[ExamplesKeys]
0=0
1=1
2=2
3=3
4=4
5=5
6=6
7=7
8=8
9=9
[ExampleList]
0=The Six Thinking Hats exercise was developed by Edward De Bono developed to extend and direct thinking.   Each hat encourages thinking from different points of view.  It helps students explore or revisit key ideas.~OtherFiles\six thinking hats.doc
1=PMI allows students to explore different points of view and provides a framework for exploration of an issue.  It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc
2=Photograph of job
3=Design folio (on evaluation)
4=Demonstrate different cutting methods.
5=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information.
[ContextVariable]
0=CO2 Dragster
[OutcomeIniFilesVar]
0=techproc.ini
1=materials.ini
2=information.ini
3=systems.ini
4=
5=
6=
7=
8=
9=
10=
11=
12=
13=
14=
15=
16=
17=
18=
19=
20=
[Title]
0=CO2 DRAGSTER
[Author]
0=A. Mitchell
[Date]
0=25/11/2004
[YearGroup]
0=8
[Context]
0=CO2 Dragster
[Duration]
0=15hrs
[TaskDescription]
0=CO2 DRAGSTER
1=
2=Introduction
3=Each year a competition is held for students throughout the State of W.A to design and produce a race vehicle powered by a standard CO2 cartridge.   Specifications of wheel size, body length, axle size and cartridge position are given by the organizers of the contest.
4=The vehicles will be raced against each other over a 20m distance with tensioned fishing line to act as a guide. A ‘firing’ device will be used to start the vehicles simultaneously.
5=
6=Brief
7=Design a vehicle (that conforms to the specifications) to travel a distance of 20m in the fastest time possible using the power provided by a single standard CO2 cartridge.
8=
9=Constraints: apart from the car specifications as set out by the contest organisers, students will work within the following bounds;
10=Material - cars will be limited to what can be made from a standard block of pine (or balsa) 12" x 3" x 2"..
11=Wheels - these will be restricted to a standard manufactured plastic set.
12=Tools - the only hand tools allowed will be rasps, files and coping saws.
13=- the only machines allowed will be the drill press, spindle sander and linisher.
14=
15=Investigations
16=Before commencing your design there may be some things you will need to investigate. Identify what these may be and record the information you collect. Some things you may need to investigate might include:
17=
18=•	Existing solutions - i.e. examples of CO2 Dragsters made by other students.
19=•	Aerodynamic properties of race cars - i.e. why is Ferrari the fastest car on the track?
20=•	Safety in the workshop - i.e. how not to injure yourself and others.
21=
22=All information from your investigations will be recorded in your Design e-folio including the addresses of any relevant web sites and the titles/authors/publishers of other resources such as books, magazines, etc.
23=  
24=Solutions
25=When designing, there are usually many solutions to a problem. Explore as many possibilities as you can. Think of all the different variations that the design could take on.
26=Using simple drawing techniques, sketch a number of different possible solutions. Write a sentence for each sketch explaining what aerodynamic feature(s) you have included.  
27=
28=
29=Possible Ideas
30=The sketches are to be scanned into your e-folio. Comments to be typed in using text boxes or "call outs" if you want to be really cool.
31=
32=Final Solution
33=Produce a colour rendered drawing of your final idea to a scale of 1:1 on the drawing template provided.
34=
35=Testing & Evaluation
36=An important aspect of all design is the evaluation of your project in which you judge how well you worked and how well your dragster works. This is where you test the car to see how well it performs and if it conforms to the contest specifications. Write down the test results, comment on the good points of your design, any problems there are with the design, any difficulties you had with the making of the car, mistakes you made and how it could be improved to make it go faster and/or look better.
37=
38=
39=Evaluation
40=An important aspect of all design is the evaluation of your project. In your own words, write down the good points of your design, any problems with the design, any difficulties with the making and how it could be improved.
41=
42=Make use of your Manufacturing Journal, your evaluation should directly relate to events and directions taken during the manufacture and designing stages.
43=A suggestion might be to categories your evaluation to address issues referred to in your journal.
