Issuu

DEMO

SECONDARY EDUCATION

Technology, Programming and Robotics M.P. Blázquez, I. Hoyos, J. Santos

T e a c h e r’s G u i d e

Building

Blocks

Building Blocks is an educational project of Anaya Educación for Secondary Education with the participation of: M. P. Blázquez, I. Hoyos, J. Santos, Danny Latimer, Hannah Peat, Karen Piper, Begoña Fuente Larrazabal, Sara Gascón Martín, Verónica Moro, Paloma Rodríguez and Denise Suárez. The following people have worked on this book:

Editorial team: Karen Piper and Ángela Vázquez Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignon and Anaya Educación graphics department

Illustrations: Luca Landi and Pablo Vázquez Layout: Coral Muñoz and DiScript Translation: Montero Language Services PICTURE EDITING: Olga Sayans Photographs: Alamy/Cordon Press (Alexander Bertram-Powell, ronstik, Science History Images), Archivo Anaya (Canto, M.; Cosano, P.; Hernández Moya, B.; Martin, J.; Martín, J. A.; Ortega, Á.; Osuna, J.; Padura, S.; Peñuela Py, E.; Rivera Jove, V.; Steel, M.), Dreamstime, Gettyimages (AFP Contributor, Annie Otzen, Doug Armand, RichLegg), iStock/Gettyimages, 123rf and contributors.

Academic and Professional Orientation: created in conjunction with Fundación Bertelsmann. Coordinator: Juan José Juárez Calvo. Expert collaborators: Sara Lozano Santiago, Belén Pérez Castro and Pilar Vázquez Hernández

Commitment to Sustainable Development Goals Our publications contain carefully selected content, illustrations and language to comply with non-discrimination on the grounds of gender, culture or opinion. Grupo Anaya considers social and environmental responsibility to be one of its fundamental values. For this reason, we are committed to: · continually improving our contents and materials related to the environment. · reducing our carbon emissions. · using natural resources responsibly. · making sure that our activity has no negative consequences for endangered forests. These commitments, among others, mean that 100 % of the paper used in our books has the PEFC label. Important information: The activities proposed in this book should be completed in a separate notebook or on sheets of paper, not in the book itself. The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.

© GRUPO ANAYA, S.A., 2021 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

CONTENTS Building blocks and project keys .......................................

Our project ........................................................................................

Units

1. Technological product design ...................................... 8 2. Materials in technology ..................................................... 18 3. Electricity .................................................................................... 32 4. Hardware and application software .......................... 46 5. The Internet ............................................................................... 60 6. Introduction to programming ....................................... 70

g n i d l i u b

blocks

g n i n r a e l p ee k o t A project that is rooted in skills-based learning and the development of student commitment within the realities of available time

Building Blocks is a new skills-based approach, with the utmost curricular rigour and a coherent and coordinated content sequence in the areas throughout the entire educational stage. It promotes linguistic communication skills, which are essential for assessing the knowledge that allows us to understand the world around us and develop live social awareness. Building Blocks offers the possibility of incorporating active methodologies, using cooperative learning and thinking strategies, promoting personal and social skills for emotion management and the development of entrepreneurship in a flexible way. It attends to academic and professional orientation, whilst embracing equality and inclusion, all within the framework of the Sustainable Development Goals that we must keep focused on over the coming years.

Project keys SDG

SDG Commitment Establishes

the Sustainable Development Goals as a framework for learning that prepares students towards committed citizenship.

Developing thinking Proposes

strategies to stimulate reflection, “learning how to think” and the development of critical and creative thinking habits.

Cooperative learning Offers techniques to develop the skills that allow us to work together and efficiently in a diverse society.

Emotional education Offers emotional management tools to face the challenges of this complex educational stage.

Enterprising culture

Promotes entrepreneurial thinking in its three dimensions: personal, social and productive.

ICT Integrates the use of ICT in the learning process itself in a responsible, intelligent and ethical way.

Academic and professional orientation Helps students to get to know themselves, to understand the environment and to make decisions that allow them to confidently enter the labour market.

Assessment Incorporates strategies that allow students to participate in the assessment of their learning, analysing “what they have learned” and “how they have learned it”.

