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Kia ora I would like to set an assignment for my level 6 DVC students based on AS91063 - Produce freehand sketches that communicate design ideas. (1.30) (3 Credits) The following design brief is what I am considering. Would this be reasonable, or is this not contextualised within an authentic technological issue? Design and visual communication (DVC) focus on understanding and applying drawing techniques and design practice to communicate design ideas. Understanding the principles of designing a structure with the input from stakeholders and prior knowledge. Students will Research & Design a portable building within the confines of a shipping container. The use of the building will be either a retail outlet or cafe style business. In light of a natural disaster happening (Christchurch earthquake), a city will need temporary buildings to house its CBD businesses. Are there any exemplars available along these lines?
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How does the structure and composition allow the egg to be manipulated in Swiss and Italian meringues?
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I would like to see examples of program planning for years 7-10. An overview of skills etc that I can use for a 10 week course in CT or DDDO.
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It is the simpler technological items that have me stumped when it comes to whether they are a technological system or not. I read one unit on this site that said a bottle of glue is a technological outcome as was a glue stick but the glue stick was also a technological system. I get that you can twist the end and the glue winds up so you can use it but how does that make for a technological system? Also, what about a pair of scissors and a rotary egg beater - they are mechanical systems but do they meet the criteria to be a technological system?
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I have a student working on 3.21 and 3.23. The intention was to create an applied design for the formal garment he is making for 3.21. We have a delay whist waiting for the client's fabric to arrive and i was wondering whether 3.23 could be assessed with the final design being on a sample of similar fabric rather than the finished garment - with the intention that it would eventually be repeated onto the finished garment but possibly not within the assessment timeframe.
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AS 91611 Food Technology - students are developing food products for a Food Business. They work in groups and come up with a menu for a restaurant. They run the restaurant with at least 30 people. When presenting the written work, should they just have the HACCP and Flowcharts for the final dishes or should they hand in the trial stuff as well. How many HACCPs and Flowcharts should they have at in this Level 3 assessment?
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AS91628 Does the exhibition space have to be a physical space? Or can it also be a virtual space e.g. a website to exhibit your work?
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Hi, is the Achievement Standard 91611 still valid? I cannot find the achievement standard on the NZQA website. Could someone please help me out. Thanks
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Can we still use Unit Standards in high schools, such as 18239, 18240, 198242, 18243, 5934 etc with year 12 classes?
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Hi there, I'm a STEM specialist teacher. I'm doing a project that compares human and digital senses. In one of my lessons, students use an Arduino and a DS18B20 waterproof temperature sensor to observe a temperature change in a reaction between baking soda and citric acid. The students use code already in the Arduino library (so it's all done for them). They are simply doing the wiring and learning the roles of the components in the temperature measuring system. I'm trialling the Arduino's after a recommendation from an outreach coordinator from Victoria Uni Engineering Dept. The issue is, because the coding is done for them, students are not working within the computational thinking technological area. Would this lesson fit within 'designing digital outcomes' technological area? I feel like the digital nature of this, and the fact that computer engineers use Arduino's frequently in the real world, should mean this fits into the digital technologies content somewhere? Just struggling to see the links?