[RestrictOutcome]
0=1
[TargetOutcome1]
0=3
[OutcomeDetail1]
0=Uses an understanding of the relationship between aesthetics and social and environmental effects when generating and communicating designs, both graphically and through models; plans and achieves production, making safe and efficient use of resources; and evaluates whether criteria relating to functional and aesthetic criteria were met.



[GeneralOutcome1]
0=Students apply an understanding of how attitudes towards technology, its development and use are influenced, when they pursue and realise opportunities through the development and application of innovative strategies. They apply a technology process and appropriate technology skills to create or modify technologies to meet human needs.
[Aspect01Title]
0=Investigating
[Aspect01Detail]
0=Examines and identifies key design features, including aesthetic features, and environmental effects of products, systems, processes, services and environments.
[Aspect01Tag]
0=1
[Aspect01PointerNot]
0=Observe a number technological products, identifying key features of design, how they operate in normal working conditions and their appeal.
1=Identify the uses made of shape and form in the design of a technological product and relate this knowledge to own design when considering such things as function, comfort and impact.
2=Identify different situations in which a technological product can be used.  Consider short and long term effects of using the product.
3=Explore the impact of a technological product within its operational environment.
4=Examine a range of commercially-available products, such as personal, household or recreational articles, to identify the distinguishing features; the sources of the ideas, the target consumer group and assess the impact of the design on the user and others.
5=Examines the interaction of technologies.
6=Observe a number technological products, identifying key features of design, how they operate in normal working conditions and their appeal.
7=Identify the uses made of shape and form in the design of a technological product and relate this knowledge to own design when considering such things as function, comfort and impact.
8=Understands how technologies are appropriate.
9=Able to identify key features and aesthetics of woodworking machinery and be able to safely operate
10=Identify the uses made of shape and form in the design of a technological product and relate this knowledge to own design when considering such things as function, comfort and impact.
11=Understands how technologies are appropriate.
[Aspect01PointerIn]
0=study a number of existing CO2 Dragsters, identifying aerodynamic and other features of design, how the design features might affect the vehicle’s performance and/or aesthetic appeal.
1=Identify how the study of aerodynamics as applied to racing cars has been used in the design of public road vehicles. Consider the advantages and/or disadvantages of the use of this technology in this application.
2=Identify the most and least aerodynamic shapes in the design of CO2 Dragsters and relate this knowledge to own design when considering its performance.
[ExampleFile01]
0=tppointers1-3.ini
[Aspect01Examples]
0=PMI allows students to explore different points of view and provides a framework for exploration of an issue.  It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc
1=Q Matrix encourages effective questioning and divergent thinking. This is a great tool to use to improve questioning when students are asking questions about peer’s news or reports.~OtherFiles\q matrix.doc
2=Venn Diagram allows students to compare and contrast between two objects, topics,… etc. it can used with words, pictures and can be done physically in hoops with card clusters for students to cater for learning styles.~OtherFiles\venn diagram.doc
3=BDA allows the teacher to have a clear understanding of what the students already know (Before), what strategies they are going to use (During), and how will students show understanding of the concept (After). It is also used from the student perspective of understanding a new project or topic within the classroom.~OtherFiles\bda explanation.doc
4=Evidence/folio work book. – articles, ideas sketch, report~OtherFiles\paired interview.doc
5=Sketches/notes, photo copies, ideas.
6=Student must be actively involved in demonstrating verbally and notationally an understand of topic.
7=Able to produce a design brief for a furniture project that considers the following – aesthetics and environmental effects of product.
8=Investigate safety featuers necessary for a toy for a child under 5 years of age
9=Investigate the shape and form of drag cars
10=Investigate traction.
[ChosenExamples01]
0=Search for, find and paste pictures of existing CO2 Dragsters into the Investigation section of an e-folio. PMI to analyse their aerodynamic design principals.
1=Research (Webquest) Technology in Society component.
[Aspect02Title]
0=Devising
[Aspect02Detail]
0=Generates designs that take into account some social and environmental implications and communicates using a range of graphical representations, models and technical terms.
[Aspect02Tag]
0=2
[Aspect02PointerNot]
0=Experiment and model a variety of designs to create specific effects recognising the need to test different considerations, evaluating their effectiveness in meeting the intended requirement of the product.
