Technological modelling

NCEA level 1, 2 and 3

Lesley PearceTeam SolutionsThe Auckland

University

Planning for

• Use of resources from NZQA and TKI• Triangulation of key documents schedule, standard, assessment report• Begin with the end in mind- embed the learning for this standard in

your programme of work with the integration of key concepts throughout the teaching and learning programme

• Students must interact and demonstrate their own understanding in the context of the AO. Cannot use large amounts of downloaded material

• Explore tools for students to use to gather their evidence as they progress throughout the year e.g. blogging, e-portfolios

• Use referencing and a judicious amount of quoting• Students need to practice literacy in context and learn how to critique

their own work and the work of others using clear criteria

Technological ModellingPractices used to enhance technological development

Achievement Objective

• Understand that functional models are used to represent reality and test design concepts and that prototypes are used to test Technological outcomes

Learning Intention

• I am learning... that technologists use technological modelling to help them with their design ideas and products.

Technological Modelling

Functional Reasoning/Modelling• Allows for ongoing testing of

design concepts for yet to be realised technological outcomes

• Testing and trailing ideas How to make it happen How it is happening• A tool to support informed projections

into probable future impacts.• Takes into account specifications,,

materials, techniques suitability, existing products, socio-cultural factors.

• Test parts of a design as well as complete conceptual design.

Practical Reasoning/Prototyping• Allows for the evaluation of the

fitness for purpose of the technological outcome

• First realised outcome and tested insitu (both social and physical environment)

• Shows fitness for purpose.• Should it be happening?• Social acceptanceSeeks to gather information on its acceptability in implementation or the need for further development. Allows for testing against impacts on people, physical, social environment in which it will be situated.

  

 What is functional modelling? 

 • Anything that is used to ‘test’ in order to determine if an idea has the

potential to be 'fit for purpose'. • -used to test the potential ‘fitness for purpose’ of a design idea/concept

design. For example:EARLY STAGES: • Technologist thinking through ideas• Discussing ideas with other technologists to test suitability of ideas:

talking with primary & secondary stakeholders, critical friend review, market research, existing product analysis.

• Drawing on paper: annotation• Formal written and/or diagrammatic explanations

Technological Modelling can be…..• Patterns • Templates• Tests and trials• Circuit diagrams• CAD• Google sketch up• 3D models• Sensory evaluation• Test batches (food)

Talking to others Concept sketches A toile Questionnaires Survey Mock-ups Models Looking at and analysing

existing products Mood boards

Talking and thinking about your ideas

Drawing and sketching your ideas

Patterns and templates• Surfboard template, dressmaking pattern,

recipe layout

Testing and trialling

Taste testing

Circuit diagrams and drawings

Toiles

Mock-ups

C.A.D. computer assisted design

3D models and mock-ups

Prototypes

Vosges Chocolate Bacon Bar

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Or..

Teaching and Learning

• What is the pre-teaching that the students will require around this standard?

• before we even think about looking at the practice of a technologist?

Activity Instructions1. Class discussion; What is a model/modelling? What is technological modelling?

2. Look at a product – e.g. a pack of yogurt... What do you think the food technologist did to help them make this yogurt?

3. Go through each of the images of the different forms of modelling (below)

Each group has a product/image of a product Which forms of modelling might have been used? What would it have told them?

4. Class discussion; What forms of technological modelling have you done for your outcome?

Assessment

Level 1: Technology 91048 • Demonstrate understanding of how technological

modelling supports decision makingLevel 2: Technology 91358 • Demonstrate understanding of how technological

modelling supports risk management Level 3: Technology 91612 • Demonstrate understanding of how technological

modelling supports technological development and implementation

Step ups Technological ModellingLevel 1 How modelling is used

Level 2 The use of modelling and its nature

Level 3

Identify modelling, information gained, aspects of technical feasibility and social acceptabilityHow modelling informed development and decisionsIdentify risks and how they are managed through modelling