Linguistic Plan Develops communication skills both written and spoken and the tools needed to describe, present, instruct, comment, defend or refute ideas...

OUR PROJECT Technology, Programming and Robotics

Buildin

THE STUDENT’S BOOKs

Blocks

Technological development is one of the fundamental bases of today’s world. In this context, the content and activities of the book are aimed at training citizens who are capable of making responsible decisions related to technological processes.

SECONDARY EDUCATION

learning to keep

Go to the

RESOURCE BANK

that accompanies this book.

www.anayaeducacion.es

I S B N 978-84-698-7369-4

788469 873694

ION

o gy, Technoml ming a Pro gr b otics and Ro ázq uez M. P. Bl

os, , I. Hoy

J. San tos

Building

Blocks

SECONDARY EDUCATION

Technology, Programming and Robotics

The book uses a skills-based methodology that is adjusted to the curricular development of our community, allowing us to express to our commitment to the Sustainable Development Goals, while enabling g Buildin the growth of the skills and aptitudes demanded Blocks by learning to keep our increasingly diverse society. Go to the

RESOURCE BANK

that accompanies this book.

I S B N 978-84-698-7373-1

788469 873731

S EC O N D A

AT RY EDUC

ION

o gy, Technoml ming Pro gra b otics and Ro ázq uez M. P. Bl

3100553

Available at www.anayaeducacion.es

www.anayaeducacion.es

AT RY EDUC

3100549

Available at www.anayaeducacion.es

S EC O N D A

THE DIGITAL PROJECT FOR TEACHERS THE WEBSITE www.anayaeducacion.es The teacher’s website is a tool that facilitates and enriches teaching work. With it, you can adapt the contents to the needs of the students through additional resources or reinforce the most relevant educational aspects: • Course plan, the teacher’s guide and project information. •D iversity and inclusion, to meet the diversity of students’ motivations, interests and learning styles through: - Key concepts and additional worksheets. - Competece development worksheets. - Tasks and other resources. • Assessment, a core value of the project, it is supported through: - Predesigned assessment tests and records. - Specific documentation. - Assessment tools. • Resource bank, with video tutorials, presentations, glossary, learn by playing, related readings, Language Bank, Create and more. •L anguage Bank: created to further develop the four linguistic skills (speaking and writing, productive skills, and reading and listening, receptive skills), this new educational tool accurately supports the linguistic plan and can be used both by the teacher and the language assistant. • Create: fun cross-curricular projects which contribute to integrating and exposing students to different curricular contents and developing their English skills. These projects show the students that what they’re learning isn’t just in the classroom, but found in everyday lives.

os, , I. Hoy

J. San tos

Building

Blocks

Teacher’s Guide

Blocks

learning to keep

Technology, Programming and Robotics M.P. Blázquez, I. Hoyos, J. Santos

T e a c h e r’s G u i d e SECONDARY EDUCATION

There is a teacher’s guide for each student book with the solutions to the activities, methodological guidelines, suggestions for applying the project keys, etc.

Buildin

I S B N 978-84-698-7370-0

www.anayaeducacion.es

788469 873700

Building

3100550

TEACHER’S GUIDES

Technology, Programming and Robotics

SECONDARY EDUCATION

Blocks

Teacher’s Guide

Technology, Programming and Robotics

SECONDARY EDUCATION

Buildin

Blocks

learning to keep

M.P. Blázquez, I. Hoyos, J. Santos

788469 873748

3100554

SECONDARY EDUCATION

T e a c h e r’s G u i d e

I S B N 978-84-698-7374-8

www.anayaeducacion.es

Technology, Programming and Robotics

Building

Blocks

THE DIGITAL BOOK All Building Blocks books have a digital version. You can download the entire book or download it by units, with all its resources or in its lighter version (without the largest digital resources), which allows offline and online use. The resources of each unit are grouped by type and you can also access the resource bank and the Teacher’s guide.

AND FOR THE S TUDENTS? Resource bank

at www.a n

ayaeduca cion.es c on: • Resourc es related to the proje • Feature ct keys. d resourc e materia l. • Resourc es for ea ch unit. Digital b ook A digital version o f the textb be downlo ook that aded in fu can ll or by un resources its; with a or a lighte ll its r version (w heaviest d ithout the igital reso urces).

