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Can you suggest examples of transforming textiles in Textile technology. We have talked about felting. Can you confirm whether adding interfacing is an example of manipulating or transforming.
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What is a system?
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How do you translate "Design and Visual Communication" into te reo Māori?
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I have a student who has trialled a range of materials to inform selection. However, the material (fabric) she has selected to construct her prototype in was not used to complete her prototype. The student tested a range of different materials and then selected a cotton pink polka dot fabric to use for her final prototype. After testing, when she went to purchase the fabric, the fabric store did not have her original selection. She still picked a cotton material with the same properties as the fabric she originally planned to use, however the pattern and colour were completely different from her original selection, changing from a pink polka dot design to a blue striped pattern. She meets all of the other criteria of the standard to gain an excellence but because she did not use the fabric she selected after trialling, does that mean that she fails the standard with a Not Achieved grade?
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I am embarking on AS91611 Develop a prototype considering fitness for purpose in the broadest sense and will be using a food context in which students are to design a prototype from a given recipe. What is the best way to explain fitness for purpose in the broadest sense in this situation? The context that I am giving to the class is one based on street food. We have a number of pop-up type caravans around Christchurch mostly post earthquakes. As the class is Year 13 I will ask them focus on their age group and get them to develop a product as if they would set up and sell it onsite at school.
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Can you explain to me what students should consider in fitness for purpose in its broadest sense in a programming context?
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I have been asked by another teacher to clarify ways in which fabrics/textiles can be used as examples of Technological Systems. Can the development of a patchwork quilt be considered a system – with inputs of fabric pieces, wadding and backing transformed into the final patchwork quilt design?
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Are there any articles that I can read that explain the link between teaching Technology and incorporating the teaching of literacy and numeracy?
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In regards to AS 91621 complex procedures I'm looking for some clarification as to how many complex procedures a garment should have? I have a few students who have designed a sweatshirt with a front kangaroo pocket. The pocket requires iron on fusing to stabilise its two openings and top stitching to hem the opening edges. We will be experimenting with twin stitching and cover seaming for this pocket. Would this be of sufficient rigour for the student to qualify as implementing complex procedures or would the garment require more procedures? Many thanks.
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I am reading through the resource for AS 91096 – making basic adaptions to a pattern. I was wondering – you talk about a toile, but are students required to make a final product, or a finished product? Or do they just make a toile or mock up to show the pattern adaptions?