ECU204 Session 2: Weeks 4 and 5

Exploring Technology; DMA and processes: Materials; Systems

and Machines
By the start of Week 6
1. In the back of your technology notebook begin creating a collection of technology
activities (short and longer) you could use with the children (e.g. your vision of the future
lesson etc)
2. (Marcus) Plan, in discussion with your teacher, either a your picture of the future
lesson, or what planning do you do in your daily life lesson/activity (see Session 1s Fleer
reading Ch 2 . (include all usual lesson plan elements). If you can, teach and evaluate the
lesson.
3. Complete the first rough draft/outline of the written report/PowerPoint for
Assignment 1: Design, Make, and Appraise Project (1000 words). We will discuss its
strengths and weaknesses (and the work that may need doing before submission) in our Week
6 Session.
4. Create the framework for the Assignment 2 document in Word and save it in an
appropriate folder. Use the suggested outline given in the Assig 2 info.

Write up the pre-assessment activity youll use in early stages of the Unit of Work to
determine the abilities of the children across the areas of investigating, planning,
making, appraising (see Fleer Ch 4 for ideas here). Create an assessment grid
(resource) that you can use as a checklist/comment bank to record the abilities of each
member of your class. Try to keep it to 1 page of A.
In your technology notebook (front), on a page named Assig 2 ideas, jot down your
initial ideas for the Unit of Work. Make links to what teaching approaches you may use
in different parts of it (See Ch 6/7 in Fleer); make links to activities that develop
students abilities in the relevant Australian Curriculum strand and Content Descriptor.

5. Read and make notes of Ch 6 and 7 in Fleer so you are able to compare and evaluate:

2-3 different approaches to technology and design education (e.g. discrete technology,
symbiotic technology)
Closed and open design briefs

DMA Processes
Designing
The design process is fundamental to the development and understanding of technology, and
learners are exposed to a rich variety of strategies. Designing uses imagination, creativity,
risk-taking and problem-solving skills to investigate, plan, generate, synthesise and realise
ideas. The goal might be to design and produce an entirely new technology but it might also
mean making an existing product, process or system better. Analysing variables and
1

identifying options possible solutions are explored, and thoughts and processes are recorded
and communicated.
Making or Producing
The production phase is the link between the thought processes of design and the reality of a
product, process or system. Learners acquire detailed knowledge of the properties, potential
and effectiveness of many material components and equipment and they understand the
energies that make objects work (heat, wind, solar, electrical, chemical and mechanical). They
select equipment from specific areas of technology and develop a rich repertoire of skills and
techniques to respond to the design brief in a practical, achievable and safe way. They also
plan and manage the sequential steps of production processes to create quality products and
systems.
Appraising or Critiquing
Critiquing can be the initial or ongoing analysis, assessment and evaluation of a product,
process or system against the original intent or problem. It can also be an ongoing process
involving deconstructing either a new or existing product, process or system. It is important to
recognise technological practice as both beneficial and problematic, and that every
technology can have both positive and negative attributes, impacts or consequences. Making
decisions during the critiquing process often involves active and vigorous debate,
compromise, consensus and communication at various stages of the cycle, and is influenced
by;

intent of the new technology and both the predicted and actual impact

values, experiences, political and religious beliefs of different people and communities

processes by which the decisions are made.

Critiquing is an initial activity in the development of technology, where a problem or issues

exists and we examine this problem or issues with a view of understanding it and in doing so
have a better opportunity to resolve it. Critique though is also an activity of evaluation and
improvement. Thus, if a prototype is developed it is the process of critique and evaluation that
either leads to improvements or confirmation of the success of a design.

Remember Strand 2 of the Aus Curriculum? Processes and Production

Skills: where does each of the stages of DMA processes come in?

Creating designed solutions by

o Investigating and defining
o Designing
o Producing and Implementing
o Evaluating
o Collaborating and Managing

Individual and Group Designing:

a) Watch this story of a chair design process: How to design.mp4

What one take home message do you get from this?

b) Watch this story of a collaborative design process The Marshmallow Challenge:

http://www.youtube.com/watch?v=H0_yKBitO8M
2

What one-two take home messages do you get from this?