TECHNOLOGICAL PRODUCT DESIGN

ä Unit presentation This unit introduces a central concept for this 1st year ESO course: technology and project based learning, or PBL, one of the most innovative contributions teachers can use in the classroom. Any object or technical system is developed by a team who work together through different project phases. From the conception and development of an idea, to the morphological and functional design, its implementation and, lastly, its evaluation. This kind of project methodology is unfamiliar to students who are starting a new stage in their learning, and they will need to be introduced to it step by step.

ä Resources and materials For this unit, you will need the student book and the digital resources available on the Anaya website (Language Bank, interactive activities, videos, audios, etc.), and specialist manuals and the Internet would be helpful to use too. A useful external application is the ‘Vistas’ interactive resource available in the historical resources section of the EducaLab webpage by the Ministry of Education. It is in Spanish and can be found at the following address: http://educalab.es/recursos/historico/ficha?recurso=62.

ä General suggestions Methodology that focuses on developing speaking and writing skills is essential for this project.

Encouraging reading and developing comprehension, speaking and writing skills Students may have difficulty understanding certain concepts in this course. Make sure you use the glossary to remind them of important vocabulary and point out the Focus on English boxes to aid their understanding of complicated language.

Previous learning and possible difficulties The unit presents some new perspectives and ideas to students. This new technological perspective they are being introduced to involves using knowledge and skills that they acquired in their primary education: writing, communicating, reading and representing objects graphically. This unit may present a few small challenges in the classroom. You may find that organising documents, writing technical texts, and implementing standards in graphic representations and plans are the biggest difficulties.

Learning values Our technical activity has consequences and repercussions for the natural world, our environment, and society. The price of technology makes it affordable for one part of the population but excludes non-developed countries. This means there is a gap in the skills that can be developed, depending on where a person was born. It contradicts the idea that all human beings are equal, and that freedom is a right for all people. Technology should be a means for improving the quality of life for any human being. Students should reflect on these values in class.

KC: key competences, CLC: competence in linguistic communication, CMST: Competence in Mathematics, Science and Technology, DC: digital competence, LL: learning to learn, SCC: social and civic competence, SIE: sense of initiative and entrepreneurship, and CAE: cultural awareness and expression.

Contents and competences Unit content

Key competences

Opening pages • Technology and drawing

LC DC

1. P roblem solving in technology • Human progress thanks to technology • Repercussions and consequences of technical activity • The project method • Teamwork

SCC SIE LL

2. Graphic communication • Artistic drawing vs. technical drawing

CMST

3. Freehand drawing • Sketching • Diagram

CMST

4. Perspective • The cavalier perspective • The isometric perspective

CMST

5. Projections and views • Projections • How to understand the views better • The different views

CMST

6. Digital graphics • Paint3D and Pinta • Inkscape

CMST DC

Technology Workshop • Make a budget

LC CMST SIE

Review and practise

LC CMST SIE LL CAE

SDG commitment There are videos on the SDGs at anayaeducacion.es to help students with these exercises. Linguistic plan You can find the Speaking and Writing Language bank worksheets at anayaeducacion.es.

PROJECT KEYS

SDG commitment • Video: Objective 4.1

Speaking

Technological product Design

4 Look at the two quotes by the artists Henri Matisse and Edgar Degas. Discuss with your partner what you think the artists mean. “Drawing is putting a line around an idea.” Henri Matisse (1869-1954) “Drawing is not what one sees but what one can make others see” Edgar Degas (1834-1917)

Reading and listening

Technology and Drawing

I think that Matisse meant that…

Human beings start to develop their drawing skills in infancy. It’s a way of expressing ourselves, and visually communicating our ideas, stories, feelings and opinions.

Maybe Edgar Degas was trying to say that…

From a technical point of view, drawing is essential to specify the shape, size and characteristics of objects we want to make. Drawing is a universal language that can be interpreted and reproduced by anyone, regardless of which language they speak.