1=Select from available materials when demonstrating and modelling ideas, citing possible problems and how to overcome them.
2=Experiment with a range of processes and other resources, considering constraints such as time, costs, skills or access.
3=Generate ideas and using appropriately labelled sketches, making use of technical language, taking account of safety and health implications.
4=Use of key elements appropriate to the theme of the design, the target group and the intended use of the product, considering aspects such as line, balance, symmetry and texture when developing and preparing the design.
5=Uses a range of graphic skills to generate a design.
6=Experiment and model a variety of designs to create specific effects recognising the need to test different considerations, evaluating their effectiveness in meeting the intended requirement of the product.
7=Evaluate the range of options available when developing a design proposal for the manufacture of a technological product.
8=Modify, revise and refine possible Dragster shapes to produce sketches of a workable final design.
9=Draw a full size scale template of the final dragster design.
[Aspect02PointerIn]
0=Using basic graphical skills generate a number of alternative Dragster shapes based on aerodynamic principles.
1=Annotate/label sketches describing aerodynamic and/or other features using appropriate technical terminology.
2=Modify, revise and refine possible Dragster shapes to produce sketches of a workable final design.
3=Draw a full size scale template of the final dragster design.
[ExampleFile02]
0=tppointers2-3.ini
[Aspect02Examples]
0=BAR is a useful strategy for generating new or alternative ideas. A simple version of a SCAMPER.~OtherFiles\bar.doc
1=Hot Potato is a rapidly moving exercise which keeps interest and participation levels maximised.  It is great for brainstorming topics/concepts and cooperative group work.~OtherFiles\hot potato.doc
2=KWL exercise helps activate the student’s prior knowledge before exploring a topic, concept, investigation…etc. It allows students to link new knowledge with experiences and emotions. This helps the student to recall new learning.  It also helps the teacher to assess how much learning has occurred.~OtherFiles\kwl.doc
3=Scamper is a useful strategy for generating new or alternative ideas.~OtherFiles\scamper.doc
4=Graffiti exercise allows students to brainstorm their prior knowledge about a concept/topic which about to be explored. It allows for divergent thinking and each person’s input is equal and valued.~OtherFiles\graffiti.doc
5=Handout sheet on different materials with pros and cons.   Student needs to verbalise or write selection and reasons for.
6=Worksheets to prompt and create diverse ideas.
7=Make a prototype of the mechanism
8=Model 3D through graphical aids the mechanism e.g. ProDesk top + C.A.D.
9=Research via questionnaires- potential customer enquiry regarding proposed product.
[ChosenExamples02]
0=Brainstorm ideas on paper. Scan sketches into e-folio. Use BAR strategy to improve and develop best ideas.
1=Draw to scale top and side views of Dragster shape on A3 standard template.
[Aspect03Title]
0=Producing
[Aspect03Detail]
0=Plans and carries out the steps of production processes, making safe and efficient use of resources.
[Aspect03Tag]
0=3
[Aspect03PointerNot]
0=Produce a manufacturing plan, listing the steps in making the product, the required materials; approximate costs; a production time plan; and appropriate tools to ensure construction proceeds smoothly and safely
1=Organised resources, such as materials in order to maximize efficiency
2=Plans & produces a product with safety effective use of resources.
3=Use efficient, safe and appropriate work practices to produce their product, using the production plan developed from the working drawing
4=Produce a manufacturing plan, listing the steps in making the product, the required materials; approximate costs; a production time plan; and appropriate tools to ensure construction proceeds smoothly and safely
5=Plans & produces a product with safety effective use of resources.
6=Produces a product with safety to their own specifications.
7=Organised resources, such as materials in order to maximize efficiency
[Aspect03PointerIn]
0=Demonstrate the safe and effective use of hand and machine cutting tools (coping saw, rasps, files, band saw, linisher, spindle sander) in the cutting, forming and shaping of the model.
1=Correctly identify and name the use of tools and equipment used in the construction of the model.
2=Demonstrate an ability to independently and correctly follow the steps of a production process.
3=Produce the model to an acceptable degree of finish largely free of defects and blemishes.
4=Demonstrate good workshop practice by consistently acting responsibly and replacing tools and equipment in racks.