DMA Assignment 1 Learning

Sites with inspirational ideas to help you research your project design: science toys, interactive books,
other objects, two approaches to the design process (on wikipedia)
Science toys you can make:
http://scitoys.com
http://www.sciencetoymaker.org/
http://en.wikipedia.org/wiki/Design

Interactive big books: http://www.abramslearningtrends.com/c/whatshot.web?

nocache@1+s@ueAGL7l6nXaNA
Craft type things:
http://spoonful.com/crafts/educational-and-entertaining-crafts
http://family.disney.com/

PART 1: Assig 1 Stages: see part 2 for help with the different
Stages
You can anticipate that your intended project will evolve as you work. This means that what you initially
plan to make may not be the same item as the one you finish up making. Or your problem solution may
not be identical to that you planned. This should not be seen as any form of failure on your part but
rather the natural creative and adaptive process. Your description of each stage of your work should
acknowledge, describe and justify the changes you make
The sequence you should follow is:
Decide on a project to help with teaching a concept in the classroom
Discuss with each other, Justin and your classroom teacher. Look at the ideas above.
Analyse the situation
This is a time for asking questions, considering possible difficulties and brainstorming a few directions
to follow. Once you have chosen to make a particular item, your analysis might focus on the problems
associated with, for example, the moving parts. Where might the difficulties lie? You might also
consider here what materials are to be used. What recyclable materials would be suitable? Would these
prove sufficiently strong and aesthetically pleasing?
Write a brief
This is, according to its name, just a short statement of intent and identified problems

Carry out research

Your research about a big book or teaching aid might well involve obtaining catalogues from a toy or
educational shop and examining items that are similar to the one you intend to make. Students have
also found that the Internet is a good source of ideas/designs for some artefacts. There are some
suggested websites in the Designing and Making topic. You could also engage with the use of search
engines. Data about materials, components, joining devices and construction may well be discernible
from such an investigation. Alternatively, you might seek out an existing object which can serve as a
model, but which you wish to modify for your specific purposes. In your report you should include
photographs or sketches of the models identified in catalogues etc, with accompanying notes. You
should use this research as a process to assist you to finalise your own design.
Note: Do not overlook the research aspect of the design process (use websites etc to get ideas for
projects, materials, uses etc)
Write a specification
One aspect of the specification is clearly cost. It is not intended that you are greatly out-of-pocket for
this assignment, so do aim to keep costs low by making a sensible choice of project, by seeking off cuts
or recycled materials, by asking friends if they have left over paint, and so on, while still aiming to
achieve the project aims. One further limitation to be specified is the time you have available.

Work out possible solutions

It is important not to tie yourself down to a single possible solution at the start. This stage is one for
you to indicate the possibilities, by sketching or noting at least a few alternatives for your project,
which you have developed as an outcome of your research and which appear to fit the specifications
Plan ahead!!
You need to establish a plan for construction and evaluation that allows you to achieve your intended
outcome within that timeframe.

Construct the item:

Note that your task is to construct an item, and it is not necessary to also create a prototype. Include
details of any design problems in your report and, if you decide you need to start again, photograph the
first model as well as the final model as part of your assignment
Testing and modifying the item is part of both the construction and the evaluation processes
Note Make sure that you take photographs of the construction to include in your report. You should also
include any first drafts or working drawings. The photographic diary of the progress of your artefact
should be incorporated into a powerpoint so that it can be uploaded onto learnline. The written report
can be a separate Word document.
Test and evaluate the design (against purpose/specifications)
Ask yourself the questions such as those provided in the Reading, or a modified selection of questions,
and report your responses as an evaluation of the item.
Note When you have made the book or teaching aid for the classroom, do not forget to involve a child
in testing the item and do use his/her feedback in your report!
Complete your report
Check that you have reported on all aspects of the design project. The basic headings should include
deciding on the project (the design brief comes here as well), the planning process (drawings,
research), materials, making (do not forget to document any problems you had and the solutions you
found), and appraising (students' responses as well as your own evaluation).

