www.DiscoverSkillsBC.ca

Grades 6/7 Technology

Teacher Resource

The Roles of Engineers, Technologists, and Technicians in Prototyping a ProductA Cross-curricular Applied Design, Skills and Technologies and Career Education Module

Introduction:Technology and innovation are reshaping society and influence virtually every aspect of life, from the state of our economy to how we work and play. The technology sector in this province is a key driver of growth for the provincial economy, and has a principal role in the BC Jobs Plan. People who work in the technology sector have aptitudes and skills that contribute to the development of our technological and physical environment. This resource is designed to help youth develop these aptitudes and skills, introduce youth to the importance and variety of our technological world, and connect them to careers and employment opportunities.

This grades 6/7 module incorporates the Career Education and the Applied Design, Skills and Technology curriculum, and a shop class is not required. It is written as a guided inquiry to introduce students to careers in technology using the applied design process, as outlined in the Applied Design, Skills and Technology curriculum.

Although this module provides a guided inquiry for students to prototype a particular product, the same process could be used for any prototyping project.

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The module includes the following Learning Plans:

Learning Plan 1: Introduction to Careers in TechnologyIn this Learning Plan, students research careers in technology, in particular the roles of engineers, technologists and technicians.

Learning Plan 2: Prototyping through problem solving— Shoe Tying ProjectThis Learning Plan has students designing, prototyping, testing, and manufacturing a new piece of technology for people who cannot tie their shoelaces because of old age, lack of dexterity, or infirmity problems.

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Learning Plan 1: Introduction to Careers in TechnologyIn this Learning Plan, students research careers in technology.

Curricular Connections:

Activities:

Career Education

Big Ideas

Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community.

Curricular Competencies

Appreciate the value of new experiences, innovative thinking and risk taking in broadening their career options

Content

problem-solving and decision-making strategies

local and global needs and opportunities

technology in learning and working

Research careers and match interests, skills, strengths and abilities with those careers

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Assessment Ideas:

Self-Assessment

Ask students to provide evidence of the statement: I can recognize my personal preferences, skills, strengths, and abilities and connect them to possible career choices.

After students have shared their findings have them respond to several reflection questions that have them consider what others (friends, family, etc.) feel are their strengths and abilities.

Check students’ “Career in Technology” blackline master for completion.

Rubrics:• Student self-assessment• Teacher evaluation

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Resources: Vocabulary:

Teacher background resources:

What is engineering? Video** (4:17)

Engineer Girl: Several links on what engineers do, the kinds of projects engineers work on, and video interviews with engineers.

What does an engineering technologist do?

Difference between Technician and Technologist

Design Thinking: Lessons for the Classroom

Chart paper

Access to the Internet and the library

Blackline master:Career in Technology

Engineer—a person who designs and oversees the building of technology, machines, or structures. A minimum of four years of study (Degree) is required to become an engineer. Mathematics and science are emphasized

Engineering—the process of designing technology that involves: concept generation, designing, prototyping, testing, and manufacturing new systems and products

Engineering technician—a person who works with equipment, primarily assembling and testing component parts of devices or systems that have been designed by others; usually under direct supervision of an engineer or engineering technologist. Their jobs are in assembly or repair, or in making improvements to technical equipment

Engineering technologist—a person who uses technical skills to support engineering activities. They are typically involved in applied design, product development, manufacturing, product assurance, sales, and program management. Education can be a two-year technology diploma or a four-year bachelor degree

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Resources: Vocabulary:

Rubrics:

Skills, Strengths and Preferences Self-assessment Rubric

Technology—the use of science and engineering to invent useful things, solve problems, and complete tasks

Accessing Prior Knowledge:

Tell students that in this module they will take on the roles of engineers, technologists, and technicians to design, prototype, test, and manufacture a product to solve a ‘real world’ problem.

As a class, come up with a definition of technology. Compare it to the definition provided in the Key Word chart.

Using a KWL chart or another graphic organizer, find out what students know about careers in technology.

If needed, guide students to technology careers such as engineers, technologists, and technicians. Make sure you cover the range of careers (electrical, mechanical, civil, software, computer, etc.). Ask students what more they want to find out about these careers. Make a list of questions they have about careers in technology.

Activity:

In small groups, give students time to discuss some of these questions about careers in technology.

Have individual students or small groups research one career in technology that might be a possible future career for them. Have students explore the website Discover Skills BC and link to the Work BC career profiles for information on careers in technology, or find other information on the Internet or in the library.

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Have each student record the following information on the blackline master “Career in Technology”: job description, salary, training, and if this career in technology matches their interests, skills, strengths, and abilities.

