Achievement Objective
Students will:
- Understand how different forms of functional modelling are used to explore possibilities and to justify decision making and how prototyping can be used to justify refinement of technological outcomes.
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Achievement Objective
Students will:
- Understand that materials can be formed, manipulated, and/or transformed to enhance the fitness for purpose of a technological product.
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Achievement Objective
Students will:
- Understand how technological systems employ control to allow for the transformation of inputs to outputs.
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Teacher Guidance
To support students to develop understanding of technological modelling at level 4, teachers could:
- provide students with the opportunity to explore how using different media influences the type of information that can be gathered
- provide students with the opportunity to discuss how different possibilities can be explored through functional modelling of design concepts and prototyping in order to make socially acceptable as well technically feasible decisions
- guide students to examine examples of functional modelling practices to identify how these were used to explore possibilities and gather different types of information to justify design decisions
- guide students to examine examples of prototyping and identify how information from these were used to justify the fitness for purpose of technological outcomes or to identify the need for further development. Examples should include the modelling practices of technologists and should include instances where refinements to the prototype were required to meet specifications.
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Teacher Guidance
To support students to develop understanding of technological products at level 4, teachers could:
- provide students with the opportunity to discuss what is meant by materials being formed, manipulated and transformed. Forming refers to bringing two or more materials together to formulate a new material resulting in a different overall composition and structure to that of the original materials. This results in different performance properties. For example: mixing flour, water and salt to make dough; mixing wood fibres, resin and wax to make MDF; glass fibre and a polymer resin combined to form fiberglass or fibre reinforced polymer (FRP). Manipulating materials refers to 'working' existing materials in ways that do not change their properties as their composition and structure is not altered. For example: cutting; moulding; bending; jointing; gluing; painting. Transforming refers to changing the structure of an existing material to change some of its properties, but in terms of its composition, it remains the same material. For example: felting; beating an egg white; steaming timber to soften its fibres and allow it to be manipulated (bent) ;
- guide students to understand that for materials to be selected for use in a technological product, their particular performance properties must align with the desired specifications of that product;
- guide students to recognise that during the development of a product, specifications are established that will require the manipulation, and in some cases, transformation and formation, of materials;
- provide students with a variety of technological products to explore and guide students to identify examples of when materials needed to be manipulated, transformed and/or formed to enable material linked specifications of the product to be met and contribute to the product's fitness for purpose;
- provide students with a scenario outlining technical and acceptability specifications for a product and support them to explore and research materials to determine what material would be suitable and how they could be manipulated and/or transformed to meet product specifications;
- support students to communicate material related details effectively. Material related details include such things as what materials would be feasible and how they would need to be formulated, manipulated and/or transformed. Effective communication uses specialised language and symbols.
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Teacher Guidance
To support students to develop understanding of technological systems at level 4, teachers could:
- provide students with the opportunity to investigate a range of technological systems and guide them to identify how transformation processes are controlled;
- support students to understand that control mechanisms can function to enhance the fitness for purpose of technological systems by maximising the desired outputs and minimising the undesirable outputs;
- provide students with a scenario outlining technical and acceptability specifications for a system and support them to explore and research components and connectivity factors to determine what components would be suitable and how they could be connected to meet system specifications;
- support students to communicate system related details effectively. System related details include such things as what components would be feasible, layout requirements, and how they would need to be connected. Effective communication uses specialised language and symbols.
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Indicators
Students can:
- explain how functional modelling and prototyping allows for consideration of both what 'can' be done and what 'should' be done when making decisions
- discuss examples to illustrate how particular functional models were used to gather specific information about the suitability of design concepts
- identify information that has been gathered from functional models about the suitability of design concepts and describe how this information was used
- describe examples to illustrate how prototypes were tested to evaluate a technological outcome's fitness for purpose
- identify information that has been gathered from prototyping and describe how this information was used.
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Indicators
Students can:
- describe examples to illustrate how the manipulation of materials contributed to a product's fitness for purpose;
- describe examples to illustrate how the transformation of materials contributed to a product's fitness for purpose;
- describe examples to illustrate how the formulation of new materials contributed to a product's fitness for purpose;
- communicate, using specialised language and drawings, material related details that would allow others to create a product that meets both technical and acceptability specifications.
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Indicators
Students can:
- explain how transformation processes within a system are controlled;
- describe examples to illustrate how the fitness for purpose of technological systems can be enhanced by the use of control mechanisms;
- communicate, using specialised language and drawings, system related details that would allow others to create a system that meets both technical and acceptability specifications.
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