PART 2: Elements of the DMA Process: Materials, Systems,

Design Briefs, Tools and Techniques
In your report on the DMA process you should write about the Materials youve used, the
System youve designed, the Design Brief your product responds to, and the Tools you used.
Note too, the learning from these sections will also be used in Assig 2 (when you will be using
the DMA process in your unit of work with your students)

a) Materials
Activity: The nature and origins of materials

Glance around at your immediate environment and perhaps your kitchen also, and make a list of
all the different types of materials (such as wood) that comprise the items/objects in that
environment. Hazard a guess if you are uncertain about any specific material.
Group the materials on your list under headings, according to the origin/ source of the materials
you have listed and record these sources. For example, wood, card and paper all originate from
plants/trees.
Are you aware of 'new technologies' causing a change in the materials used for any of your
items?

Material suitability:
there is no perfect universal material: in your project you need to decide which materials
are most suitable for your purposes. This allows for cross curricular links to Science in
particular. Suitability depends on:

Properties: what is a material like? flexible/rigid; brittle/tough; malleable/not; durable/not . . .

how will you assess the qualities of the materials you encounter?
The construction process: The construction process, and the tools which are available,
impose certain constraints on material use. For example, you will be constrained in your use of
metal if you cannot weld.
Availability: A variety of restrictions can affect the availability of materials and hence it is
important to consider alternative materials when researching your design. The cost of materials
will clearly be a factor in determining availability in your project, and this is also clearly a
concern in the classroom. Recyclable materials should be considered in both instances.
Aesthetics: The appearance of the final product is usually important, hence a variety of
aesthetic qualities need to be considered in material selection and use.

Activity: Identifying Properties of Materials

1. Gather together three stationery items. For example, pencil, eraser, ruler, etc. List the items by
name and state the material(s) from which each item is made.
2. Consider the functions of the different parts of the item (if the Item does have more than one
part) and the materials which comprise these parts. For example, the pencil has a core and an
exterior part.Record these functions.
3. Identify the properties of the materials that contribute to the safe use and effective functioning
of the item. Include the materials from all parts of the item.
4. Test each of the items by exerting a reasonable force, using your hands to push/pull/twist. Note
if the material is inclined to snap, splinter, bend, distort, regain shape, stretch, compress, tear,
etc. Record any pertinent information about the material's behaviour.
5. Comment on the suitability of the materials used, in line with purpose for which the item is
designed, and in respect of the behaviour under reasonable force.
6. You may find it useful to draw up a table for your recording. For example:
Item name &
purpose

Par
ts

Materia
l/s
(1) (2)

Properties
(of the material/s
in the item)

Behaviour under
reasonable force

Material
suitability for
purpose

7. Have any aesthetic factors have been taken into account in the selection or shaping
of the materials used in your items?

b) Systems

You are familiar with the 'super system' that is the human body and its component systems: the
circulatory system, the pulmonary system; the skeletal system, and so on. Investigating one of
the body systems, the circulatory system for example, we can identify a range of 'elements'
which comprise this system and which work together to achieve a specific outcome. We should
also recognise in such an investigation, that the circulatory system works in conjunction with
other systems, such as the pulmonary
In technology, systems may be 'material', comprising physical parts such as we find in the body
or in machines, or 'institutional', which involve systems designed by people for organisational
purposes. These latter systems include, for example, transport systems, health care systems,
communications systems, public education systems, and production systems. Systems control
many aspects of our lives providing order where otherwise there might be chaos. Institutional
systems are intended to advantage society (or some specific group in society). You may wish to
contest that institutional systems are always advantageous

Activity: describing a system

1. Describe a system that 'controls' some aspect of your life. This can be a self imposed or
'institutional' system. Identify the component parts of the system and note how these parts are
connected/work together so that an intended outcome is achieved. This needs only be a brief
response.
2. Machines are systems comprising moving parts (mechanisms) which act together to do a
particular job. Examine a simple household machine, such as a hand held rotary beater
or drill. As far as possible, identify and sketch the various parts of the system (components of
the machine) and describe how these work together to make the machine function. Are any
gears or pulleys or wheels present? Are there any superfluous parts?

