Technological Modelling 3.5

1. Technological Modelling3.5 Demonstrate understanding of how technological modelling supports technological development Beth McCrystal Technology Facilitator

2. Aims for this session • to develop understanding of how technological modelling supports technological development and implementation

3. Mock-ups

5. Megan’s Chariot

8. Taste testing

9. Curriculum Level 8 requires students to understand: Technological Modelling Achievement Objective Students will: Understand the role of technological modelling as a key part of technological development, justifying its importance on moral, ethical, sustainable, cultural, political, economic, and historical grounds. http://www.techlink.org.nz/curriculum-support/indicators/index.htm Indicators Students can: • explain the role of technological modelling in making informed, responsive and defensible design and development decisions • explain the role of technological modelling in making informed, responsive and defensible manufacturing decisions • discuss examples to illustrate a range of technological modelling practices that have been undertaken in situations with competing and contestable factors • critique examples of technological modelling practices in terms of how well they address underpinning factors.

10. Step-ups 1.5 Demonstrate understanding of how technological modelling supports decision-making • Risk mentioned at excellence • Evidence obtained from different forms of modelling 2.5 Demonstrate understanding of how technological modelling supports risk management • All about why different forms of modelling are used to manage risk at A,M,E • Why different forms of modelling are used with different stakeholder groups 3.5 Demonstrate how technological modelling supports technological development and implementation • Understanding the role technological modelling has in making informed and defensible decisions • Analysis of technological modelling practices used to address a range of competing and/or contesting factors • Critical analysis of the role technological modelling has had in the development and implementation of an outcome

11. Activity 1 • In groups 3-4 people • Look at A.S. 3.5 - what are your initial thoughts on this standard? - what pre-teaching students might students require around this standard?

12. Teaching and Learning • What do students need to know in order to be successful?

13. Step ups in terms of teaching and learning could be: • Explain why different people accept different types of evidence as valid and how this impacts on technological modelling • Discuss examples to illustrate why the status of evidence gained from technological modelling might change across contexts • Explain the role of technological modelling in ascertaining and mitigating risk • Describe examples to illustrate the strengths and weaknesses of tech modelling for risk mitigation

14. Achievement • Demonstrate understanding of how technological modelling supports technological developmentand implementation involves: • explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcome • explaining how prototyping is used to inform decisions for implementation of a technological outcome.

15. Is Vocabulary instruction worth spending time on? • Students need to know words and terms in order to develop language and in-depth thinking. • All students need planned opportunities to learn, use and practice, (in authentic contexts) the specialist vocabulary that is vital for academic success. "The important thing is not WHAT you say, but HOW you say it." JesúsCanca

16. Definitions – dictionary • Competing – strive for superiority, try hard, to strive against another or others to attain a goal • Contesting – debate, dispute, challenge, compete, the best Activity 2 • Look at the diagrams - what modelling might have been used - what could have been competing and/or contestable factors

17. Key Words • Go back to the standard. • What is the key vocab? Activity 3 • Definitions • How many definitions can can you write down in 5 minutes?

18. Vocabulary strategies • Vocabulary jumble • Concept circles • Vocab squares (picture, synonym, antonym, definition) • Word clusters • Guardian of the word • Before and after reading grid • Picture dictation • List, group, label • Clines • Word games • Word and definition barrier activity • Pair definitions

19. Product Failures • One way of introducing students to competing and/or contestable factors is to look at brand failures. • As you read the article ask yourself –what are the competing/contestable factors the technologist had to deal with? • Discuss with group – how could these have informed the decisions that were made?

20. Corfam – competing/contestable? • Synthetic substitute – is it superior? How? • Non-animal resources – ethics, sustainability, why is this important? • 47% market women – • Not flexible vs comfort – contesting factor so should they have continued? • Throwaway pair - sustainability, is this ethical

21. Implications for teaching/learning programmes • Explain critical role functional modelling in allowing informed decisions • Identifying competing and/or contestable factors that needed to be addressed • Explaining defensible decisions & how modelling supported decisions made

22. How can we do this…… • Develop a range of questions that will help students gather the evidence required. Activity 5 • Using the key messages and AS 3.5 • Prepare a range of questions that could be used in a writing frame to: - help scaffold students to gather information - write their report