This assessment gathers evidence of learning for the following Essential Learnings: Technology Essential Learnings by the end of Year 7 Ways of working Students are able to: generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints communicate the details of designs showing relative proportion, using labelled drawings, models and/or plans select resources, techniques and tools to make products that meet specifications plan and manage production procedures and modify as necessary make products to meet specifications by manipulating and processing resources identify risks and justify and apply safe practices evaluate the suitability of products and processes for the purpose and context, and recommend improvements reflect on learning, apply new understandings and identify future applications. Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, communities and environments. Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems, environments and services. Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability. Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments. Information, materials and systems (resources) The characteristics of resources are matched with tools and techniques to make products to meet design challenges. Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications. Assessable elements Knowledge and understanding Investigating and designing Producing Evaluating Reflecting Source: Studies Authority 2007, Technology Essential Learnings by the end of Year 7, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Conduct detailed investigations of technology products in general, and musical instruments in particular, focusing on design, materials and construction methods. (See Teacher resources for design technology sources.)
Implementation Consider these points when implementing the assessment. The student’s design portfolio is the key assessable area. Ensure students have time in each lesson to record their progress in investigating, designing, constructing and evaluating. The portfolio may take different forms. You could: print the Student booklet. (Students will probably need to add extra pages for their notes and drawings) use electronic copies of the Student booklet. (This method makes it easier to include digital photos, but students may need to scan in sketches) have students create own electronic portfolio, compiling their data in a blog or PowerPoint presentation. Sample implementation plan This shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Section 1. Investigation 3 Research percussion instruments and make notes of all activities in the design portfolio. Identify design problems and look for ways they have been solved (e.g. how one membranophone differs from another, how to change the tone, how changing the material affects the sound). Test materials and design ideas. Investigate tools, techniques and safe practices. Model investigation process and use of design portfolio for recording of findings. Provide access to books and websites listed in Teacher resources. Section 2. Design 90 min Develop and document a design for an instrument, including a list of materials and details of important solutions. Submit a design proposal. Model production of labelled design drawings. Give students approval to proceed to production when design is complete and practical. Section 3. Production 5 hours List materials, tools and safety procedures. Refine the final design idea. Revise and model safe work practices.
Construct and test instrument. Document the production sequence. Organise tools and construction materials. (See Resources for the assessment.) Section 4. Evaluation 1 hour Complete the Evaluation questions in the Student booklet. Present instrument to class for discussion and critique (optional). Reflect on Design criteria as basis for evaluation. Model and facilitate peer assessment. Section 5. Reflection 1 hour Complete the Reflection questions in the Student booklet. Reflect on Design criteria. Model and facilitate peer assessment. Resources for the assessment Appendix A Percussion instrument analysis Handsaws, hacksaws, scissors, trimming knives Hand or electric drills Files, rasps, sandpaper and sanding blocks Bench vices and clamps Screwdrivers Hammers Construction materials Wood — various shapes and including ply and dowel Plastics — acrylic sheet, various diameter PVC pipes, recycled containers Fasteners — screws, nails, bolts, glues, staples Any other recycled materials that may be useful (e.g. tins, leather/vinyl/rubber offcuts) Books Musical instruments, Gogerly, L 2004, Hodder Children’s Books, . Websites Indiana University School of Music — links to websites about instruments from around the world: <http://library.music.indiana.edu/music_resources/instr.html>. Virginia Tech — of common percussion instruments: <www.music.vt.edu/musicdictionary/textp/Percussioninstruments.html>. Pearson Education — Percussion instruments from around the world: <www.sbgmusic.com/html/teacher/reference/instruments/percuss.html>.