This mini-portfolio is designed to document the key processes involved in planning and implementing a Design and Technology activity. The foundation document used to scaffold this planning is the South Australian Curriculum, Standards and Accountability - PowerPoint PPT Presentation

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This mini-portfolio is designed to document the key processes involved in planning and implementing a Design and Technology activity. The foundation document used to scaffold this planning is the South Australian Curriculum, Standards and Accountability

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pneumatics (via syringes), and. electrical. ... e.g.. pneumatics & levers working together ... incorporates lever, electrical & pneumatics. Humorous, original ... – PowerPoint PPT presentation

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Title: This mini-portfolio is designed to document the key processes involved in planning and implementing a Design and Technology activity. The foundation document used to scaffold this planning is the South Australian Curriculum, Standards and Accountability


1
  • Introduction
  • This mini-portfolio is designed to
    document the key processes involved in planning
    and implementing a Design and Technology
    activity. The foundation document used to
    scaffold this planning is the South Australian
    Curriculum, Standards and Accountability (SACSA)
    Framework.
  • To illustrate each of the strands of
    this Learning Area, correlations will be made to
    an activity. In this example, the activity
    involves the construction of a model that
    demonstrates a system at work. The focus of this
    learning activity will be at a Year 6/7 or Middle
    Years Band level (Standard 3).
  • The final product incorporates three
    working systems
  • levers,
  • pneumatics (via syringes), and
  • electrical.
  • The working model requires little
    instruction for use. It would be suitable for
    demonstrating to teachers and students, the
    operation of all three mechanisms within the
    overall system. (However, it is obvious that the
    electrical system could be omitted without
    impacting on the functionality of the model.)
  • The materials and skills required to
    complete this activity would be suitable for a
    Year 6/7 class with the appropriate scaffolding
    from the teacher. The task may be undertaken
    over a period of weeks, with opportunities to
    discuss the social, ethical, environmental and
    safety issues associated with design and
    technology.

Design Brief A design brief is a
simple document that outlines a specific design
activity. It does not articulate a solution to a
problem, but may communicate specific parameters
or design constraints e.g. budget, materials,
user/audience etc. The design brief should
clearly identify the criteria for success as
they relate to assessment. The following is a
simplified example of the Design Brief associated
with this project. Further discussion of each of
the key strands Critiquing, Designing and Making
will follow.
DESIGN BRIEF FORMATan example CONTEXT Explains
the content and purpose of the activity TASK Provi
des clear instruction about the task or
problem REQUIREMENTS Focuses learning activities,
specifies directions or places limitations CRITIQU
ING Provides direction for examining the four
phases of any technology the intention, the
design, the manifestation, the use/misuse/abuse/di
sposal DESIGNING Describes requirements for
investigating, devising, evaluating, the
trialling of materials, techniques and
communication of ideas and information MAKING Esta
blishes conditions for creating the product,
process or system includes skills, techniques,
materials and responsible resource
management CRITIQUING/EVALUATING Provides
direction for evaluating the product, process or
system against agreed criteria includes
communication of findings and reflecting
on processes used and the outcome
DESIGN BRIEFModel Showing System at
Work CONTEXT A system is a collection of
components that must work interdependently to
achieve a successful outcome. TASK Produce a
model, incorporating at least one working
mechanism from the following technical systems
electrical, hydraulic, pneumatic, geared, pulley
activated or cam driven. REQUIREMENTS Produce a
working model and a mini-portfolio documenting
process for critiquing, designing making the
model. CRITIQUING Investigate various techniques
associated with constructing technical systems.
Integrate recycled materials for materials of
construction. DESIGNING Consider the different
methods of construction including materials.
What do you want the model to do? How will you
achieve it? MAKING Construct the working model
record process. Create a mini-portfolio outlining
the process and how it relates to the SACSA
Framework for Design Technology. CRITIQUING/EVAL
UATING Check your work against the assessment
criteria. Consider whether your model contains
the necessary components to demonstrate a working
system. Explain how your project relates to the
Key Ideas and Learning Outcomes for SACSA.
2
  • Critiquing is about
  • Questioning, identifying, classifying,
    examining and exploring technologies
  • What is it and what does it do? Why was it
    made and who might use it?
  • Does it do what it is meant to do? How does
    it sound/taste/smell/feel /look? What is it
    made from? Does it meet a need or a want?
  • What do I think about it?