Have groups share their findings with the class. Provide opportunities for students to share their findings in a variety of ways:

• Create a digital book using Book Creator App on the iPad• Create a mind map using chart paper• Create a collaborative Google Slide or Microsoft PowerPoint presentation• Create a short video presentation using iMovie or any digital

recording device• Create a poster using Pic Collage app on the iPad or use paper format

After the presentations have the class complete the final box in the graphic organizer: Do any careers presented by other students match my skills, interests, and abilities? Why or why not?

Have students assess themselves using the “Skills, Strengths and Preferences Self-assessment Rubric”.

Tell the students that in the next activity, they will be using the information they found to help them clarify their ‘jobs’ as engineers, technologists, and technicians.

** Note: Tell students to wear footwear with tie-up laces next class.

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Learning Plan 2: Prototyping through problem solving—Shoe Tying Project

Curricular Connections:

Activities:

ADST (6 and 7)

Big Ideas

Design can be responsive to identified needs.

Complex tasks may require multiple tools and technologies.

Applied Design (6 and 7)

Curricular Competencies

Understanding context• Empathize with potential users

to find issues and uncover needs

Defining• Identify a design issue• Identify key features or potential

users and their requirements• Identify criteria for success and

any constraints

Ideating• Generate potential ideas• Add to others’ ideas• Screen ideas against criteria and

constraints• Evaluate personal, social, and

environmental impacts andethical considerations

• Choose an idea to pursue

Prototype a New Product

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Curricular Connections:

Activities:

Prototyping• Develop a plan that identifies

key stages and resources• Explore and test a variety of

materials for effective use• Construct a first version of

the product or a prototype, asappropriate, making changes totools, materials, and proceduresas needed

• Record iterations of prototyping

Testing• Test the first version of the

product or the prototype• Gather peer and/or user and/or

expert feedback and inspiration• Make changes, troubleshoot,

and test again

Making• Identify and use appropriate

tools, technologies, andmaterials for production

• Make a plan for production thatincludes key stages, and carry itout, making changes as needed

• Use materials in ways thatminimize waste

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Curricular Connections:

Activities:

Sharing• Demonstrate their product• Explain their process, using

appropriate terminology, and provide reasons for their selected solution and modifications

• Reflect on their design thinking and processes

• Evaluate their product against criteria

• Identify how their product contributes to the individual, family, community, and/or environment

• Identify new design issues

Applied Technologies

Curricular Competencies

• Evaluate tools and technologies that are present in their everyday lives

• Identify how technology use can differ depending on culture, economics, access to resources, and social expectations

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Assessment Ideas:

Self-Assessment

Student self-assessment rubrics

Curricular Connections Rubrics

Upon the completion of each activity, have the students complete a student self-assessment rubric

Upon the completion of each activity, evaluate students using the teacher evaluation rubric

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Resources: Vocabulary:

Teacher background resources:

Two pairs of lace-up sneakers or shoes per group (ask students to volunteer)

2 large buttons for each group with at least two holes that laces can fit through OR cardboard disks with holes punched in them

Twist ties

Other materials

Blackline masters:

Career in Technology

Prototype Recording Sheet—two per group: one for Prototype 1.0 and one for Prototype 2.0.

What I know and learned about designing—Student Reflection

Teacher Rubric:

Teacher Evaluation

Student Self-assessment Rubrics:

Concept Generation and Designing

Prototyping

Testing and Manufacturing

Sharing

Concept generation—to develop a concept or idea

Constraint—a limitation or restriction of a design or material

Form—physical shape of an object

Function—the purpose of an object

Prototype—the first version of a model upon which further designs are modeled

Technology—the application of scientific knowledge for practical purposes

Trial—a test of performance

User—the person who uses the prototype/technology

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Accessing Prior Knowledge:

Discuss the research the students conducted in Learning Activity 1. Quickly recap some of the key tasks of engineers, technologists, and technicians.

Have students fill in the “Before you begin designing” sections on the “What I know and learned about designing” blackline master.

Activity 1: Identifying a Problem

Discuss with students the key words for this activity and provide definitions.

As a class, discuss the following questions. You may wish to write answers on the board or chart paper.

• How do people (in the room/around the world) keep shoes on their feet? How does each method keep the shoe from falling off the user’s foot? (Laces / Velcro / flip flop thong / strap around the back / zipper/ buckle / stretchy fabric)

• Why do you use the shoe type you do? Do you use different types for different situations? (Strength, speed of release, fashion, ease of use, breathability, comfort, etc.)

• Why would some methods of attaching be better for some users? (Physical ability, age, access to materials, comfort, style.)