[ExampleFile03]
0=tppointers3-3.ini
[Aspect03Examples]
0=Card Cluster activity is Useful for collating ideas in small groups. Teaches students how to classify, categorise and organise ideas.~OtherFiles\card cluster.doc
1=Action Plans Provide a focus for group planning. Develops cooperative skills.~OtherFiles\action plans.doc
[ChosenExamples03]
0=Manufacture - applying skills and knowledge aquired from feeder task.
1=Worksheet on tools and equipment.
[Aspect04Title]
0=Evaluating
[Aspect04Detail]
0=Examines and identifies key design features, including aesthetic features, and environmental effects of products, systems, processes, services and environments.
[Aspect04Tag]
0=4
[Aspect04PointerNot]
0=Describe and give reasons for any changes made in the process of getting from their original design to the produced product, analysing the efficiency of processes and products used and evaluating the extent to which the product is suitable for the intended use.
1=Examine the contribution of each member of the production team, noting the impact of any difficulties that may have arisen.
2=Trial the product to see how well it meets the design criteria related to efficiency and effectiveness, appearance, and impact.
3=Identify and give reasons for changes made at any stage of the designing and making process to either the design or to the final product.
4=Compare the finished product with the original design plans, noting difficulties that arose during production that contributed to changes in processes and results.  Discuss how these experiences would be used when undertaking similar work.
5=Assess to see if there are any aspects they could improve
6=Evaluate against the design criteria how well the product meets the needs of all intended users.
7=Describe and give reasons for any changes made in the process of getting from their original design to the produced product, analysing the efficiency of processes and products used and evaluating the extent to which the product is suitable for the intended use.
8=Trial the product to see how well it meets the design criteria related to efficiency and effectiveness, appearance, and impact.
9=Identify and give reasons for changes made at any stage of the designing and making process to either the design or to the final product.
10=Compare the finished product with the original design plans, noting difficulties that arose during production that contributed to changes in processes and results.  Discuss how these experiences would be used when undertaking similar work.
11=Assess to see if there are any aspects they could improve
12=Identify and give reasons for changes made at any stage of the designing and making process to either the design or to the final product.
13=Compare the finished product with the original design plans, noting difficulties that arose during production that contributed to changes in processes and results.  Discuss how these experiences would be used when undertaking similar work.
14=Assess to see if there are any aspects they could improve
[Aspect04PointerIn]
0=Assess the Dragster to determine if it conforms to design specifications and test the car to determine its performance. List any discrepancies from specifications and record the test results.
1=Compare the finished product with the original design plans; Identify any changes made and the reasons why. Note down any difficulties encountered with the making of the Dragster and what, if any, mistakes were made.
2=Comment on the good points of the design as well as any problems with the design. Discuss how the model could be improved to make it go faster and/or look better.
3=Self-evaluation: Analyse own performance during the Technology Process. Comment on which parts were completed well and which parts needed more work. Note problems encountered and reasons why.
4=Compare the finished product with the original design plans, noting difficulties that arose during production that contributed to changes in processes and results.  Discuss how these experiences would be used when undertaking similar work.
5=Assess to see if there are any aspects they could improve
[ExampleFile04]
0=tppointers4-3.ini
[Aspect04Examples]
0=The Six Thinking Hats exercise was developed by Edward De Bono developed to extend and direct thinking.   Each hat encourages thinking from different points of view.  It helps students explore or revisit key ideas.~OtherFiles\six thinking hats.doc
1=PMI allows students to explore different points of view and provides a framework for exploration of an issue.  It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc
2=Photograph of job
3=Design folio (on evaluation)
[ChosenExamples04]
0=Digital photograph of finished model scanned into e-folio.
1=Evaluation question and answer form in e-folio.
[TargetOutcome2]
0=3
[OutcomeDetail2]
0=Considers the need to relate the properties of materials to the requirements of own design, including consideration of functional and aesthetic factors and environmental effects; and selects appropriate equipment and processes to work materials carefully and safely to achieve intended solutions.









[GeneralOutcome2]
0=Students use appropriate technology skills when selecting and using materials which are appropriate to achieving intended solutions to meet a technology need.
