Tech Practice at level 7

Lesley PearceNational Facilitator Technology

Team Solutions Auckland Universitywww.technologyts.wikispaces.com

Aim

• Aim: to identify an issue through exploring the given context through comprehensive exploration and critical analysis

Subject literacyContext Issue Needs and opportunities

Overall focus A specific subset of the context that will allow a student to identify a need or opportunity

Need: identifies requirement of a person, group or environmentOpportunity: “identified possibility for a person, group or environment

A need or opportunity is identified within an issue and sits within a context

Attributes Specifications Stakeholders

Descriptive aspects of the physical and functional nature of a technological outcome

The requirements of the physical and functional nature of the outcome in a way that is measurable

Any individuals or groups who have a vested interest in the technological development or technological outcome.

Possible contexts

Guiding students to exploring the issue and identifying an issue

Evaluation tools eg:• PMI• Camper• Swot/SWOB anaylsis• What if questions?• Ryans Thinkers Keys

Chosen context:

• In groups discuss a range of issues that could be identified/explored from the context. Record all ideas.

Strategy: Discuss issues from a given image

Explore chosen issue For example:• Homeless/displaced people living on the streets Explore the issue Talk to City Mission• Food poisoning due to lack of knowledge and control over temperatures in

the summer months• Swimming pool safety• Protection from insect bites/weather• Extending the daylight hours in the outdoor environment• Outdoor furniture that is multi functional• Storage for camping• Promoting an outdoor event • Cultural relationships with environment• Nature based tourism

Issue selected

Outdoor living in an urban environment

Teachers need to check: • Is it connected to the context?• Can needs and opportunities be developed?• Can it be managed within the boundaries of

available resources?

Identify needs and opportunitiesFrom reading/talking to others…• problems of sedentary living and obesity among

children and adults• active transport, sport, recreational activity and

playing in the park• urban planning that is concerned with public

health, a sustainable environment, cost-effectiveness, social cohesion and the creation of a people-friendly, attractive city

Continued…• Solar lighting• Container gardening for small spaces• SeatingJustify chosen need……

Conceptual statement

Aim: • Establish a conceptual statement that justifies the

nature of the outcome • why such an outcome should be developed• reference to the issue it is addressingQuestions?• What is the nature of the outcome?• Why should it be developed? – refer to the chosen

issue

Literacy• Literacy development – using linking words to provide justifications.

• Encourage students to use linking language, such as:• as a result of...• because...• therefore... • I have discovered…• The key stakeholders are…• From surveying… I discovered….• My issue is…..

Students critically analyse each other’s developed conceptual statements to ensure that it is robust and can be justified.

Example – conceptual statementIssue: Outdoor living in an urban environment• I read an article about how city dwellers do not relax in outdoor spaces.

They have balconies but they are not enticed to sit out on them.• I found that an urban complex is far removed from past generations

quarter acre. Today in cities people choose to live in apartments or town houses with little or no gardens. Balconies are often sterile and lack any enticement for people to sit out and enjoy the outside. It is important that city dwellers connect to the outdoors.

• The main purpose of a patio/balcony is to have a place to relax and entertain, plants help to create this environment. Even non-gardeners consider their patios an extension of their home.

• I spoke to my fathers friend who owns a city apartment (see photos and interview) and……

Exploring identified need

• Inner city living -environment• Lack of gardens• Green vista• Lack of space – for leisure activities• Window or container garden• How to link inside with outside• Entertaining

Consultation with client/stakeholders

• on-site consultation - discussed what was wanted, share ideas and getting a feeling of individual style

• check balcony outlook and other elements and consider complimenting any existing elements of the interior style

• Discuss budget• Take photos & measurements

Exploring environment• Check lease agreements• Safety/weight limitations of balcony – 60 pounds per square feet• Consider micro climate/position to North• When does it get direct sun• Will plants gets natural light/rain water• Stakeholders opnions

Attributes

• General description of the physical and functional nature of the proposed technological outcome

Brainstorm attributes

• Physical and functional aspects

AttributesAttributes Justification

Refer to: stakeholder feedback, nature of the outcome required to address the need/opportunity, consideration of the environment where to be situated, resources available

Idea generationAnalysis of existing outcomes:evaluate in terms of materials, feasibility etc

Problems identified

• Shade. Trees beyond the balcony can shade the plants. Other close by buildings can block light. Artificial light?

• Debris. Trees can drop leaves or pinecones onto the balcony floor. Birdseed is a real mess, but can become a burden if you cannot easily sweep the balcony. Cleaning?

• Lack of space. If there is no garage, bicycles and gardening equipment must be stored on the balcony. Some balconies are smaller than others. Storage?

