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Question
Hi I am a horticultural science teacher and I am looking at trying to bring in some more value-added learning into the course. Unfortunately, most of the ag/hort standards are limited to the farm gate i.e. primary products, so we can’t look at how value is added to products once they are produced. The standard AS 91643 caught my eye. We currently do an investigation on attributes of apples and I am looking at how value can be added by turning the juice into a flavoured cider. The Head of Technology is concerned that cider production might not have the complexity and depth of processing required for a level 3 tech standard. The process I am looking at with my students is roughly as follows. • Inoculate nutrient broth with yeast (student selected) and culture until cell count reaches desired level • Juice apples (students select varieties, quantities and ratios for desired flavour profile). • Pour must and sugar (sugar type and quantities determined by students to reach final alcohol concentration/flavour). Acid levels can also be adjusted here with malic acid. • Oxygenate must • Add oak chips/brewed tea • Add cultured yeast broth • Ferment at set temperature. Temperature may need to be controlled using heating pads) • Determine when fermentation has been completed (determined by hydrometer) • Flavouring added depending on the flavouring this can also be added midway through fermentation, the flavouring will be made by the students • Back sweeten with nonfermentable sugar to desired level • Bottle prime with priming sugar. I see plenty of opportunities for feedback loops, cell counts, original gravity, final gravity, back sweetening, fermentation temperature. Is this method complex enough to satisfy the requirements of this standard? It has both subjective testing and objective testing, taste tests, as well as OG, FG, brix levels, acid levels, temperature, masses. I see in the standard that their method needs to be repeatable. Is having the students produce two batches sufficient and comparing the outputs based on flavour, colour, alcohol levels etc okay? When calculating costs, do students only look at variable costs or do we need to take fixed costs into consideration? Would this process meet the requirements of the standard? Cheers
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A teacher at our school teaches both a Construction course assessed using Unit Standards and a Multi Materials course using Achievement Standards. The teacher would like to increase the complexity of the technological outcomes being produced for the students who are doing both courses by using the same outcomes in each course. To clarify, for the unit standards they have to manufacture 3 outcomes and their assessment is workbook based. Could those three outcomes also be used as the context for the achievement standards? E.g. conceptual design, brief, prototype? The idea being that the students are not manufacturing more than required and that they could use the time they have available in both courses to create more complex outcomes. I am of the belief that this should not be an issue since the assessments in each course cover different skills and aspects of the design and manufacturing process.
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Hi there, I'm a new teacher this year. I'm doing the Construction and Mechanical Technologies 2.21; Implement advanced procedures using textile materials to make a specified product with special features with my level 2 students. Can I use Applique and Needle Felting as advanced procedures? One student is doing Nuno felting with a complex blanket stitch - can the blanket stitch be counted as the 2nd advanced technique (it is embroidery). Thanks in advance for your help.
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Hi there, I am just wondering is it o.k for 1.61- Demonstrate understanding of basic concepts used in processing, to use the concept of custards. Students will be given 4 different types of custard to compare and contrast Soft Custards: Creme Anglaise Baked Custards: Crème Brûlée Starch Thickened Custards: pudding Gelatin Set custards: Bavarian Thank you
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AS1.60 is focused on assessing a student’s competency in ‘using’ basic procedures to implement a processing operation that enables a specified product to be produced. AS1.61 assesses student understandings of the basic concepts that enable processing to occur. Do both the standards need students to make a product? From what I understand 1.60 is where a student has to produce an outcome to demonstrate competency, were as 1.61 is where a student doesn't have to make a product but can do an investigation/report on a wider concept which compares and contrast difference in processing, safety etc?This could be done through some functional modelling in class.
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91057: Implement basic procedures using resistant materials or textile material to make a specified product Would an Electronics project - for example, in which students need to design a printed circuit board, manufacture the printed circuit board, populate and solder components, construct a suitable housing and cable other components such as motors or LCD displays- qualify as a basic procedure to meet the standard? An example could be making a digital clock.
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How complex does the prototype need to be when using the prototype standards (91047, 91357,91611). I plan to teach a unit on 3d printing and would like some examples of how 3d printing has been used at L1- 3. For example, would the following brief be acceptable at Level 1: Develop a prototype of a toy with moving parts for children at the local playgroup. The toy must be no bigger than 20cm x 20cm and should be able to stand up on its own.
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What is the distinction between competing and contestable factors in the level 3 functional modelling external (91612)? I have read a few definitions but I feel as if I need some examples of comments students might make about addressing those through functional modelling. Am I on the right track in thinking that students may model a design to ensure it is actually viable or not (viability being a competing factor). Then they may use another form of functional modelling to experiment with aesthetics which are more subjective and influenced by the opinions of stakeholders (a contestable factor). does that capture the distinction between the two types of factors?
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I'd like some clarification about AS91634, please. In particular, what does it mean when it says (EN2) “explaining why content needs to be manipulated to be used across media types" EN5 says that "Media types include: text, web languages, audio, video, graphics, animation or still images." This suggests that the standard is talking about processes such as turning text into audio (screen readers), web languages to video (??), still images to web languages etc. Most of these pairings sound crazy. EN8 gives examples of presenting content across different media. One example is presenting “web content on screen and in print or on mobile devices”. Does this mean that comparing web content presented on screen with web content presented on a mobile device is sufficient to address this part of the standard?
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How do different forms of modelling provide valid and reliable evidence from different stakeholder groups?