Technology HOD/HOF Workshop “Asking The Right Questions” May 16 th 2011

Students must be given guidance to develop the skills to ask the right questions. This will provide a body of knowledge robust enough to produce evidence to compare, contrast and synthesize.

AREA-SPECIFIC STANDARDS 3.6 External Explain knowledge that underpins a biotechnology outcome Explain knowledge that underpins an electronics and control technology outcome Explain knowledge that underpins a food technology outcome Explain knowledge that underpins an information and communication technology outcome Explain knowledge that underpins a materials technology outcome Explain knowledge that underpins a structures and/or mechanisms technology outcome

Examples of evidence include: Research findings and their analysis Testing done by the professional technologist to establish the suitability of potential outcomes Photographs of outcomes, such as mock-ups, prototypes etc Illustrations (e.g. computer graphics, design sketches and drawings, photographs, video clips) CDs or other digital media Evidence gathered about the knowledge used by the professional technologist to underpin the development of their technological outcomes.

What is required for evidence Students who used resources from Techlink and the Internet and then researched for further information and knowledge were mostly successful in achieving this set of standards. Many students use set questionnaires or templates to gather evidence of underpinning technological knowledge. 0ften, they did not analyse how this knowledge was used to develop and implement a specific outcome. This did not allow them to meet the criteria for Achievement. Care must be taken in the construction of questionnaires to allow students to access the appropriate and relevant information =technology&view=reports&level=03

Explain knowledge that underpins…….. Knowledge that underpins the development of an existing technological outcome includes such things as: knowledge of the key resources (including such things as people, time, components, and materials) that have been used knowledge of codes of practice, codes of ethics, and legislation knowledge from other disciplines, e.g. science, social science, arts, maths, graphics etc techniques and procedures used to develop and implement the technological outcome.

Briefly look through the Tech Link case study on “The Big Chill”. Using the A3 “Fish Diagram” as a reference, think about the knowledge that underpinned the development of the Crush Pac yoghurt container. You may want to high light relevant information. On the fish diagram high light the areas you consider relevant to the development of the technological outcome identified. Write the questions on the fish diagram under the appropriate heading. Use the case study and Crush Pac website to find as many answers to questions as possible Formatting the right questions..

Were there any questions you were unable to answer by using the case study and the website as evidence? Why do you think this happened?

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Comparing and Contrasting Knowledge that Supported the Development of the Technological Outcome. KnowledgeTechnologist A Paul Adams Technologist B Kerry Johnson KEY RESOURCES People Time Components Materials KEY TECHNIQUES Testing Measuring Processing Evaluating Communication Finishing

Comparing and Contrasting Knowledge that Supported the Development of the Technological Outcome. Differences Technologist A Differences Technologist B SIMILARITIES

Sentence Starters Argument I think that …………………………………because……………………The reasons for my thinking are ………….. So …………………Another reason is Because…………………………………… These (facts / arguments / ideas) show that……………………………….. Comparison Although…………………………..and………………………..are different e.g.……………………………. They are alike in some interesting ways. For example they both…………………………………………………… They are also similar in………………………………………The …………………………….is the same as……………………………The……………………………… resembles………………………… Finally they both……………………………………………………… Contrast Although……………………… and……………………..are both………………they are different in many ways. (One)……………………..has……………………….whilst………………………has………………………………….. They are also different in that………………………………………………………….. Enumerate I found……………………..interesting for several reasons. I discovered that………………………. I also learnt………………………………………It was interesting that………………………………….. Finally…………………………………As you can see……………………………………….. Another way they are unalike is………………………………………Finally……………………………….

Explain Here are differing explanations as to why (how, what, when etc.)………………..One explanation is that………………………….The evidence for this is……………………An alternative explanation is…………………….This explanation is based on……………………………………. Explain I want to explain why……………………….There are several reasons for this. The chief reason is……………………..Another reason is…………………….A further reason is…………………….So now you can see why…………………………… Recount Although I already knew that…………………..I have learnt some new facts. I learnt that………..I also learnt that……………Another fact I learnt……………………However the most interesting thing I learnt was……………………. Recount Before I began this topic I thought that ……………But when I read about it I found out that ……….I also learnt that ……………Furthermore I learnt that…………….Finally I learnt that…………. Sequence To begin with…………… Next……………. Then………………. After that……………… Finally………………………

Useful conjunctions when writing comparisons however whereas in other respects on the contrary elsewhere on the other hand in that respect but and neither even though differs from in spite of on the other hand nevertheless rather instead also alternately as well while although

How Did the Knowledge, Skills, Ideas, and Methods Advance the Technologists Practice Key Resources People: The knowledge gained from other people was considerable for Technologist A. There were several reasons for this Knowledge from experts on firing schedules and processes eliminated excess waste of materials Feedback from stakeholders when trialing meant new specifications evolved through out the process. On the other hand Technologist B differs to Technologist A as he did did not communicate with people at all to gain process knowledge Technologist B was an experienced glass artist and had many years of prior knowledge However, there were similarities, both communicated with stakeholders through out the process to gain feed back to inform the decision making process. In conclusion, knowledge gained from people is important in the development of the outcome for both technologists as it ensures the outcome meets the needs of the stakeholders. However it was more important for Technologist A as she was new to glass production and needed process knowledge. The consequences of this were she did not waste a lot of time and resources e.g. glass and firing time

Achievement Standard 91051: 1.8 Internal 4 credits Demonstrate understanding of how different disciplines influence a technological outcome Task 1 You will present a report about the development of Soulo wines. Your report will focus on the knowledge and practices from different disciplines, the collaboration that occurred and the impact that this had on the development of the outcome. You will need to identify people from different disciplines who were involved in the development of Soulo wines and describe their role (practice) Indentify the knowledge and practices that were drawn from these disciplines in the development. Discuss how these people brought together different knowledge bases and practices and the impact of this collaboration on the development of Soulo wine.

Look at a promotional product e.g Soulo’s Car Discuss the product in terms of Target market. The message being communicated. The choice of product to communicate the message. The effectiveness of this communication and its appropriateness for the target market The people involved and their role in the development of the promotional product e.g the advertising agency, the graphic designer, the production team

Writing Your Report Introduce the campaign and the product with the promotional message. Identify the people (disciplines) who have been involved and the roles that they play in the development of the promotional product. Explain the different knowledge and practices from a range of disciplines that the people bring. Discuss how the collaboration of this knowledge and the practice has impacted on the promotional product. Include photographs where relevant.