Explain why different forms of modelling are used to manage risks. Why different forms are used with different stakeholdersDescribing the forms used to decide what should and could be doneValidity and reliability of evidence from the modellingIdentification of risk , its implications and its likelihood of occurring

explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcomeexplaining how prototyping is used to inform decisions for implementation of a technological outcome. explaining how evidence regarding competing and/or contestable factors is gained from different forms of modelling to justify decisions made during the development and implementation of a technological outcome. discussing how modelling enables informed, responsive and defensible decision making during the development and implementation of a technological outcome

AS’s Step ups from level 1 to 2

Level 1Evidence

obtained from different forms

of modellingRisk mentioned

at excellence

Level 2All about why

different forms of modelling are used to manage risk at

A,M,EWhy different

forms of modelling are used with

different stakeholder groups

Level 3How functional

modelling is used to test competing

and/or contestable factors at both

development and prototype stages

Also how modelling enables

informed, responsive and

defensible(excellence) decision

making

Step-ups

1.5 Demonstrate understanding of how technological modelling supports decision-making• Risk mentioned at excellence• Evidence obtained from different forms of modelling2.5 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

The external standard

Achievement Standard 1.5 (91048) Demonstrate understanding of how technological modelling supports decision making.

(Discussion points)

What does this mean – supports decision making?What is technological modelling?

• Discuss & brainstorm different types of modelling• Highlight the types you have used

Decision makingHow do I show how modelling supports

decision making?How can I show that……• technological outcomes (products) are the results of design

decisions. • good or bad decisions lead to good or bad outcomes. • good decisions are often made as the result of using modelling

tools• why the evidence gained enabled decisions to be made about

‘what could happen’ and ‘what should happen’ for the technological outcome.

• discussing how technological modelling identifies risk to support decision making.

2.5 Demonstrate understanding of how

technological modelling supports risk management

Level 7 Curriculum

Objective• Understand how the "should" and "could"

decisions in technological modelling rely on an understanding of how evidence can change in value across contexts and how different tools are used to ascertain and mitigate risk.

Level 7 indicatorsStudents can:• discuss examples to illustrate why the status of evidence

gained from technological modelling might change across contexts

• explain why different people accept different types of evidence as valid and how this impacts on technological modelling

• explain the role of technological modelling in ascertaining and mitigating risk

• describe examples to illustrate the strengths and weaknesses of technological modelling for risk mitigation.

Designers/technologists…

• they sketch, make mock-ups and rudimentary functional models, which makes it possible for them to learn about the alternative design directions and anticipate forthcoming design possibilities and challenges in a designerly manner (Cross, 2006)

• By becoming more familiar with the new project through design exploration, designers can identify project specific information needs, which give a focused agenda to the later process phases, which include meetings with the users.

Why modelling is important…

• There are no rewards in life for being the first one with the wrong answer. Imagine spending years building a product, only to learn that it missed the needs of its intended market. History is littered with the carcasses of failed products and the companies that built them - product development is indeed a risky business.

Identify different forms of modelling (functional to prototype). Why was the modelling selected? What information was required from the modelling at different stages of practice? Should and could happen.

What modelling was used with different stakeholders?How did the modelling and feedback from stakeholders provide valid/reliable evidence?

How did the modelling mange risk (reduce the potential of malfunction or increase the level of success of the tech outcomes? Did the modelling identify type, severity and probability of risk during the development stages?

Existing modelling behind a product

Students own modelling within

technological practice

OR

Let’s define Risk

• Mitigating Risk: For Digital Technology Outcomes. The concept of risk relates to reducing instances of malfunctioning of technological outcomes, and/or increasing levels of outcomes robustness.

• Increasing the Accessibility of the outcome• Increasing the Usability of the outcome• Increasing the Performance of the outcome• Increasing the Maintainability of the outcome• Increasing Accuracy and Reliability of information (data)• Insuring Appropriateness of material• Insuring Social Acceptance of outcome

Reflection on student practice• During tech modelling evidence is gathered to justify decision

making• Prediction of possible and probable consequences of the proposed

outcome• Functional reasoning focuses on “how to make it happen” and

“how it is happening?”• Practical reasoning focuses on “should we make it happen” and

“should it be happening?”• Decisions as a result of technological modelling may include the :

termination of the development in the short or long term, continuation of the development as planned, or changing/refining the design concept and/or the nature of the technological outcome before proceeding

Does this format hinder students?