Linguistic plan • Reading and Listening (receptive skills) and Speaking and Writing (productive skills)

1 Look at the object below. How would you describe its shape and size? What other characteristics does it have?

Writing

The 17 Sustainable Development Goals proposed by the United Nations aim to create a better world for everyone. To achieve them, everyone needs to collaborate. Follow the instructions below. • Go to the United Nations webpage. Use these keywords to find the page: UN sustainable development. • Read about the objectives and look at the icons that represent each one.

2 The text explains that human beings have a natural need to communicate. Look at the drawings. Which period of history are they from? What do they show? Explain your answers.

• Find out what target 4.1 is. • Work in pairs or small groups to create a poster to raise awareness of this goal. Design a new icon and add text to the poster. • Present your poster to the class.

3 Drawing is one way to communicate. What other forms of

Developing thinking Thinking techniques • C and R • Organise and defend a position Graphic organisers • Landscape mind map • The mirror Thinker’s keys • The variations Cooperative learning • We all contribute • Think-share-choose Enterprising culture • Personal dimension: creativity • Production dimension: assuming risks and productivity ICT • Conceptual map: Technological products • Video: Solving technological problems • Video: Graphic communication • Video: The different views of an object • Video: The cons of cars • Printable isometric paper • Document: Guidelines for making your portfolio Academic and professional orientation • Professional pathway: What can you study if you like technical drawing? Assessment • Interactive self-assessment • Interactive activities • Printable assessments, practice and extension worksheets

BANK GE BANK LANGUA LANGUAGE BANK GE BANK GE BANK LANGUA LANGUAGE NK LANGUA NK BA NK BA BANK 9 BA GE GE LANGUA LANGUAGE NK LANGUA LANGUAGE NK NK BA BA BA GE NGUAGE LANGUA LANGUAGE

communication are there?

Opening pages Suggested methodology Reading and listening The activities on the opening pages combine unit content with activities focused on learning and practising English. They could be led by either a teacher or by a Language Assistant, if you have one in your classroom. We suggest that you read and/or listen to the audio of the text about Technology and drawing. While listening you can focus the students’ attention on the stress, rhythm and intonation of words and sentences to support correct pronunciation and the association of the written word with spoken English.

1 Before students answer, you could revise basic descriptive adjectives for objects by brainstorming them on the whiteboard. Sample answer: It’s small, rectangular and flat. It has a shiny screen and is attractive.

2 Left to right: Prehistory: a cave painting which shows cattle or hunting; Ancient history: hieroglyph which might show a king or the suns; The contemporary age: Computer-aided design of an axel and gear.

3 Sample answer: body language, braille, spoken language and sign language.

Speaking 4 This activity helps students to think critically about why we draw, as well as supporting their confidence in giving opinions. The speaking worksheet in the Language Bank reminds students of phrases for giving their point of view. To help students understand the quote by Henri Matisse you could draw a picture of a lightbulb and circle it. Remind students that in the Edgar Degas quote, one means someone. Use an example of modern art, ask students what they see, then tell them what the artist has said about the art. If you have time, follow up with the second activity on the Language bank worksheet for students to practise giving opinions and thinking creatively.

Writing 5 Students are to make a poster about UN Sustainable Development Goal 4, objective 4.1 ‘By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes’. By doing this they will start to reflect on the problems some children and teenagers face in having access to education and think of and suggest solutions. The worksheet found in the Language Bank includes step by step guidance in thinking of ideas, designing a poster, writing the text and presenting ideas to the class, as well as vocabulary and written examples to help students.

Unit

PROBLEM SOLVING IN TECHNOLOGY

ä 1.1 Human progress thanks to technology Since the beginning of time, human beings have faced a constant fight for survival. Nature has given us two powerful weapons to help: a brain which can solve problems, and hands that can use tools. We have built machines and tools that are increasingly more complex, and the discovery of electricity led to the development of electronics and computers. With all of these technological advances, we have even been able to launch rockets into deep space, leave our planet and walk on the Moon! Technique is the combination of processes and rules that we must follow to achieve something. Technology is a combination of technical and scientific knowledge used to create objects that make our lives easier.

ä 1.2 Repercussions and consequences

Sometimes we cannot immediately see these negative effects on the environment and our society, they may only become apparent after some time has passed.

