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AS 3.6 Explain knowledge that underpins a technological outcome .

AS 3.6 Explain knowledge that underpins a technological outcome . . 90684 ICT. Steps. Select the professional technologist(s) and identify outcome they developed

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AS 3.6 Explain knowledge that underpins a technological outcome .

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  1. AS 3.6 Explain knowledge that underpins a technological outcome. • 90684 ICT

  2. 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)

  3. Step 1

  4. 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

  5. Activity • Choose a technological outcome to study. • On worksheet identify the knowledge that underpinned the development of the technological outcome • What information is missing, where could this be accessed from?

  6. 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….

  7. 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)

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