Tell the class that they will be designing, prototyping, testing, and manufacturing a new piece of technology for people who cannot tie their shoelaces because of old age, lack of dexterity, or infirmity problems (i.e., someone with cerebral palsy or ALS).

Have students untie their shoelaces. Have them tie their shoes without using their thumbs. Ask students if it’s easier or harder. How would you feel if you were unable to tie your own shoes because of a physical disability?

Have students fill out the “Identify the Problem” section of their “Prototype Recording Sheet”.

Have students identify the key features and their requirements. (Should be easy to fasten and unfasten without using thumbs, inexpensive, fashionable, etc.)

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Have students fill out the “Constraints” section of their “Prototype Recording Sheet”. (Shoe must be able to loosen so the shoe can be removed. Should not impede the function of the shoe. Should tighten around the wearer’s foot so it won’t fall off.)

Activity 2: Concept Generation and Designing

Tell students they will take on the job of engineers. Ask the class to review the main jobs/tasks of an engineer (designing and conceptualizing technology).

Have students work in small groups of three to four to brainstorm different prototypes that will solve the problem of how to tighten a sneaker around a user’s foot without having to tie laces. Encourage students to create a number of annotated ideation sketches.

Guide students how to actively listen to each other’s ideas and ask probing questions: Why did you choose_______? Why is that important? Have you thought about________?

After 10–15 minutes of discussion, bring the students back together and have groups report out on their ideas. Model the questioning process and refining of ideas for the class by asking the same probing questions above. List on the board the potential options that the students may not have thought of, such as:

• Twist ties, buttons, toggles and loops, extra straps, tape, wrapping laces around hooks or buttons, rubber bands, rods through loops (as in pin and barrel hinges)

Have students select two ideas to prototype and test and fill in the “Materials / Resources” section of the “Prototype Recording Sheet”.

Have students complete the “Concept Generation and Designing Self-assessment Rubric”.

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Activity 3: Prototyping

Tell students they will take on the role of technologists and will be developing a prototype of the engineered design. Ask the class to review the main tasks / jobs of a technologist (use technical skills to support engineering projects, involved in product development, manufacturing, etc.).

Have students prototype their own designs using available materials or have the class follow the instructions below.

Prototype 1.01. Have students select one pair of shoes to test Prototype 1.0 (leaving its

partner laced).

2. Thread a lace in through one hole on your large button and out through another hole, allowing the button to slide along the lace with some friction.

3. Thread the other lace through a different button and slide both buttons down the laces to the tops of the shoe and pull any slack through the buttons, tightening the shoe.

4. Now wrap the slack lace around the buttons (without using your thumbs) until all the slack is tightly bound.

Prototype 2.0• Use the second pair of shoes to try out Prototype 2.0 (leaving its partner

laced). Use twist ties or other material provided instead of laces to link the different sides of the shoe together. Remind students not to use their thumbs.

• Have students complete the “Prototyping Self-assessment Rubric”.

Activity 4: Testing

Tell students they will take on the job of technicians. Ask the class to review the main jobs / tasks of the technician. (Work with equipment, assemble and test component parts or devices that have been designed by others.)

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Have the students walk around and compare their designs. Have students attempt to lace and unlace both the prototype shoe and a regular knotted shoe without using their thumbs.

Have students discuss which prototype worked the best according to their understanding of the clients’ needs.

Have students fill in the testing section of their handout for each prototype.• Did their prototype solve the problem?• If yes, how could they refine and improve on their design (Prototype

1.0)? Are there more constraints they could take into consideration? Can they refine their design for efficiency, ease of making, and expense of materials?

• If no, can they go back to the brainstorming design stage to choose a new design to prototype (2.0 or 3.0) to build and test?

Activity 5: Manufacturing

Have students discuss which is the best technology for the job. What material is the cheapest? Easiest to use? Is there a way to make these more inexpensively? Maybe with recycled material?

Evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative workspace.

Have students complete the “Testing and Manufacturing Self-assessment Rubric”.

Activity 6: Sharing Prototypes

Have students present:• which prototype worked better and why• which one may need refinements• which is ready to be put into production

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Students share which prototype they felt was more appropriate for the user and explain their rationale.

Have students complete the “Sharing Self-assessment Rubric”.

Have students fill in the “After you test your prototype” sections on the “What I know and learned about designing” blackline master.

Extension Activities:

Show examples of water bottle shoes worn throughout the third world. Have students research a third world country to find out what resources are available that are either easily found in the environment, or are easily accessible and very inexpensive. Have students design footwear for that part of the world.

Have students identify a need in their school or community and design a prototype for a solution that addresses that need using the same applied design process.

Have students develop a marketing and advertising plan for a product they prototyped and manufactured.