Problem solving in technology

F ocus on English banned: prohibited

Take the material asbestos as an example. This material was used in construction but was later found to be a carcinogen*, it causes cancer. However, it was used for several decades before it was banned*.

build up: to increase carcinogen: a causes cancer

substance

that

ä 1.3 The project method

Suggested methodology

Technology helps us to solve an endless number of problems. For each problem, we need to analyse the situation, look for solutions and choose the best one. The project method follows this principle. It is a cycle of learning, experimentation and putting ideas into practice. By making things, using tools and experimenting with materials we learn and develop new skills and techniques and build up* our knowledge. The project method is a process that helps us solve problems by following the steps in the diagram below.

of technical activity

Discoveries and inventions are intended to make our lives easier. However, technological activity can have unexpected or unwanted consequences. We can damage ecosystems and our own environment and society. This includes the damage from environmental accidents or pollution.

Defining the problem

Conditions of the problem

Search for solutions

Think about how we extract metals from the earth and then process them to be able to make technological devices. These processes harm the environment, but are essential for the manufacture of many tools and modern appliances.

Decision making

Design

Parts of the problem

The Internet

Experts Magazines

Books

Choosing the solution

Analysis

Plans

Creativity

Documents

Technical factors

Understand, think, investigate… 1

Planning and production

Consequences and results. Write at least three positive and three negative effects from using a mobile phone. Do you think we can see all the effects? Do some appear over time? We all contribute. Talk about your ideas from activity 1 with your classmates and share your thoughts.

Does not work

Verification

Handling materials

Budgets Organisational factors

Production methods

Testing Evaluation

The solution works

Publish results Cerro Colorado, Riotinto Mines, Huelva.

You can find a resource on problem solving in technology at anayaeducacion.es.

Developing thinking We recommend students use the ‘Consequences and results’ thinking technique to complete activity 1. Cooperative learning We recommend students use the ‘We all contribute’ cooperative learning technique to complete activity 2. ICT We recommend that, before starting this unit, students watch the video ‘Solving technological problems’ at anayaeducacion.es.

Before reading, you could ask students what technological products they think have helped humans the most in our progress. Ask them about one invention they couldn’t live without. One difficulty that you may find on these two pages will be in making students aware of how human activity can damage the environment. Try to strike a balance between the positives of technology and the repercussions it can have on our planet. The aim here is to encourage responsibility along with innovation. Make sure that students are aware of the difference between the key words technique and technology. You could ask them to write definitions using their own words in their notebooks.

Answers Understand, think, investigate… 1 Consequences and Results. Every student should be able to reflect on and point out various positive, negative and sometimes not-so-obvious effects of using mobile phones. Students usually expand this concept to the functional nature of smartphones, which provides more possibilities for their answers. The most common answers include: easy communication, entertainment and Internet access that mobile phones provide. On the negative side they may talk about possible health consequences from radiation emitted by mobile phones, the addiction and dependency they can cause, and the misuse of smartphones. Cyber-bullying is an example of such misuse and may be tackled in the classroom through this activity.

2 We all contribute. This debate discusses the advantages and disadvantages of mobile phones, which may be done as a class, or in small teams of four to five students. A good technique is to try to discuss concepts which students do not agree on as they may think of more arguments and expand their ideas more. The debate could focus on the health hazard of installing mobile phone antennas on the roofs of blocks of flats, for example.

Unit

1 PROBLEM SOLVING IN TECHNOLOGY Brainstorming Each member of the team quickly takes their turn to propose a solution to the problem. It does not matter if the result is possible or not. The important part of this phase is to use your imagination and say the first thing that comes to mind. It can even make the meeting fun and relaxed!

Developing ideas and searching for solutions First we need to identify and clearly state what the problem is and think about all the variables that affect it. Then we can come up with* ideas for a solution. One of the most common ways to do this is known as brainstorming.

Analysing objects When we want to solve a problem or fulfil a need, we try to imagine an object that could provide the solution. We should analyse all the possibilities with the following criteria:

➜ Morphological analysis: this is about looking at on object’s structure, the number of parts it is made of, its shape, dimensions, measurements, texture and the colour of its surfaces.

➜ Functional analysis: this is where we look at the operation and

F ocus on English come up with: to think of a new idea cracking: breaking with a line on the surface or breaking into pieces store: to keep in a place wringing: a twisting movement to remove water from a mop

practical use of an object. This will be different depending on if the object is static or able to move.

