Technology Exemplars - Level 1

Outlining key stages and resources

The intended key stages for development have been identified in an overall plan of action (p 38).

The anticipated use of time as a resource has been planned.

There is minimal evidence that the material resources required have been considered for stages other than the manufacture of the outcome.

There is also some evidence of planning resources needed for stakeholder consultation with the listing of the contact details etc.

Brief Development

Page 45 provides evidence of a developed brief (version 6).

The process outlined in Explanatory Note 7 has been followed. That is, the given brief presented to students is as on p2. The given brief has been refined during the student's technological practice. The final brief allows an outcome that is fit for purpose to be developed.

The brief clearly describes the need that is being addressed and specifications against which the outcome can be tested. Note that all specifications are not labelled as such. They include:

• completed in 22 weeks
• limited to $65 unless stakeholders wish to contribute
• sharper and quicker turning
• smoother ride
• faster downhill
• good for flat land riding
• about 2kg each in weight for trucks
• 260mm wide
• a total weight of approximately 7-8kg
• more stability
• must fit to existing top half of trucks.

Planning evidence

The evidence of planning being used to guide the development of the outcome includes:

• a plan of action
• analysing what needs to be considered (key factor charts)
• planning for stakeholder consultation
• drawings/models/mock-ups
• a materials list
• sub planning guides.

See Explanatory Note 6 for expectations around planning.

How the student has shown that requirements of the brief have been met

The evidence that shows that the outcome addresses the requirements of a brief includes:

• photographs of components (p43 & 44)
• materials justification (p25)
• mock-up/models and consultation (p26 & 27)
• component photographs (p43 & 44)
• photograph of completed outcome with user static testing it (p48)
• student and stakeholder evaluation of outcome (p46 & 47).

Have the requirements of the brief been met?

• The photographs of the completed outcome and the plan of action supports that the time frame has been met. Note that the brief states a time frame of 22 weeks but the plan of action shows a 27-week time frame.
• Student and stakeholder evaluation after riding the long-board attests to better turning and smoothness of the outcome and that it fits the existing top of the trucks.
• Student evaluation states that the budget of $65 or less has been met. Costing details were not included.
• The trucks weigh 1.5 kg each and the overall outcome is 5 kg. These weights were less than the specifications which gave approximate weights. The student does not justify whether this is acceptable but it is presumed that it is.
• The design information and student evaluation indicates a width of 260mm. This has not been verified by the stakeholder but comments would indicate that this specification was met.

Assessment Judgement

• Overall, the Achievement criteria of the standard have just been met.
• The evidence presented shows how the requirements of the brief are addressed (part of the achievement criteria necessary to gain a Merit grade).
• Planning showed limited reference to the resources needed for all the key stages.
• Clearer evidence of planning for the overall practice (as apposed to concentration on mainly the manufacturing stage), including the resources required, would have made this a more solid Achievement grade. Explanatory Note 6 states that evidence of planning needs to be demonstrated throughout the student's entire technological practice.
• Key stages and associated resources would need to be reviewed and refined for this student to move beyond an Achievement grade. Explanatory Note 6 states that during development work, ongoing planning should be undertaken and changes made to allow the remaining time and resources to be used to achieve the desired technological outcome.

AS90046 Formulate a brief to address a given issue

The Issue

Explanatory Note 6 states that a given issue is one that is shared by a range of stakeholders, one of which may be the student. The class has been given the context of 'hobbies' (p2). In this case, it has been assumed that this was considered to be the issue.

On page 3, the student has outlined a number of 'problems'. These were probably considered to be possible needs or opportunities but could have been possible personal issues that evolved from the overall issue of hobbies. These issues were around surfing, long-boarding/skating, driving, music and graphics.

The explanatory note states that suitable given issues will require students to consider the environment in which the outcome will be developed and situated. Evidence of this can be found on pages 9 and 10. This note also states that differing views and opinions of stakeholders should also be considered. Evidence of this can be found throughout the portfolio including pages 11-14, 27 and 47.

Identifying Key Factors in Relation to the Issue

Key factors could have been considered for the general issue of 'hobbies'.

