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  1. List three good aspects of your invention: List three weak aspects of your invention.
  2. What would you do differently if you had to design this invention and make it again?
  3. How do you feel about your invention when you compare it with those of the rest of the class?
  4. Make a 3-D drawing (in colour and with labels) of your final product.

Assessment

Learning Outcomes (LOs)

LO 1

TECHNOLOGICAL PROCESSES AND SKILLS

The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies

Assessment Standards(ASs)

We know this when the learner:

1.1 finds out about the background context when given a problem, need or opportunity, and lists the advantages and disadvantages that a technological solution might bring to people and the environment;

1.2 finds out about existing products relevant to a problem, need or opportunity, and identifies and compares their design aspects (e.g. who it is for, what it is for, what it looks like, what it is made of, how well it works, whether it will affect the environment);

1.3 performs, where appropriate, scientific investigations about concepts relevant to a problem, need or opportunity using science process skills;

1.4 writes or communicates a design brief for the development of a product related to a given problem, need or opportunity that clarifies the technological purposes of the solution;

1.5 suggests and records at least two alternative solutions to the problem, need or opportunity that link clearly to the design brief and to given specifications and constraints (e.g. people, purpose, safety, environmental impact, appearance);

1.7 develops plans that detail the making steps, including drawings and sketches that help to clarify the plans;

1.8 chooses and uses suitable tools to make products by measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen materials;

1.9 works efficiently and safely;

1.10 evaluates the product according to the design brief and given specifications and constraints (e.g. people, purpose, environmental impact, safety, appearance), and suggests improvements and modifications if necessary;

1.11 evaluates the plan of action followed and suggests improvements and modifications if necessary;

1.12 draws appropriate sketches (e.g. labelled two-dimensional drawings of ideas, enhanced drawings of final solutions and drawings showing measurements) to communicate different information appropriately and effectively.

Memorandum

Assignment 1

The amount of trouble that learners took to find the various possible solutions to the problem is evaluated.

Assignment 2

Check whether the required components for a circuit had been included in the learner’s final choice.

The limitations for the prototype are the minimum components that could be used to supply the cheapest possible circuit. However, encourage learners to be original and creative.

(b) It is important that the learners are able to represent the circuit in a scientific way.

(c) It is important that learners experiment with their circuits in order to find the positive and negative aspects of each.

Parallel

At the switch

  1. Encourage learners to be creative and original when designing a mount for the circuit. Given the maximum size, encourage learners to make the mount as compact and practical as possible. This is what the teacher will be looking for during the assessment.

Assignment 3

(a) Check whether the specifications of the mount in the sketch agree with the real product.

(b) Consumable items are materials, so you can expect as answers paint, Koki pens, a variety of boxes, cardboard, etc.

(c) Tools are reusable items, so you can expect answers like scissors, a hammer, paintbrushes, pliers, etc.

(d) for the circuit – connect, join up, attach, place, hammer, press, slide, mount, drive, etc.

for the mount – clip, cut, fold, bend, paste, attach, place, colour in, staple, etc.

(g) Evaluate each learner’s originality and creativity.

(h) The materials and the tools that were used are now used together with the actions to give a step by step description of how the circuit and mount were made.

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Source:  OpenStax, Technology grade 6. OpenStax CNX. Sep 08, 2009 Download for free at http://cnx.org/content/col11005/1.1
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