➜ Technical analysis: this is the description of the materials used and their properties, particularly the mechanical properties like strength; flexibility, hardness, toughness (how much energy they can absorb before cracking*) and their capacity to absorb impacts and so on.

➜ Economic analysis: this is how much money we think the object is going to cost. By applying these analyses we can find the object that will meet our needs. The best object will be the one that meets every requirement at the lowest possible cost.

Example of an analysis

A wooden rod functions as a rotary shaft.

After analysing the suggested solutions for a project and choosing one, we move on to the design phase. Now we can make more defined plans and draw all the pieces that we need to make the object.

A nail at the end of the rod is used to keep the cross-piece in place

Suggested methodology

The drawings and plans can be:

➜ general perspective plans. The metal screw eyes for keeping the cross-pieces in place are attached with hot glue.

➜ detailed plans of a specific part of the object. ➜ the plan, front, rear and profile views of the object. ➜ an exploded-view plan in which all the parts of the object are shown in pieces, and in order of assembly.

Detailed drawing of a cardboard box crane.

Explain to the students that when we propose a solution to a problem, we have to take into account how similar problems were solved in the past. We do this to avoid making mistakes that were corrected before, and also to make the design stage shorter. It is not about inventing something all over again, but rather about applying what has already proven useful in new situations.

Planning and production Planning means to prepare tasks in a logical and rational way. When we plan a project, we need to consider:

➜ the tools we are going to use, to make sure they are available. ➜ which member of the team is going to be in charge of* making each of the pieces in the project.

➜ which team member will be responsible for assembling the pieces

F ocus on English

to complete the object.

take place: to happen

➜ the time required for each of the production tasks.

to be in charge of: to be responsible for something or someone

➜ the methods of production to make the pieces. There is a very useful planning tool used to control the time allocated to each task: the Gantt chart.

Gantt chart example Comparative analysis of two mop buckets Look at these two mop buckets. They are used for the same purpose, so their functional analysis should have the same characteristics. However, the shape of the parts they are made of is different. We can see the geometric shape is different: one is a truncated cone, and the other is a prism with rounded corners. The piece for wringing* the mop adjusts to the shape of each bucket but they have different designs. The handles also are different shapes: one is a semi-circular piece of metal, and the other handle is made of plastic. This is probably easier and more comfortable to use. From a technical point of view, the prism bucket is probably easier to move and store*, and is better for wringing water out of the mop. For the economic analysis, you could search for the price of each one in an online shop, a catalogue, or a shop that specialises in home cleaning products. Which of the two buckets is more expensive?

The project method

Designing a project

Let’s look at an example of a Gantt chart for the process of making a chair. The production phases are: Phase 1: Preparing the materials Phase 2: Cutting the legs Phase 3: Cutting the horizontal board Phase 4: Cutting the pieces for the backrest Phase 5: Fixing the leg pieces to the seat

See how some phases take place* at the same time, since the team has members available for each phase. If the team is made up of three groups of two people, for example, each group can take care of a different phase. Week

Phase 3 Phase 4

Phase 8: Painting the chair The Gantt chart shows each one of the phases over time. If it is going to take 2 months to complete a technology project, the timescale should be set in weeks, rather than days.

Phase 1 Phase 2

Phase 6: Assembling the backrest pieces Phase 7: Mounting the backrest on to the rest of the chair

Students may struggle with some of the vocabulary in these pages, draw their attention to the Focus on English box and glossary terms underlined in yellow and help them with pronunciation.

Phase 5 Phase 6 Phase 7 Phase 8

Any object analyses that the students do must be guided. The students should follow a process in which they ask questions about the object they are going to analyse. A group of ESO 1º students will want to start working on a project as soon as they think they have found a solution. Although this optimism is great, it can result in mistakes in the design, not having the appropriate materials, or not assembling the product effectively, and so on. One way to plan projects is using Gantt charts. These charts can be difficult to understand, and it is best to learn about them by using them in a practical way. All team members are involved in planning the chart and they need to agree on who is going to do which part of the project, the stages, the timing, the task distribution and the duration of the project. It is important that students accept that not all team members have to take part in all the construction stages, since distributing the work and carrying it out in simultaneous stages is fundamental to reducing the time for making the object. Students will probably question the importance of how long the project lasts. The teacher should explain this in terms of the cost of workers’ salaries.