Assessment Schedule NZQA

Level 2 Technology 91358 (2.5)Common Assessment Guide

• Your report should:• explain why different forms of modelling are used to manage risk• explain why different forms of modelling are used with different

stakeholder groups• describe the different forms of modelling that were used to decide what

‘should’ and ‘could’ be done at different stages of technological practice.• explain how modelling enabled the identification of the type, severity

and probability of risk during technological practice• explain why different forms of modelling were selected at different stages

of technological practice to inform what ‘should’ and ‘could’ be done.• discuss how different forms of modelling can provide valid and reliable

evidence from different stakeholder groups.

Level 3

Demonstrate understanding of how technological modelling supports technological devleopment and implementation• explaining how functional modelling is used to

test competing and/or contestable factors and inform decisions during the development of a technological outcome

Level 8 AO Curriculum • 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.

Indicators Students will:• Explains the role of technological modelling in making informed, responsive

and defensible design and development decisions• Explains the role of technological modelling in making informed, responsive

and defensible manufacturing decisions• Discusses examples to illustrate a range of technological modelling

practices that have been undertaken in situations with competing and contestable factors

• Critiques examples of technological modelling practices in terms of how well they address underpinning factors.

3.5 Activity: word definitions

• Literacy:• Competing and contestable factors• What does this mean?• Competing and contestable factors arise from

such things as differing moral, ethical, cultural and/or political views, and the way in which people adhere to and understand issues such as sustainability, globalization, democracy, and climate change

First to Third Definition Activity

Competing

Contestable

Competing and Contestable factors

• competing- i.e. that one maybe put ahead of another – factors that are in direct opposition and only one can

be accommodated e.g. renewable v non renewable• contestable - that this choice could be challenged

as there is more than one view on this– Can be accommodated in a design together but the

priority and importance are different e.g. Lightweight material and cost, which one takes preference in decision making

Contestable factors examples• innovation versus acceptance/continuation • time versus quality• majority acceptance versus acceptable to all• social versus environmental benefit; ethical versus legal

compliance, appropriate practices vs ethically acceptable

• the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in

traditional versus contemporary contexts• differing stakeholder views and their influence on

decisions

Competing priorities may include but are not limited to:

• stakeholder view points• innovation versus social acceptance• expedient practices versus ethically acceptable

practices• renewable versus non-renewable resources• budget constraints versus most suitable

materials• resources of cultural significance; in traditional

versus contemporary contexts.

Competing factors

- Competing factors could include such things as: differing stakeholder views and their influence on decisions, innovation versus acceptance/continuation; time versus quality; majority acceptance versus acceptable to all; social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable etc. • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional

versus contemporary contexts

A student example

At level 8, students will:

• use critical analysis to judge/determine the role that technological modelling had in the development and implementation of a technological outcome. This can be demonstrated by students doing a retrospective reflection on their own technological practice or analysing a case study, or undertaking an investigation into the technological modelling applied in someone else’s practice

• The technological outcome has to have been implemented, placed in situ and tested, that is, developed to the prototype stage

Sentence starters…• This case study focuses on..• This modelling was used to interact with... (stakeholder)• The feedback showed…if they had not listened to the stakeholders then• This modelling allowed the identification of… probable risk… type of risk.. The

severity of the risk..• This type of modelling allowed… and this information/evidence identified…

ensuring…• This modelling showed what should be done..• I think this evidence…and this allowed them to…• The …model was used to discover what should happen and then the evidence was

used to help decide how to make it happen• …..this tested technical feasibility/social acceptability• The modelling allowed… which meant a significant change (or refinement) to the

design/use of material• Real/perceived risks were identified so they trialled/tested…..

Imperatives - commands3.5 3.6 3.7 3.10 3.40 3.44

Describe ✔ ✔ ✔

Explain ✔ ✔ ✔ ✔ ✔ ✔

Discuss ✔ ✔ ✔ ✔ ✔ ✔

Justify ✓★ ✔

Evaluate ✔ ✔

Explain Means to give a reason or reasons – an explanation answers the question "why?" or "how does that work?" If the text includes "because" or "so that", it will be to explain something. Answers the question why? Or how does it work? If the text includes “because” or “so that” it will explain something. Makes links make links, explain further, because, WHY

Discuss Means to examine something in detail so as to reach a decision. This usually means that more than one perspective is put forward and actively considered. So as part of discussions we may get "compare and contrast". Make a number of links, consider, use other examples, WHY & HOWlist with examples and reason (how and why); Substantiate- examples, reasons and evidence, evaluation that implies judgement and a reasoned selection or argument; analysis and critical examination of facts and drawing conclusions based on these.