• Exposure to wind• Pots drying out

Confirming specifications

• Specifications develop after functional modelling

• So link AO Brief development with AO Outcome Development and Evaluation

Conceptual design NZC level 7• Generate design ideas that are informed by

research and the critical analysis of existing outcomes

• Develop design ideas for outcomes that are justified as feasible with evidence gained through functional modelling

• Undertake functional modelling to provide evidence for fitness for purpose

• Critically analyse evaluative practices used when functionally modelling

Freehand sketching

Testing aesthetics, what will fit where

Sketching

Get stakeholder feedback

Drawings define the thoughts that otherwise might never be realised

Floor plans – what is being tested?

Reflections on existing designsStakeholder feedback:

Plants and pots on the balcony take up too much space and the water on the balcony stains as it settles under the pot.Keeping the floor free of debris is one of the maintenance chores for balcony container gardeners.

Research Aha moment!

lack of floor space answer is to plant vertically

Direction-Balcony hanging pots

Existing ideas:Can this be improved?Think: leverage, increase leverage by making it deeperforces – rails work on side forces these would increase down forcesMake it wider greater load sharing

Further sketching

Dimensions - Weight?

• Water – heaviest thing to go into the container. 20 litres = 20 kg

• Use water in container to test• Write up results

Consider railing brackets

• shape and size of the balcony railing will often determine the type of bracket to use

Test structural aspects and load bearingStakeholder feedback

Idea development

This to this ……….Lateral thinking

Model-making and Hands-on Experimentation

I hear and I forget. I see and I remember. I do and I understand.-Confucius (551 BC - 479 BC)

Testing ideas through functional modelling

…a means of evaluating and refining one or more specific aspects of the designStakeholder feedback

Types of design models:• Gesture model • Conceptual Model • Structural model • Ergonomic model • Mechanical model • Mass model • Geometric model (delineating product geometry) • Appearance model • Finished prototype

Concept plan

• The desires and ideas are discussed and reviewed with stakeholders

• Scaled computer generated plan• All factors of the balcony are considered to

fully maximise every opportunity, creating an illusion of space and depth while linking the indoors and outdoors

Computer sketching

Critically analyse evaluative practices

• Used for functional modelling to inform own functional modelling

Functional modelling by Dyson

Sketch 3D card model Breadboard model performance

Foam model tested ergonomics and aesthetics

MDF model tests operation -action of various catches

Resin cast model test – visual appearance

Type of functional modelling Can be used to test/refine/evaluate

Sketches aesthetics

Card modelling

CAD

Communicating final conceptual design

• Orthographic• Scaled model• Computer model• Written descriptions• Details of materials• Assembly instructions

Test/refine material sizes

Specifications• Use stakeholder feedback, nature of the outcome, how will it address the need or

opportunity, consider the environment it is to be situated, resources available• Justify the specifications• Student checklist:• Do the specifications consider...• stakeholder feedback?• the nature of the outcome?• the need/opportunity?• the environment where the Technological Outcome will be developed?• the environment where the Technological Outcome will be placed?• the resources required to develop a Technological Outcome and demonstrate its

fitness for purpose?• Communicate specifications that allow an outcome to be evaluated as fit for

purpose• Students in pairs clarifying their specifications.

Focus on answering questions • How do the specifications address the need or

opportunity?• Has the students specifications considered

stakeholder feedback?• Has the environment where the outcome will be

developed been considered?• Has the outcome’s intended environment been

considered?• Do the specifications consider available

resources?

SpecificationsSpecifications Justification

In terms of stakeholder feedbackNature of the outcome required to address the need or opportunityConsideration of the environment in which the outcome will be situatedResources available

Assessment

• 2.1 Undertake brief development to address an issue 4 credits internal

• 2.3 Develop a conceptual design for an outcome 6 credits internal

Success rubricI have evidence of the followingI have evidence that I explored the context: outdoor living I have evidence that I selected an issue that is related to the context to explore I have evidence that I researched/explored the chosen issue I have evidence how I identified a need or opportunity

I have evidence that I explored the physical and social environmentI have evidence that I am reflecting key stakeholders opinions

Testing outcome insitu

Alternative

Take it one stage further….

NZ Best Design

• Apartment Garden Ecosystem Nancy Wang

Advanced skills

• Advanced concepts related to products made from resistant or textile materials refer to knowledge of how and why techniques are brought together to achieve features of quality crafting and knowledge of safe practice across school and industry settings. Advanced procedures related to working with resistant and textile materials refer to the scheduling of techniques to achieve required features.

• Advanced concepts in structures refers to understandings

related to how forces act in members of pin jointed structures and in machines refers to understanding lifting machines and the relationships between efficiency and safety.