The Nature of Technology Strand Explanatory Papers Updated May 2010
Characteristics of Technological Outcomes
Junior Secondary (Years 9-10)
Possible learning experiences
The learning experiences suggested below have been provided to support teachers as they develop their understandings of the Characteristics of Technological Outcomes component of the Nature of Technology strand, and how this could be reflected in student achievement at various levels. There is no expectation that these would form the basis of any specific unit of work in technology. The learning experiences have been written in such a way as to support student learning across a range of levels. This stance reflects the majority of classrooms where it is expected that students will demonstrate a range of levels of achievement.
Students could explore an historical event to explore why a technological outcome malfunctioned. For example, the Challenger disaster could be explored to develop student understandings about how proper function relies on the outcome being used in the context it was designed for, and changing this context can result in outcome malfunction.
Students could then explore the technological outcome they are currently developing (for example, a stool) in terms of its ability to function in a range of contexts (for example, used on different types of surfaces – such as wooden floors, carpet, concrete, and grass) and potential ways of being used; for example, being stood on, swung on, and/or supporting more than one person.
Students could discuss ways in which they could maximise the outcome's reliability and/or efficiency across multiple contexts. Particular attention should be paid to the implications of decision making that establishes acceptable operational parameters, and what evidence and reasoning students need in order to justify design decisions with regards to the physical and functional nature of their technological outcome.
Students achieving at level 3 could be expected to:
- describe the physical nature of a technological outcome they are developing and describe how it could function and why it would be suitable for particular users; and
- explain how changes to the physical nature of their outcome could enhance its fitness for purpose.
Students achieving at level 4 could be expected to:
- describe the proper function of the selected technological outcome;
- explain how the technological outcome might be able to be used by end-users for purposes other than what it was originally designed for; and
- discuss the likely impact of using technological outcomes in alternative ways.
Students achieving at level 5 could be expected to:
- explain how explorations of their own outcome in various contexts allowed them to gain a deeper understanding of how they could modify their design to reduce user misuse and/or inappropriate environmental location;
- explain the concept of malfunction, and use the selected technological outcome to illustrate the difference between malfunction and failure due to wear and tear; and
- explain why the technological outcome malfunctioned and identify changes in its design should you be developing the outcome today.