Alternatively key factors could have been considered for the specific issue associated with long-boarding. The issue associated with long-boarding is that the student would like to get "a more surf like feel" to his board (see page 9).

The student has identified key factors for several issues (see pages 4-8). The standard does not require this.

Using Key Factors to Identify Possible Needs or Opportunities

The student has identified a number of possible needs or opportunities that each arise from a different issue. Strictly, this is not what the standard asks for.

Explanatory Note 7 states that key factors are those that contribute both directly and indirectly to a given issue. An indication of the range of possible key factors is included in this explanatory note. This student has identified generic key factors that include technical, time, aesthetics, cost and safety. They have been used to help establish the suitability for further development of the opportunities identified.

Implications of the Identified Key Factors

The student has explained the importance of the chosen key factors.

For example the student indicates that time is important as they have to make the product within the school year (p4). On page 9 the student states that he can make the trucks in under a school year. Evidence of planning does not strongly justify this but the final teacher comment (p49) indicates that the teacher was confident that the outcome could be achieved in the time frame.

Another key factor was that the student needed the technical knowledge to make the outcome work efficiently and look good. On page 9 he states that he can get this knowledge from family and school. Pages 40-42 outline the knowledge he acquired and applied to the development of his outcome.

Decisions around aesthetics have been justified.

The safety key factor talked about the outcome needing to be safe and user friendly. Sharp corners and edges were identified as being a stakeholder concern (p47) in terms of the final outcome. The teacher feedback stated that this concern had been remedied.

It was established that cost should be limited to less than $65. The final evaluation indicates that this was achieved.

Formulating a Brief

A series of updated briefs can be found on pages 15-18 and the final brief is on page 45. The research and decision making about moving from one brief to the next is not strongly evident in this submission.

The final brief fits the description of a brief as outlined in Explanatory Note 4.

The process outlined in Explanatory Note 7 has been followed. Students were given an initial brief around the issue of hobbies (p2). The given brief has been refined during the student's technological practice. The final brief clearly describes the need and it allows for testing the success or otherwise of the final outcome. Note that all specifications are not labelled as such. They include:

• completed in 22 weeks
• limited to $65 unless stakeholders wish to contribute
• sharper and quicker turning
• smoother ride
• faster downhill
• good for flat land riding
• about 2kg each in weight for trucks
• 260mm wide
• a total weight of approximately 7-8kg
• more stability
• must fit to existing top half of trucks.

Explanatory Note 5 states that formulating a brief includes all aspects of technological practice.

This requires students to consider such things as:

• ongoing consideration of stakeholder opinions - the student shows evidence of having done this on pages 11-14, 27 and 47
• brief refinement - see pages 15-18 & 45
• research - this is minimal (see pages 25, 29-31) and the evidence of it being used to inform practice is not strongly apparent
• idea design and development - see pages 19-24, 26
• ongoing planning - see pages 28, 32-38
• outcome development and evaluation - photos of components (p44) and final product (p48) and evaluations on pages 46&47
• environmental factors that may impinge on the outcome of its development, including where the outcome will be finally located - see page 10.

Assessment Judgement

The work around identifying key factors and their implications in relation to a given issue is minimal.

Some attempt has been made to use key factors to identify possible needs or opportunities. This work has been used more as a decision making tool. The chosen project was justified.

A brief was formulated that addressed a selected need or opportunity.

The implications of the identified key factors were not strongly addressed.

Overall, this submission is just at an Achievement level.

Although the key factor charts include a 'priority and reason' column, in fact the key factors have not been prioritised. To achieve with Merit, students are required to prioritise key factors and explain their implications and main interactions in relation to a given issue. This student did not do this.

AS90050 Present an outcome developed through technological practice that addresses the requirements of a brief

Sufficient evidence to show that the outcome has been developed through technological practice must exist (see Explanatory Note 5).

This requires students to consider such things as:

• ongoing consideration of stakeholder opinions - the student shows evidence of having done this on pages 11-14, 27 and 47
• brief refinement - see pages 15-18 & 45
• research - this is minimal (see pages 25, 29-31) and the evidence of it being used to inform practice is not strongly apparent
• idea design and development - see pages 19-24, 26
• ongoing planning - see pages 28, 32-38
• outcome development and evaluation - photos of components (p44) and final product (p48) and evaluations on pages 46&47
• environmental factors that may impinge on the outcome of its development, including where the outcome will be finally located - see page 10.

