The Technological Knowledge Strand Explanatory Papers Updated May 2010
Technological Systems
Possible learning experiences
Senior Secondary (Years 11-13)
Possible learning experiences
The learning experiences suggested below have been provided to support teachers as they develop their understanding of the Technological Systems component of Technological Knowledge, and how this understanding could be reflected in student achievement at various levels. There is no expectation that these would form the basis of any specific unit of work in technology. The learning experiences have been written in such a way as to support student learning across a range of levels. This stance reflects the majority of classrooms where it is expected that students will demonstrate a range of levels of achievement.
As part of student involvement in the development of an electronic game, they could focus on developing understandings associated with micro-controllers. Undertaking product analysis of a number of everyday appliances allows students to begin to explore the nature of the transformation processes occurring within what was previously the system black box when viewing the appliance as a product. Once these processes are understood, students can practice writing software that would allow for these processes to occur. Exploring a range of components (such as real-time clocks, micro-controllers, pulse-width-modulation blocks, motors, etc.) and the interfaces between them allows students to build up their systems knowledge related to subsystems, redundancy, and reliability that will support their design decisions for the development of their own game.
Students achieving at level 4 could be expected to:
- explain how the fitness for purpose of a particular appliance was enhanced through the use of a micro-controller; and
- communicate, using specialised language and drawings, system-related details to support their development of a feasible and acceptable electronic game.
Students achieving at level 5 could be expected to:
- explain the specialised transformation processes occurring within components that serve as subsystems within an appliance; and
- discuss how electronic interfaces support the integration of subsystems in the development and maintenance of systems.
Students achieving at level 6 could be expected to:
- explain how multiple sub-systems allow for the development of systems with additional features;
- describe examples of how micro-controllers allow for self-regulation to occur within a system.
Students achieving at level 7 could be expected to:
- explain how reliability was enhanced through the design, development, and maintenance of a particular technological system; and
- discuss examples of designed redundancy and explain why it was deemed necessary to enhance user safety.
Students achieving at level 8 could be expected to:
- explain the impact of energy efficiency and fail-safe on the operational parameters of systems used in familiar appliances; and
- explain the operating parameters of an appliance and the implications of these for its design and ongoing maintenance requirements.