Justify To prove or show to be just, right, or reasonablegive a good reason for. To provide an explanation or rationale for something to make it seem OK or to prove it is correct or OK

Evaluate To examine and judge carefully; appraisedetermine relevance, significance, making an informed judgement

Managing the process• The student work and evidence evolves throughout the teaching and

learning programme• Use of formative feedback to ensure students are demonstrating

understanding and are editing and clarifying their work as they collect evidence for the report writing

• Use the schedule to give feedback to students• Ensure during feedback the authenticity of student work• Use the Principals nominee to address nay issues of non-authentic

work and plagiarism• Do not leave until the end of the year- students should be collecting

evidence of their understanding throughout the year programme and teaching and learning experiences

• Refer to tools such as www.plagscan.com if necessary

Strategies for Teaching• Use key questions and the criteria to support students

understanding of real issues• Explore things such as online forms, email lists and websites • Grouping the work into manageable and teachable moments, e.g.

using blogging as a tool to collect evidence for their report• Use student life experiences to enrich their understanding of the

AO/LO objectives• Being digitally literate AND language/ technology literate• Contextualise and mediate information so that students can build

their knowledge and understanding of an example and enable them to write about their understanding

• Being language and technology literate• Contextualise and mediate information so that students can build

their knowledge and understanding of an example and enable them to write about their understanding

3.5 AS91612

Demonstrate understanding of how technological modelling supports technological

development (and Implementation)

Step ups Technological ModellingLevel 1 How modelling is used

Level 2 The use of modelling and its nature

Level 3

Identify modelling, information gained, aspects of technical feasibility and social acceptabilityHow modelling informed development and decisionsIdentify risks and how they are managed through modelling

Explain why different forms of modelling are used to manage risks. Why different forms are used with different stakeholdersDescribing the forms used to decide what should and could be doneValidity and reliability of evidence from the modellingIdentification of risk , its implications and its likelihood of occurring

explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcomeexplaining how prototyping is used to inform decisions for implementation of a technological outcome. explaining how evidence regarding competing and/or contestable factors is gained from different forms of modelling to justify decisions made during the development and implementation of a technological outcome. discussing how modelling enables informed, responsive and defensible decision making during the development and implementation of a technological outcome

3.5 Activity: word definitions

• Literacy:• Competing and contestable factors• What does this mean?• Competing and contestable factors arise from

such things as differing moral, ethical, cultural and/or political views, and the way in which people adhere to and understand issues such as sustainability, globalization, democracy, and climate change

First to Third Definition Activity

Competing

Contestable

Competing and Contestable factors

• competing- i.e. that one maybe put ahead of another – factors that are in direct opposition and only one can

be accommodated e.g. renewable v non renewable• contestable - that this choice could be challenged

as there is more than one view on this– Can be accommodated in a design together but the

priority and importance are different e.g. Lightweight material and cost, which one takes preference in decision making

Contestable factors examples• innovation versus acceptance/continuation • time versus quality• majority acceptance versus acceptable to all• social versus environmental benefit; ethical versus legal

compliance, appropriate practices vs ethically acceptable

• the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in

traditional versus contemporary contexts• differing stakeholder views and their influence on

decisions

Competing priorities may include but are not limited to:

• stakeholder view points• innovation versus social acceptance• expedient practices versus ethically acceptable

practices• renewable versus non-renewable resources• budget constraints versus most suitable

materials• resources of cultural significance; in traditional

versus contemporary contexts.

Competing factors

- Competing factors could include such things as: differing stakeholder views and their influence on decisions, innovation versus acceptance/continuation; time versus quality; majority acceptance versus acceptable to all; social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable etc. • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional

versus contemporary contexts

A student example