3.6 Explain knowledge that underpins a …….. outcome

3.6 Explain knowledge that underpins a …….. outcome.

• 90678 Bio tech• 90680 Electronic and Control• 90682 Food Tech• 90684 ICT• 90686 Materials• 90688 Structures and Mechanisms

Steps

• Select the professional technologist(s) and identify outcome they developed

• Explain/discuss knowledge that underpinned the development of identified outcome - procedural and conceptual, link directly to standard entered for

• Explain/discuss how knowledge and the way it was used supported the development of the outcome (for merit and excellence)

Step 1Who is the professional technologist?

Food Technologist Grace Ling brief was: formulate a gluten-free cookie that tastes just as moist, rich and delicious as the company's other cookies

What is the outcome?

Knowledge that guides development could be from the use of….

• Key resources (people, time, software, materials, components)

• Knowledge of materials (fitness for purpose, availability, costing, sustainability, transformation)

• Key procedures (use of jigs and templates, functional modelling, tests in-situ)

• Key techniques (measuring, testing, processing, evaluating, communication, evaluating, finishing)

• Knowledge from other disciplines• Codes of practice• Codes of ethics, legislation

Activity

• Choose one of the following case studies:• Secure Couture, Furnware or Gluten Free

Cookies• On worksheet identify the knowledge that

underpinned the development of the technological outcome

• What information is missing, where could this be accessed from?

Sentence enablers

• Technologist A would have understood that…this would have led him to …

• In order to proceed technologist A had to know…

• Through testing… the technologist had to make a decision….

Question for Analysing• Which events could not have happened?• If. ..happened, what might the ending have been?• How is...similar to...?• What do you see as other possible outcomes?• Why did...changes occur?• Can you explain what must have happened when...?• What are some or the problems of...?• Can you distinguish between...?• What were some of the motives behind..?• What was the turning point?• What was the problem with...?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

Assessors Report 2010

Achieved

Achieved with Merit

Achieved with Excellence

Additional Notes

Technology Scholarship Performance Standard

• present a written reflective report based on their experiences in developing a technological outcome(s) along with a supporting portfolio. A portfolio is an organised collection of evidence of a candidate undertaking technological practice.

• Candidate's submissions including the report should not exceed 60 A4 pages.

• It is suggested that the written reflective report be no longer than 3000 words.

Report

• Report can be written or digitally presented DVD, CD, on line website, digital diary)

• Graphic, audio, video, and/or digital media may be included and should be used to enhance or illustrate aspects of students' experiences shown in the report.

Students technological practice

• Authentic issue for a real client• Interact with a diverse range of stakeholders

(also practicing technologists from a range of contexts)

• Explain, justify own practice to resolve issue

Solving complex problems

• Allows students to extend and challenge their thinking

• Allows them to seek a broader range of information to guide their own thinking and enhance their practice

• From 2010 Scholarship report: http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-technology/

Successful scholarship students demonstrated the following:

• Portfolio of work plus reflective report• Authentic issue and context are explored

thoroughly• Key and wider stakeholders identified and

interacted with• Location is thoroughly analysed• Their tech practice throughout is critical

analysed

• Brief and specifications continually tested to justify tech outcome has potential to resolve defined issue

• Critically reflected on the practices of others and how this informed their development

• Clearly documented own tech practice eg:– Functional modelling undertaken to test and trail

design ideas– Reasons for conducting tests– Implications of the testing on development of

ideas

• Credible and valid evidence:– Photographs, explanations, findings from

testing/trialling design ideas, development of tech outcome through tech modelling

• Tested prototype in situ that it was fit for purpose, or if not gave reasons why it was not and gave suggestions for improvements

• Reflective report gave a logical justification for tech practice undertaken

Terms explained

A range of technological experiences may include

• undertaking technological practice to develop technological outcomes

• developing and critiquing case studies• debating technological issues• undertaking observations• using technology• generating new knowledge.

Complexities of a situation…

• In identifying and exploring the complexities of a situation, students will identify, analyse and integrate multiple variables, some of which conflict. Variables include such things as:

• stakeholder issues• organisation and management issues• resource issues.

That of others

• With reference to that of others requires students to inform their own practice by analysing and critiquing the practice of other technologists, including their peers, within a range of contexts.

Scholarship thinking

Synthesis and integration and Critical reflection

• Synthesis and integration refer to the ability to bring together knowledge, skills, ideas and methods from different sources to advance one’s practice

• Critical reflection requires students to undertake a comprehensive analysis that evaluates information, understandings and practices that affect the development of technological outcomes.

• Putting new information together to make predictions or solve problems

• Seamlessly bringing together parts / ideas to form a coherent whole

Synthesise and Critically Analyse

1. demonstrate that they can synthesise and critically analyse their technological experiences

2. explain the complexities of a situation(s) that has been identified and explored in the development of a technological outcome(s) through undertaking technological practice

3. provide justifications for the technological practices they used to develop a technological outcome(s), as well as evidence of the technological outcome(s) itself

In short…

• Synthesis and integration of knowledge, skills, ideas and methods into their technological practice.

• Justification of the technological practice undertaken.

• Critical reflection of the information, understandings and practices that affected the development of their technological outcome(s).

