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HELP! I am needing clarification of the following Modelling ideas. Or more importantly; how I could explain practical and functional reasoning as seen in a students own practice. Q1: Functional reasoning focuses on “how to make it happen” and “how it is happening?”. What would examples of this be in a Digital Technologies context? Say a kid is developing a wire frame for a website, which would then be implemented in HTML .... or a kid is developing a database model before implementing a physical database in MS Access. Q2: Practical reasoning focuses on “should we make it happen” and “should it be happening?” Again, Say a kid is developing a wire frame for a website, which would then be implemented in HTML .... or a kid is developing a database model before implementing a physical database in MS Access.
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What is an appropriate topic to teach which aligns with with the level 3 AO of "understand that technological outcomes are recognisable as fit for purpose by the relationship between their physical and functional natures?"
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Explain the differences between health and safety in the industry and classroom.
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Still confused about key attributes! I hear about 'functional attributes' and 'physical attributes'. I used to think that 'performance specifications' took care of everything. I think that it is difficult for some students to grasp these concepts. Please explain these in terms which I will be able to put across to my student, using 3D examples.
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In AS91066, Use rendering techniques to communicate the form of design ideas, does the paper have to be white? If a student had designed a yellow letterbox for example, would it be fine if they rendered their work on yellow paper?
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After a TENZ Skype session with the moderators of technology we were told that this forum had a couple of excellent explanations for the "fitness for purpose in the broadest sense". Relating to 3.3 and 3.4. However, I don't seem to be able to locate them – could you please direct my search and then I can share it with others.
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Our school has decided to look at Generic Technology 1.12 as a guiding document on the development of process in a manufacturing context. This works well under Construction and Food Technology. However, I am trying to figure out how to put this in a Digital Technologies context to help meet the Generic Technology that this is under and provide guidance for my students to develop the ideas http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2015/as91055.pdf The standard talks about a large number of manufacturing processes, one being an electronics focus. Yet there is little or no other coverage of other Digital Technologies strands. Can there be some guidance on how this can fit within the Generic context for Digital Technologies? Can guidance also be provided for describing the yield of a manufacturing process and the role of quality control in a digital technologies - programming context?
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In regards to AS 91627 Initiate design ideas through exploration. The standard states" Visual communication strategies (including 2D, 3D and 4D modes) that support the interrogation and re-generation of ideas may include: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation,deconstruction". My students are completing a fashion portfolio and I am wondering if the specifications above can include 3D textile application to explore ideas? Can students explore creative textile techniques and photograph and/or put samples on portfolio pages?
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I am teaching Level 3 Technology and the standard is: 91611 Develop a prototype considering fitness for purpose in the broadest sense. Can you please explain what the following terms mean; 'cultural appropriateness of trialling procedures' and 'ethical nature of testing practices' in regards to judgements about fitness for purpose. Thank you
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Hi all, I am looking for some fresh ideas for AS 91083 for Food. Last year we looked at wedding cakes and combined it into a big unit with AS 91049 External. It was somewhat successful but needs improving. I have attached the booklet made last year. Any ideas or improvements would be so greatly appreciated! Thanks.