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| At a Glance |
Grade Level: Grade 9
Subjects: Technology
Topics: Problem solving using technology and the investigation process.
Time Needed: 15 x 40 min lessons; 3 weeksh
Key Learnings: Learners will know how to mind map and to make a checklist. The learners will be able to create a newsletter, website and slideshow. They will also have developed research skills including the 4 stages of the investigation cycle.
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Unit Summary
Your school is approached by an old age home to design and build a low cost artefact that can open bottles of various sizes. This is the problem that provides the basis for this technology unit on levers.
Curriculum Framing Questions
How does the weather affect my life and those of the rest of the world?
How can old people open bottles easily?
Can you investigate the problem?
Why do people struggle to open sealed bottles? (Understanding vacuums)
Can you describe the type of levers and their function?
Can you design a solution to the problem?
Can you make an artefact from leather solving the problem?
Can you evaluate the process that you are following in solving the problem?
Instructional Procedures
The first stage of problem solving is Investigation. A checklist based on Assessment Standard 9.1.1 lists all the steps that one needs in order to successfully complete the Investigation.
During this process you will have to consider the following questions:
Why do people struggle to open sealed bottles? (Understanding how bottles form vacuums when they are sealed.)
Can you describe the type of levers and their function?
Investigate the problem by following the checklist to analyse what the problem is. During this stage you also have to do some research on vacuum sealing and levers.
- Design a discussion web site to invite people to assist you with the problem. See sample. You may use supplied content worksheet and storyboard.
- Design a fun brochure to encourage people to have a new look at the type of levers and their function. You may view a sample.You may use this content worksheet and storyboard.
- Complete the following activities for your future newsletter:
Project Task 1 Planning newsletter content worksheet.
Project Task 1 Planning newsletter storyboard.
- Complete the following activities for your ultimate presentation: See sample.
Project Task 1 Planning presentation content worksheet.
Project Task 1 Planning presentation storyboard.
Remind learners to stick to the checklist and the rubrics that will be used to assess their work and take them through the process of problem solving as described in the project overview website.
Prerequisite Skills
Pupils will need to be comfortable using Publisher, Word and PowerPoint.
They must also have research skills. The learners must be able to create a storyboard and form a brochure. The learner must be able to design a web site.
Differentiated Instruction
Additional step-by-step instructions for each project.
Assessment
Learners will achieve the following outcomes
9.1.1 Investigates
9.1.1.1 Identifies and explains a problem, need or opportunity from a given real-life context, and investigates the context, the nature of the need, the environmental situation, and the people concerned.
9.1.2 Designs
9.1.2.1 Writes or communicates a short and clear statement or a design brief for the development of a product or system related to a context, problem, need or opportunity that has been identified by self.
9.1.3 Makes
9.1.3.1 Develops plans for making that include all of the following:
• resource lists (e.g. materials lists, tools, people, costs);
• formal drawings showing dimensions or quantities (e.g. orthographic, oblique or isometric views, sequence drawings, exploded views);
• manufacturing sequence (e.g. flow diagrams, flow charts).
9.1.4 Evaluates
9.1.4.1 Evaluates the product or system based on self-generated objective criteria linked directly to the design brief, specifications and constraints using self-designed procedures (e.g. surveys, questionnaires, testing procedures) for self-testing, and suggests sensible improvements or modifications that would clearly result in a more effective or higher-quality end product.
Samples of Assessment for each product are available as follows:
Presentation rubric
Brochure rubric
Interview rubric
Newsletter Rubric
Website rubric
Credits
This unit was developed by Francois Bezuidenhout of Hebron Christian School as part of an educator training session
for the Intel® Teach to the Future programme.
Standards
Critical outcomes
Identify and solve problems, Work effectively with others, Communicate effectively and most importantly Collect, analyse, organise and critically evaluate information
Learners will achieve the following outcomes
9.1.1 Investigates
9.1.1.1 Identifies and explains a problem, need or opportunity from a given real-life context, and investigates the context, the nature of the need, the environmental situation, and the people concerned.
9.1.2 Designs
9.1.2.1 Writes or communicates a short and clear statement or a design brief for the development of a product or system related to a context, problem, need or opportunity that has been identified by self.
9.1.3 Makes
9.1.3.1 Develops plans for making that include all of the following:
• resource lists (e.g. materials lists, tools, people, costs);
• formal drawings showing dimensions or quantities (e.g. orthographic, oblique or isometric views, sequence drawings, exploded views);
• manufacturing sequence (e.g. flow diagrams, flow charts).
9.1.4 Evaluates
9.1.4.1 Evaluates the product or system based on self-generated objective criteria linked directly to the design brief, specifications and constraints using self-designed procedures (e.g. surveys, questionnaires, testing procedures) for self-testing, and suggests sensible improvements or modifications that would clearly result in a more effective or higher-quality end product.
Resources
Printed Materials
Seller,M. – Wheels, pulleys & levers
Dunn, A – The Power of pressure
Scrine, R.V. and Clewe, E. – First technology
Hewitt, S. – Machines we use
Ward, A. – Machines at work
Internet resources:
shark.comfsm.fm/~dleeling/physics/torque.html*
www.enchantedlearning.com/physics/machines/Levers.shtml*
www.fossweb.com/modules3-6/LeversandPulleys/*
www.grc.nasa.gov/WWW/K-12/Summer_Training/KaeAvenueES/lever.html*
www.nationalgeographic.com/homework/*
www.ncsu.edu/midlink/rub.mm.st.htm*
www.ncsu.edu/midlink/tch.wk.rm.htm*
www.nwrel.org/assessment/toolkit98.php*
www.saroftreve.com/wwl/*
www.websitetips.com/css/*
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