[Aspect11Title]
0=The Nature of Materials
[Aspect11Detail]
0=Understands that the properties of materials need to be related to the requirements of own design.
[Aspect11Tag]
0=1
[Aspect11PointerNot]
0=Relate properties of a material to a task.
1=Select materials considering properties.
2=Select materials by considering specific properties which enhance the function.
3=Choose materials suited to the purpose of different components establishing how the properties of the materials contribute to safety, appearance and movement and minimise the effect on the environment.
4=Examine different materials, identifying some properties of each that will enhance appearance and minimise environmental impact.
5=Relate properties of a material to a task.
[Aspect11PointerIn]
0=Study the properties of Pine, Balsa and Jarrah and determine which would be the best material to use for the production of the CO2 Dragster.
[ExampleFile11]
0=matpointers1-3.ini
[Aspect11Examples]
0=A Card Cluster exercise is Useful for collating ideas in small groups.  Teaches students how to classify, categorise and organise ideas.~OtherFiles\card cluster.doc
1=An Action Plan provides a focus for group planning.  Develops cooperative skills.~OtherFiles\action plan.doc
2=Have a variety of materials for student to select from –galvanised steel, plain mild steel sheet, copper, brass, aluminium
3=Show costing of different materials
4=Students justify their selection – based on end task of their model eg.For aesthetic reasons a student might use brass/copper for a small bowl.
[ChosenExamples11]
0=Information sheet with questions.
1=And/or
2=Students experiment with examples of the materials using a variety of forming tools and techniques.
[Aspect12Title]
0=The Techniques Associated with Materials
[Aspect12Detail]
0=Selects and safely uses techniques and equipment for working materials to the requirements of own design.
[Aspect12Tag]
0=2
[Aspect12PointerNot]
0=Selects materials required and uses techniques and equipment correctly.
1=Select and safely use equipment to alter the shape and form of resistant materials to produce a technological product.
2=Select techniques and equipment for preparing, working and finishing materials that improve the appearance and minimise any undesirable effects of the surface of their chosen project.
3=Select and safely use equipment to alter the shape and form of resistant materials to produce a technological product.
4=Select techniques and equipment for preparing, working and finishing materials that improve the appearance and minimise any undesirable effects of the surface of their chosen project.
[Aspect12PointerIn]
0=Independently select and safely use the appropriate hand and machine tools to alter the shape and form of a pine wood block to produce the CO2 Dragster.
1=Independently select and use the correct techniques and equipment for finishing pine wood to improve the appearance of the car and render its surface safe to use.
[ExampleFile12]
0=matpointers2-3.ini
[Aspect12Examples]
0=Jigsaw provides structure for group work discussion. Maximises engagement and participation.  Gives each student responsibilities.~OtherFiles\jigsaw.doc
1=PMI allows students to explore different points of view and provides a framework for exploration of an issue.  It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc
2=Student correctly follows safety rules for the workshop and for the machines they are using.
3=Demonstrate different clamping methods.
4=Demonstrate different cutting methods.
[ChosenExamples12]
0=Students manufacture the CO2 Dragster using a range of appropriate forming and shaping tools and techniques as demonstrated by the teacher.
1=Students complete a model which has agreed aesthetic appeal and is safe to use as a children's toy.
[TargetOutcome3]
0=3
[OutcomeDetail3]
0=Relates an understanding that information has meaning when it is developed for a purpose to the selection and use of various techniques to gather, send, receive, store and transmit information and create information products.







[GeneralOutcome3]
0=Students design, adapt, use and present information that is appropriate to achieving solutions to technology challenges.
[Aspect21Title]
0=The Nature of Information
[Aspect21Detail]
0=Understands that information is used, created, constructed, stored and transmitted in different ways giving it purpose and meaning.
[Aspect21Tag]
0=1
[Aspect21PointerNot]
0=Consider the most appropriate ways of clearly communicating information from researched information.
1=Examine existing examples of displaying information, identifying different techniques used to convey various types of information, providing reasons for the different techniques chosen.
2=Identify the types of information to be presented, considering alternative methods of improving clarity and meaning.
3=Actually compares the good, bad and interesting aspects of each presentation method.
4=Consider the most appropriate ways of clearly communicating information from researched information.