c) Design Briefs
Identifying the problem Each Technology and Design activity involves solving a problem which
comes naturally from the environment, or is posed by the teacher. For example,
the students might complain that they cannot see the board from
where they are sitting, so the classroom layout may need to be
redesigned. Assignment 1 has posed a problem for you to solve design a teaching aid. Design Briefs will be revisited in Module 3
when you are preparing Assignment 2. In the meantime . . .

What Makes a Good Design Brief?

A good design brief should answer some of the
following questions:

Why are we doing this project?

What are we trying to accomplish?
Why is this project needed?
Why are we doing it now?
What specific business outcomes, or results, do we expect from this design project?
Who are we designing for (this requires a very precise and complete description of the
target audience for the design project)?
Who are the key stakeholders (eg sales, marketing, law, distribution, procurement,
manufacturing, etc) in this project?
What is the current and anticipated business environment for the results of this design
project?
What, precisely, are the phases of this design project?
How much time must be devoted to each phase?
How much will each phase cost?
What is the competitive environment like?
Who will approve the final design solution?
What criteria will be used for this approval?
How will the design solution be implemented?
How will the results be measured?

Activity: Select the five most important questions to answer for your Assig 1
Design Brief

Designer Briefs? Design briefs are concise descriptions of a needed design task. For
example, if you wish to remodel your home to accommodate a growing family, then you are
6

mentally forming a statement of a needed design task: "Redesign the current home so
that ..."
Why Use Design Briefs? If you want your students to engage in creative problem solving
activities, you may wish to use design briefs as an aid to provide structure. They let you
clearly craft a design problem. However, because the teacher selects the problem, students
do not get practice in looking for, finding, and defining problems on their own.
Industrial Design Briefs: In industry, design briefs come in many forms. Many are simple
design problem statements, but others include a host of parameters . For example, in
redesigning a house, it may not be possible to build an addition if the current house already
has the maximum footprint allowed by zoning laws.
The Format(s) of Design Briefs: There are many formats that may be used for design
briefs. All of them should include a clear statement of the design task, and a description of
parameters. For technology education students, other information is particularly helpful. Pay
special attention to the names of each section of the design brief, and to the wording of the
challenge statement.
Here are the most basic parts of a design brief:
1. Objectives and Goals of the new design
2. Budget and Schedule
3. Target Audience
4. Scope of the Project
5. Available Materials/Needed Materials
6. Overall Style/Look
7. Any Definite Do Nots

Too Much or Too Little Structure? One of the trickiest parts in writing design briefs, and in
using them with students, is determining just the right amount of structure. If you give too
much structure, you can stifle creativity and inappropriately limit students' options. There are
three ways that unwanted structure is too often included in design and problem solving
activities. These involve the challenge statement, the materials available, and previous
examples.
For example, consider a teacher who uses an "Egg Drop" activity. Consider the following challenge statements:
1. Build a parachute to keep an egg from breaking when it is dropped from 20' onto a concrete floor.
2. Design and build a cushioning device to keep a raw egg from breaking when dropped from 20' onto
a concrete floor.
3. A raw egg will be dropped from 20' onto a concrete floor. Design a way to prevent it from breaking.
The first statement more narrowly limits the activity than the second statement, and the second more narrowly
limits it than the third. For example, students solving the third statement might try to design a hot air balloon, and
actually raise the egg if they were tackling the second statement.
Materials also provide structure. A teacher who only supplies string and plastic squares may get little more than 20
parachutes. How creative is that? So in order to craft a powerful design problem, it is best if the teacher can
visualize at least five completely different approaches to solving the problem, and the supplies enough materials
so that all of these could be tried.
Finally, by showing students an example of the problem solution, a teacher may find that many students copy the

essence of the example, even if they vary minor elements. To get around this problem, you can either refuse to
supply an example, or you can provide one or more examples, but then declare them illegal.

