3.6 Explain knowledge that underpins a …….. outcome

3.6 Explain knowledge that underpins a …….. outcome Bio tech Electronic and Control Food Tech ICT Materials 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 1 Who 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: 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 Compose Combine Design Perform Write Hypothesise Infer Predict Plan Reconstruct Improve Produce Design Modify Formulate Document Propose Arrange Construct

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 Categorise Critique Debate Differentiate Discuss Distinguish Identify Compare & contrast Summarise Deduce Research Outline Structure Integrate Attribute 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 for 1.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 situation 3.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) or justified 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