5=Examine existing examples of displaying information, identifying different techniques used to convey various types of information, providing reasons for the different techniques chosen.
6=Identify the types of information to be presented, considering alternative methods of improving clarity and meaning.
[Aspect21PointerIn]
0=Identify different types of information (e.g. text, sketches, photos, lists, tables, plans) and demonstrate the use of appropriate types to transmit thoughts and ideas of Dragster design.
1=Students identify that information which is necessary for a particular purpose and demonstrate their understanding of the object of the task by including only that information which is relevant.
2=Identify the types of information to be presented, considering alternative methods of improving clarity and meaning.
[ExampleFile21]
0=infopointers1-3.ini
[Aspect21Examples]
0=Through class work and homework students undertake small tasks that allow them to consider the various types of information that can be displayed in a design folio, such as; photocopied/cu-out pictures related to the design task, freehand sketching to put ideas on paper, written notes to explain sketches, material lists, manufacturing plans, digital photos of the finished product, written evaluation. Students then identify the information they will use in their design folio. s research and find 3 different forms and types of information communication for a product and a service. Eg. Product-junk mail, web page, TV advert.  Service - Poster, mail flyer, yellow pages. Students then consider and develop an improved alternative form of communication for either the product or the service.
1=Six Thinking Hats - Edward De Bono developed the thinking hats to extend and direct thinking. Each hat encourages thinking from different points of view.  It helps students explore or revisit key ideas.~OtherFiles\Six Thinking hats.doc
2=Jigsaws - Provides structure for group work discussion. Maximises engagement and participation. Gives each student responsibilities.~OtherFiles\Jigsaws.doc
3=Venn Diagram - Allows students to compare and contrast between two objects, topics,… etc. it can used with words, pictures and can be done physically in hoops with card clusters for students to cater for learning styles.~OtherFiles\Venn Diagram.doc
4=Students research and find 3 different forms and types of information communication for the type of product they are going to make. Product-junk mail, web page, TV advert. Students then consider and develop an improved alternative form of communication for the product.
5=Student must state and or discuss who his audience is and relevant methods with respect to his target audience.
[ChosenExamples21]
0=Students produce a design folio in which various types of information can be displayed, such as; photocopied/cut-out pictures,computer graphics related to the design task; freehand sketching to put ideas on paper; written notes to explain sketches; table of materials; list of instructions; manufacturing plans; digital photos of the finished product; written evaluation. Students use the appropriate type of information required to show their thoughts and ideas in their design folios.
1=Students include relevant information and explain (justify) why they have included it.
[Aspect22Title]
0=The Techniques of Information
[Aspect22Detail]
0=Selects and uses a range of techniques to access, record, store, manipulate and transmit information and create information products.
[Aspect22Tag]
0=2
[Aspect22PointerNot]
0=Select appropriate information from researched information.
1=Decide on an information product selecting from techniques examined and analysed.
2=Select and use techniques to meaningfully record and present information gathered to convey key information.
3=Select appropriate information from researched information.
4=Decide on an information product selecting from techniques examined and analysed.
5=Select and use techniques to meaningfully record and present information gathered to convey key information.
[Aspect22PointerIn]
0=Select and use a variety of techniques to access information (e.g. web site search; library search, books/mags; photocopying; audio/visual; mail/e-mail; interview, personal/telephone) in the production of a design folio.
1=Select and use a variety of techniques to present information (e.g. cut & paste images; text boxes/call-outs for annotations; scanned images; photo editing; pencil/pen sketching; colour rendering; instrument drawing; C.A.D. 2D/3D) in the production of a design folio.
2=Select and use techniques to meaningfully record and present information gathered to convey key information.
[ExampleFile22]
0=infopointers2-3.ini
[Aspect22Examples]
0=Students present solutions to a design problem using a variety of techniques; written explanations, freehand sketches, simple C.A.D.
1=Students create a folio with simple freehand sketches showing their design ideas/solutions, a list of materials used and a digital photo of the finished product.
2=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information.
3=Sample Task - wood~OtherFiles\work examples\Yr9_Wood_ Brief_2004.doc
4=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information.
5=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information.