Using Design Briefs with Students:

Grouping: Although design briefs can be assigned as individual work for students, they are
especially well-suited for small-group cooperative learning. With small groups of two or three,
the synergy among students can lead each group member to greater heights of creativity.
Introduction and Lesson Planning: Students should be introduced to the format of a
design brief. Therefore, a lesson plan should be used to enable you to plan your introduction,
the execution of the design brief activity, other activities in the class, and closure to the
lesson. Unfortunately, some teachers attempt to use a design brief as a lesson plan. It should
be obvious that the plan for a lesson is very different from a lesson using the setting of a
design problem.
Timing: Design briefs are usually short, and their execution is usually quick. Work on a design
brief often lasts no more than two days, but may be as quick as 2 minutes. Where the
curriculum is flexible, some teachers have successfully used a single design brief that spans
an entire semester. This is especially useful if the students are working on a national
technological competition.
What Work Should Students Submit? There are different approaches as to what would be
submitted by students. Usually, teachers ask students to submit a model of their solution, and
to verbally describe to their fellow students the design and development process they
followed. Previous sketches are usually used to illustrate this process.
Evaluating Student Learning: Failure is good. So is success. Design and problem solving
are processes that often encounter failures on the road to success. Unfortunately, the
limitations of a typical classroom do not always permit students the time to turn failures into
successes. It is therefore critical that teachers appreciate the value of a trial-and-error
approach. So while students should aim for success and should be rewarded for success,
students should also be rewarded for creativity, resourcefulness, and for pursuing a solution.
Other criteria may well be used by a teacher (e.g., aesthetics, cost, utility, ergonomics.)
Evaluating design activities is more problematic if a teacher expects each student to learn the
same content by the same method; some teachers find the use of a checklist helpful. Instead,
a more flexible approach is suggested.

d) Tools and Techniques

Drawing techniques

One of the skills required in the design process is the ability to draw objects. At primary school
this does not involve complex geometrical drawing, but it is necessary for you to develop
skills in the area. As a primary teacher you will often find yourself at the white/blackboard
trying to illustrate an idea to make this easier for your students. Graphic communication can
often be the most effective way of communicating ideas. In design, certain conventions are
adopted and children need to be introduced to these conventions. Even very young children
can be introduced to the task of representing 3D objects in 2D, or in creating a 'bird's eye
view' plan of a setting or an object.

Activity:
Practice drawing objects from different angles (birds eye view, ground level 2D elevation
view, 3D view. Practice using a ruler to draw different objects.

What do you find easy/hard about this?

How will you develop your skills?
How will you help your students to develop their skills in drawing birds eye view plans,
or 2D elevations or simple 3D plans?

Joining techniques in construction

Construction work dictates the need to join materials together, with various joining techniques suitable
for specific materials. It is valuable to explore possibilities and especially those appropriate to the use
of consumable and recyclable materials, as these are the most available materials in schools.
Apart from the more obvious use of nails and screws, staples, and a variety of fixatives, consider other
possible methods of joining materials, including such materials as paper and card and cloth. For
example, cloth might be joined by stitching, weaving, plaiting, velcro, hooks and eyes, and so on. For
other materials such as wood and metal, glue guns (cold are safer than hot) are used quite extensively,
and welding is also used in some schools. There are many valuable activities, often regarded as 'craft',
which integrate The Arts and Technology and engage children in investigating and mastering the skills
of joining materials.
It can be valuable to create a sample board of 'joins' for your classroom so that students can refer to
this when they commence a project. Children will also need to be specifically taught the skills
associated with using certain tools and fixatives to join materials together.
Safety issues
Safety is vital in technology, as in other practical subjects. There are a range of organizational and
management strategies that need to be observed to ensure a safe environment. Clearly, careful tuition
for the children in the safe use of tools and equipment is one aspect of this.
A Good Web resourceSafe Kids UK: http://www.safekids.co.uk/KidsDIYSafeTips.html