Unit

1 PROBLEM SOLVING IN TECHNOLOGY

The project report

ä 1.4 Teamwork

The technical documents which accompany a project are called the project report.

In technology workshops, we often have to work together to solve problems and do our projects.

The project report defines all the technical characteristics related to the design, planning and production of an object.

➜ leadership is shared among the team members by dividing responsibilities between members and passing the role from one member to another.

The project report must be made up of*:

➜ tasks are shared in a clear way that everyone agrees on.

➜ A title page. This includes the title of the project, the name of the

➜ disagreements are solved within the team by trying to understand

team and the members, year, group and delivery date.

each other’s ideas and points of view.

➜ Index.

➜ decisions are made that will benefit the whole team .

➜ Organisation. The tasks and time allocated to the team members. possible solution. This should be a page with a freehand drawing of the object including rough dimensions, a brief description of how it works, and its advantages and disadvantages.

Member responsibilities There are responsibilities for each member of a team. Let’s take a look at some of them:

➜ The chosen solution. This contains: – views of the object.

➜ Team leader. This member of the team will be responsible for giving tasks to other team members and for talking to the teacher.

– a technical drawing of the pieces, including details of their measurements and description.

➜ Secretary. The secretary for the team must write down everything agreed. They are responsible for storing and organising the project documents.

– assembly instructions. – descriptions of tests for the object when it is made.

health and safety measures to take.

compromise: to come to an agreement, when everyone accepts less than what they originally wanted

– a page on which each group member gives their opinion of the

In order for students to write their technical reports properly, it is essential that they have a model or a template they can use as a reference. If there are no reports written by students from previous courses, we recommend that you personally write up a report for them to use as a model.

made up of: to consist of more than one part

necessary materials, and that they are properly stored when work is finished.

safety measures to take.

➜ Safety and cleaning manager. They must check the team follows

solution.

the safety regulations, and organise the cleaning schedule.

– bibliography and websites used. Project evaluation

A technical report must have certain characteristics. You may need to clarify the following:

Understand, think, investigate…

When we finish the project we need to evaluate the final product, the process, and say if our expectations were met. The object must:

Spatial diagram. Think about a fast-food restaurant you’ve been to. Where do they make the food? What do each of the workers do? Make a diagram in your notebook showing the places where each of the workers does their job and add their roles.

Think-Share-Choose. Make a team with three or four classmates. You are going to plan what you need to make a puzzle with pieces of wood.

➜ be able to carry out* the task it was designed for.

P R O J E C T

F ocus on English to carry out: to do or to perform an action

➜ Materials manager. They must check that the team has the

– tools: the name of the tool, the risks of its use and the health and

➜ meet health and safety requirements. This is particularly important

DE VE

S SI LY

team are available in the workshop, and in good condition. This team member must also make sure that the tools are collected and cleaned after use.

– materials: the name of the material, the risks of its use and the

GN SI

EVA LU

ION AT

➜ Tools manager. They must check that all tools assigned to the

– the budget: table showing the cost of the project.

In the industrial and professional world, projects are conducted as a cycle so that teams can continue to improve in their work. The systems and objects are designed to be produced and then later developed or improved upon. They are then evaluated for quality, and the cycle continues as the evaluation generates new ideas to improve the product.

All team members are equally important. Each of them should work hard and efficiently. If one of them makes an error the rest of the team can be affected.

A team will be successful if all the members can compromise* and communicate well with each other.

➜ Possible solutions. Each member of the group contributes their own

Project management cycle

All technological activity has to be documented and the project report is the basic document which includes descriptions of the chosen technical solution, as well as the stages of planning and design. This report is the foundation of the project, together with plans and drawings.

The main characteristics of teamwork are:

for objects with moving parts, which may cause accidents.

➜ be within the estimated budget. ➜ have the correct dimensions, shape and weight.

ENT PM

➜ look good and have a good finish.

Share the tasks evenly among the group, and give each member a responsibility. Think about the different tasks, including where to get the box to keep the puzzle in, and divide the tasks among the group.