Key Idea Students analyse and explain the
design decisions and thinking implicit in
products, processes and systems made by
themselves and others. They develop an initial
understanding of the competitive nature of the
designed and made world. In T KC1 KC2 
Simple levers in action
  • 3.1 After learning about simple machines, the
    learner will be able to
  • Identify various examples of levers in action
  • Investigate how levers can be used to move
    objects by simply pushing or pulling
  • Evidence in the classroom
  • Poster showing examples of levers in action,
  • simple experiments using simple levers.
  • 4.1 Learner will be able to
  • Hypothesise as to why a scissor mechanism might
    be used instead of another type of mechanism
  • List some of the safety considerations required
    when applying a scissor type lever in a design.
  • Evidence in the classroom
  • Class discussion on levers versus other lifting
    systems,
  • List of safety considerations.
  • Safety Considerations
  • stable base
  • pinch points areas where people or objects
    could get trapped.
  • Not too tall so that it topples over
  • Not too top heavy avoid tipping
  • Rate of elevation not too fast dangerous
  • Adequate training in operation
  • Why a scissor lever?
  • suitable for narrow spaces,
  • compact design
  • able to achieve great vertical height
  • Working Technologically
  • Incorporate higher order thinking skills in
    tests and analyses
  • Question, investigate and verbalise accurately
    issues and intentions behind products and
    processes

3
  • Designing is about
  • Exploring, generating and representing ideas and,
  • Documenting and communicating the thinking behind
    the design/ideas using a variety of methods.
  • Will it do what it is supposed to do? Will it
    work? Is it a practical proposition? Will
    what I am proposing do what it is supposed to do?
  • Have I got what I need to make the design? Is
    it appropriate? If I was a grandparent, would I
    buy this for my grandchildren? Who will gain
    and who will lose if this is produced?
  • Inspiration
  • Childrens nursery rhymes
  • Storybooks
  • Cartoons movies, games
  • Images, ideas, internet examples
  • Design brief
  • Simple, compact
  • Humorous original
  • Demonstrates multiple elements e.g.. pneumatics
    levers working together
  • High recycled material content
  • Suitable for Year 6/7 project
  • Research
  • Making models,
  • Websites on models, automata, paper craft,
    simple machines

Key idea 1 Students understand and value the
combining of different design skills in order to
create personal strategies to become better
designers of culturally, environmentally and
socially defensible products, processes and
systems. F In KC6
http//www.karakuri.jp/ny/ http//www.primaryresou
rces.co.uk/dandt/dandt7.htmother_projects http//
automata.co.uk/mainpage.html http//www.teachingid
eas.co.uk/dt/contents.htm
  • 3.2 Learner will be able to
  • Design a model that effectively demonstrates the
    function of a scissor lever in lifting or moving
    an object
  • Generate a design that is simple to use and
    incorporates at least one other technical element
    e.g. Pneumatics, electrics
  • Design a product that has a high recycled
    material content.
  • Evidence in the classroom
  • Produces thumbnail sketches in the process of
    designing model
  • Identifies opportunities for incorporating
    recycled materials.

Key Idea 2 Students use a full range of
communication skills and techniques in the design
field, including information and communication
technologies, to document and communicate
effectively their design thinking, ideas and
proposals. T C KC2 KC7 
  • 3.3 Learner will be able to
  • Keep a scrapbook of ideas that helps to narrate
    the life cycle of their design including
    challenges and possible solutions.

Working Technologically Being creative
Considering possible solutions Developing
independence Building on others thinking/
comments
4
  • Making is about
  • Developing skills and knowledge about equipment,
    tools and techniques
  • Understanding material characteristics and how
    they determine the material use and
  • Developing procedures that enable safe work and
    responsible resource management.

Key Idea 1 Students demonstrate skills in
creating products, processes and systems that
achieve consistent production outcomes. They
apply these skills in enterprising and empowering
ways to personal and group situations. In T
KC4 KC6 
  • 3.4 Learner will be able to
  • successfully construct a working model that
    incorporates a scissor lever and at least one
    other technical element e.g. pneumatic,
    electrical etc.
  • test model and make adjustments where necessary
    to ensure reliable operation,
  • use clamps when drilling.

Key Idea 2 Students apply their knowledge of
the characteristics of materials and equipment
when creating solutions and designing to meet
criteria related to function, aesthetics,
sustainability and production. F In KC3
KC6 
  • 3.5 Learner will be able to
  • choose appropriate materials, included recycled
    materials, to construct a working model based on
    simple levers
  • produce a quality finished product that is easy
    and safe to use.

Key Idea 3Students describe and communicate
principles of good resource management and duty
of care, and integrate them into socially and
environmentally sustainable designing and making
practice. F In C KC2 KC3 
  • Final Product
  • Working model ?
  • incorporates lever, electrical pneumatics ?
  • Humorous, original ?
  • Clearly demonstrates mechanism operation ?
  • Recycled products ?
  • Easy to use ?
  • Reliable operation ?
  • 3.6 Learner will be able to
  • identify and incorporate recycled materials
    into their model construction
  • understand and promote the need for a clean,
    well organised work area.
  • Working Technologically
  • Solving problems Thinking flexibly
    Recording ideas and processes
  • Asking questions Involving trial and error

5
References Department of Education and
Childrens Services, South Australia, 2004, SACSA
Companion Document, R-10 Design Technology
Teaching Resource, viewed 28th August, 2008, lt
lthttp//www.sacsa.sa.edu.au/ATT/7BF51C47E3-B6F3-4
765-83C3-0E27FF5DD9527D/R-10_Design__Tech.pdfgt.
  Department of Education and Childrens
Services, South Australia, 2004, SACSA Framework
Document, Design Technology Middle Years Band,
viewed 28th August, 2008, lt http//www.sacsa.sa.ed
u.au/index_fsrc.asp?tHomegt, pp. 35 59.
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