Behaviour words

ComposeCombineDesignPerform

WriteHypothesiseInfer

PredictPlanReconstruct

ImproveProduceDesign

ModifyFormulateDocument

ProposeArrangeConstruct

Synthesise Questions

• How does the data support…?• What predictions / generalisations can you

make based on the data?• How would you investigate…?• How would you improve…?• What are possible solutions…?• Make connections between…

Continued…

• Breaking material or concepts into parts• Distinguish relevant from irrelevant• Organise – determine how elements fit or

function within a structure• Find coherence• Use information to identify motives or causes

and to draw conclusions

Behaviour words

CategoriseCritiqueDebate

DifferentiateDiscussDistinguish

IdentifyCompare & contrastSummarise

DeduceResearchOutline

StructureIntegrateAttribute

Distinguish

Analyse Questions• How does…apply?• Why does…work?• How does…relate to…?• How would you group / classify?• How would you solve…?• List the parts of…?• What comparisons can you make between methods, results or

solutions…?• What / where are the contrasts in…?• What factors contribute to…?• Explain what / how…?• Interpret facts and ideas

Evaluate Questions• Is there a better solution to...?• Judge the value of... What do you think about...?• Can you defend your position about...?• Do you think...is a good or bad thing?• How would you have handled...?• What changes to.. would you recommend?• Do you believe...? How would you feel if. ..?• How effective are. ..?• What are the consequences..?• What influence will....have on our lives?• What are the pros and cons of....?• Why is ....of value? • What are the alternatives?• Who will gain & who will loose?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Elegance

• Elegance refers to such attributes as: ingenuity, simplicity, polish, and optimisation.

RAK

Originality

• Originality refers to attributes such as: inventiveness,

innovation, and unconventionality.

SCAMPER (Michael Pohl)

S = Substitute Who else instead? What else instead? Can we substitute an ingredient, another material, another process, other power sources?

• Can we substitute – this in another place or this approach with a different one?

• Can we turn it backwards, upside down, inside out?

•

C = Combine

• Can we combine different materials, units or modules, uses or purposes, concepts or ideas?

• Can you design a…to…?• Can you see a possible solution to….?• What would happen if….?• How many ways can you…?• Can you develop a proposal which would…?

A = Adapt

• Can we adapt this to be like some other object, idea, thing from the past? What could I copy and use elsewhere?

• Who could I emulate?

M = Modify

• Change or exaggerate something – a new twist, change colour, change sound, shape, direction, smell, motion, different meaning.

P = Put to another use

• New or novel ways to use it as it is; what else can it be used for if modified, what else can it be adapted for if modified?

Magnify

• – what might be added or increased? – time, height, value, frequency, length, extra ingredients, strength, thickness

• Minify – what might be reduced or subtracted? – make something smaller, lower, split it up, streamline it, understate something, miniature, leave something out

E = Eliminate

• What may be left out altogether; what parts are not required; what quality can be eliminated?

R = Reverse

• -reverse roles? Transpose positive and negative? Can components be interchanged? Is there another pattern, design, layout, sequence? Can we change pace, schedule, direction, viewpoint?

Assessment Schedule

3 distinct pieces of evidence is looked for1.synthesis and integration of technological

experiences in bringing together knowledge skills, ideas and methods to allow their technological outcome(s) to be realised

2.how the complexities of the situation3.Reflection on information gained from others

practice(s) to assist own understandings and practice

Demonstrated some synthesis and integration of technological experiences in bringing together knowledge skills, ideas and methods to allow their technological outcome(s) to be realised. (2 marks

Demonstrated synthesis and integration of technological experiences in bringing together knowledge skills, ideas and methods to allow their technological outcome(s) to be realised. (4 marks

Explained how some of the complexities of the situation(s) have been identified and explored Explained why the outcome(s) address the problem(s). (2 marks

Explained how the complexities of the situation(s) have been identified and explored. Justified why the outcome(s) address the problem(s)orjustified the technological practice undertaken. (4 marks)

Some reflection on information or understandings or practice(s) that were used to inform the development of their technological outcome. (1 marks) Some reflection on information, understandings and practice(s) of others that were used to inform the development of their technological outcome. (2 marks

Demonstrated synthesis and integration of technological experiences in bringing together knowledge skills, ideas and methods to allow their technological outcome(s) to be realised. Demonstrated: - elegance in terms of ingenuity, simplicity, optimisation and polish of their technological practice and its resulting outcome(s)or- originality in terms of inventiveness, innovation and elements of unconventionality in the technological practice they undertake and its resulting outcome(s). (6 marks)

Explained how the complexities of the situation(s) have been identified and explored Justified the technological practice undertaken and why the outcome(s) address the problem(s). (6 marks)

Reflected on information, understandings and practice(s) of others that were used to inform the development of their technological outcome. (4 marks)

Critically reflected on information, understandings and practice(s) of others, that were used to inform the development of their technological outcome. (6 marks)

Demonstrated synthesis and integration of technological experiences in bringing together knowledge skills, ideas and methods to allow their technological outcome(s) to be realised. Demonstrated: elegance in terms of ingenuity, simplicity, optimisation and polish of their technological practice and its resulting outcome(s) - originality in terms of inventiveness, innovation and elements of unconventionality in the technological practice they undertake and its resulting outcome(s). (8 marks

Explained how the complexities of the situation(s) have been identified and explored. Justified comprehensively the technological practice undertaken and why the outcome(s) address the problem(s). (8 marks)

Critically reflected on information, understandings and the practice(s) of others, across a range of contexts, that were used to inform the development of their technological outcome.

(8 marks