A brief

Explanatory Note 6 states that a brief is a clear description of both the desirable features sought and the constraints to be met by a successful outcome. A brief should commence with a conceptual statement of the need, issues or opportunity being addressed, but also contain the detailed specifications against which the success or otherwise of the outcome can be tested.

Page 45 provides evidence of a developed brief (version 6).

The brief clearly describes the need that is being addressed and specifications against which the outcome can be tested. Note that all specifications are not labelled as such. They include:

• completed in 22 weeks
• limited to $65 unless stakeholders wish to contribute
• sharper and quicker turning
• smoother ride
• faster downhill
• good for flat land riding
• about 2kg each in weight for trucks
• 260mm wide
• a total weight of approximately 7-8kg
• more stability
• must fit to existing top half of trucks.

Explanatory Note 6 also states that, ideally, the brief is fully researched and defined in advance of development of the outcome, but often, as the development work proceeds, the knowledge and understanding of the technologist improves and therefore refinements (usually improvements) are made to the brief and its specifications. Updated versions of the brief indicate that this process has occurred. Ideally there should be more evidence of the work that was done to move from one version of the brief to the next.

How the student has shown that requirements of the brief have been met

The evidence that shows that the outcome addresses the requirements of a brief includes:

• photographs of components (p43 & 44)
• materials justification (p25)
• mock-up/models and consultation (p26 & 27)
• component photographs (p43 & 44)
• photograph of completed outcome with user static testing it (p48)
• student and stakeholder evaluation of outcome (p46 & 47).

Have the requirements of the brief been met?

• The photographs of the completed outcome and the plan of action supports that the time frame has been met. Note that the brief states a time frame of 22 weeks but the plan of action shows a 27-week time frame.
• Student and stakeholder evaluation after riding the outcome attests to better turning and smoothness of the outcome and that it fits the existing top of the trucks.
• Student evaluation states that the budget of $65 or less has been met. Costing details were not included.
• The trucks weigh 1.5 kg each and the overall outcome is 5 kg. These weights were less than the specifications that gave approximate weights. The student does not justify whether this is acceptable but it is presumed that it is.
• The design information and student evaluation indicates a width of 260mm. This has not been verified by the stakeholder but comments would indicate that this specification was met.

Assessment judgement

The standard has been achieved with Excellence. That is, the student:

• presented a high-quality outcome
• included supporting documentation
• addressed the requirements of a brief.

Explanatory Note 7 states that the quality of the outcome is judged in relation to the requirements of the brief. It is expected that the brief used is sufficiently demanding for a level 1 student, as was the case for the brief for the outcome that this student chose to develop. A high quality outcome is one that is fit for the purpose for which it was intended. The overall evidence presented in this portfolio demonstrates that the outcome was fit for purpose.

A high quality outcome must also conform to relevant codes of practice (see Explanatory Note 7). On page 39, the student has explained what a code of practice is. A definition can also be found in Explanatory Note 8. He has also described the codes of practice that were followed. This relates both to the development of the outcome and the outcome itself. Codes of practice for lathing, stainless steel, welding and the workshop are relevant and folio evidence suggests that these have been met.

The student states that an acceptable code of practice for the outcome would be "no unsafe edges or unsafe parts". The final stakeholder evaluation indicates that there were sharp edges and that these needed to be remedied. Not adhering to this code of practice and the effect this has on fitness for purpose would prevent the student from moving beyond an Achievement grade. However, the last page of the folio (p49) includes a teacher commentary that provides a significant insight. The teacher states that the problem of the sharp edges was addressed after the stakeholder consultation. These teacher comments also verified that it was a quality outcome that was fit for purpose. The opinion that the outcome was suitably reflective of a level 1 student also helped to validate that this work was at an Excellence level.

Explanatory Note 7 also states that a high quality outcome must demonstrate such things as creativity, flair, elegance and innovation. The teacher's opinion is that the outcome is innovative for a level 1 student. The teacher also justifies how the outcome shows elegance and creativity.