity? • Can we manufacture and market our developed product? • Will we implement the final product within intended situation? • Will promotion, packaging and labelling be addressed? Who will do this? • Can/should/do we need to carry out a cost analysis? Is it profitable for fundraising? Assessment Strategy Portfolio evidence |
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