6=Students present solutions to a design problem using a variety of techniques; written explanations, freehand sketches, simple C.A.D.
7=Students complete an efolio using a template to demonstrate the design process.~GARDEN TOOL folio template.pub
8=Students create a folio with simple freehand sketches showing their design ideas/solutions, a list of materials used and a digital photo of the finished product.
9=Sample task - metal~OtherFiles\work examples\Yr9_Metal_ Brief_2003.doc
10=Students prepare a plan of manufacture for the project they have designed. The plan must include photocopies/scaned images from books for some of the techniques used in the manufacturing process. Ie. Brazing a T butt joint using tube steel.
11=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information.
[ChosenExamples22]
0=Prior to designing the CO2 Dragster, students undertake a web quest (with library search) to access information about vehicle Aerodynamics and present their findings in a digital format. e.g. Power Point presentation or a word document.  
1=
2=Students complete a design e-folio using a standard e-folio template to demonstrate the design process. The students use the techniques of cut & paste; text boxes/call-outs; pencil/pen sketching; colour rendering and scanning of images to present their thoughts and ideas.
[TargetOutcome4]
0=3
[OutcomeDetail4]
0=The student identifies simple cause and effect relationships in systems and explores how human and physical systems affect people and the environment; and uses this understanding to modify and test systems.


[GeneralOutcome4]
0=Students design, adapt and use systems that are appropriate to achieving solutions to technology challenges.
[Aspect31Title]
0=The Nature of Systems
[Aspect31Detail]
0=The student understands that cause and effect relationships occur within systems that are used to fulfil particularly purposes but that these can affect people and the environment in different ways. (Understands)
[Aspect31Tag]
0=1
[Aspect31PointerNot]
0=Identify the types of information to be presented, considering alternative methods of improving clarity and meaning.
1=Examine existing examples of displaying information, identifying different techniques used to convey various types of information, providing reasons for the different techniques chosen.
2=Consider the most appropriate ways of clearly communicating information from researched information.
3=Identify the types of information to be presented, considering the need for modification and presentation to reinforce the key points of their report to increase its suitability for a younger or older audience.
[ExampleFile31]
0=infopointers1-3.ini
[ChosenExamples31]
0=
[Aspect32Title]
0=The use of Systems
[Aspect32Detail]
0=The student devise ways of monitoring and testing the performance of simple linear systems, safely using a range of energy sources, and subjectively evaluate how the system affects people. (Applies understanding)
[Aspect32Tag]
0=2
[Aspect32PointerNot]
0=Select appropriate information from researched information.
1=Decide on an information product selecting from techniques examined and analysed.
2=Select and use techniques to meaningfully record and present information gathered to convey key information.
3=Selects and use techniques for modifying and presenting information to display the concept for a solution to a design problem.
[ExampleFile32]
0=infopointers2-3.ini
[ChosenExamples32]
0=
[Aspect33Title]
0=The Development of Systems
[Aspect33Detail]
0=The student safely constructs simple linear systems for specific purposes taking into consideration the effect on people and the environment. (Practically demonstrates understanding)
[Aspect33Tag]
0=3
[Aspect33PointerNot]
0=Collaborate in refining their organizational system for manufacturing, overcoming problems identified with the stages of planning, sharing and using resources and clearing up
1=Select and use techniques to adapt their system to minimise the impact on intended users, others and the environment when changes to the system designed to assist movement occur intentionally or unintentionally.
[ExampleFile33]
0=syspointers3-3.ini
[ChosenExamples33]
0=
[ChosenCoreValue]
0=0
[CoreValuesSummary1]
0=The pursuit of personal excellence: Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.
[CoreValuesSummary2]
0=
[CoreValuesSummary3]
0=Open learning environment: Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.
[CoreValuesSummary4]
0=
[CoreValuesSummary5]
0=
[ValuesSummaryColor1]
0=-16777211
[ValuesSummaryColor2]
0=-16777201
[ValuesSummaryColor3]
0=-16777201
[ValuesSummaryColor4]
0=-16777201
[ValuesSummaryColor5]
0=-16777201
[OverArchingOut]
0=1
1=0
2=1
3=0
4=0
5=0
6=0
7=0
8=0
9=0
10=0
11=0
12=0