• The way the project report should be bound, with a fastener, coil, or ring, for example.

The aim is to write your plan on a page, so you can give it to the teacher. This is not about making the object, but practising making a plan together.

• The minimum and maximum number of pages. • If the report must be presented in handwriting or with a computer.

Developing thinking We recommend students use the ‘Spatial diagram’ graphic organiser worksheet to help them complete activity 3. Cooperative learning The ‘Think-share-choose’ cooperative learning technique can be applied to activity 4.

• If the report may, or may not, contain photographs or other graphics. The characteristics of teamwork here are different to the group work from previous courses, as there is a coordinator or leading figure. It is important that students understand how a project can be a success if all members are treated as equals. Students may find the definition of working as equals odd to begin with, as each team member is described as having different responsibilities later on. In this case, it is important to explain to the students that all the roles are important, and with even one missing, the project could not be finished. When students form work teams, they can learn to treat others equally by: • making sure the team members do not decide the allocation of responsibilities according to gender stereotypes. • avoiding always giving the boys roles related to the coordination of the project and the management of tools, and to avoid just giving the girls support roles such as dealing with documents, administration, cleaning etc. Get students to look at the Focus on English box and try to use the phrasal verbs ‘to carry out’ and ‘made up of’ in another context. Or ask them questions such as ‘What is a Gantt chart made up of?’ to check their understanding. The word compromise can be easily confused as it sounds and looks similar to the Spanish compromiso, which has a different meaning. Make students aware of this false friend and ask them about a time that they have had to compromise.

Answers Understand, think, investigate… 3 Spatial diagram. This activity has different objectives. Each student has to be able to draw a basic diagram which shows the space occupied for different functions: the countertop for delivering orders, the area for cooking French fries, fridges, countertops for making hamburgers etc. This design activity practises arranging objects on a floor plan, which will be a big help when it comes to understanding projections or views. It also illustrates an effective organisation model based on teamwork.

4 Think-share-choose. This activity could be a mini project. Students only have to design the puzzle in this project, which does not require more than a two-dimensional drawing. Students will have to make an effort to split the tasks in the time fairly. A good way to do this is to plan work roles and assign them to each member of the team. The activity is interesting even if the teams don’t make the puzzle, it helps them to understand the technical problem-solving process.

3 You surely will have heard the saying that a picture is worth a thousand words. In technology, drawing is important to represent objects which we want to build.

GRAPHIC COMMUNICATION: A UNIVERSAL LANGUAGE

Unit

FREEHAND DRAWING

Artistic drawing is a way of representing objects or scenes which can look real or, in contrast, to reflect an artist’s personal vision.

Technical drawing is a standardised universal language. It allows essential information to be presented, and from this we are able to accurately* build an object.

Artistic drawing generally has no rules. It allows the person who is drawing to be creative. Technical drawing on the other hand, is based on rules. It gives graphic information that accurately reflects reality, accompanied by numerical and symbolic information like measurements. This means the drawing provides information so that the object can be identified, and the design can be used to make a real object.

Sketching is freehand drawing without much detail that shows an initial idea of how the final object will be.

F ocus on English accurately: a way of doing something in a correct, exact way, paying attention to detail strict: exact or correct, obeying a rule

You have probably drawn a sketch at some time to explain an idea, or to help find a street by drawing a little map. Other words, such as “draft” or “outline”, are sometimes used to refer to a sketch. The drawing below on the left is a freehand sketch of a chair. Note that there are two types of lines used to represent the chair: the thick lines define the outline, and the thin lines serve as a guide and reference to give the image perspective.

ä 3.2 Diagram Dimensions The measurements of an object, or dimensions, are written on a technical drawing so that we can easily make the object.

In practice, this distinction between artistic drawing and technical drawing is not as strict* as it has been defined. Some artists use technical drawing techniques to represent spaces and perspectives.

A diagram can also be a freehand drawing, although it has more detail than a sketch, as it has measurements and other notes to help build the object. The chair is represented in the diagram on the right-hand side. We can see its shape defined by perspective, and the measurements of the materials to be used. It is ready to be made. The lines that have numbers next to them show the measurements and are called dimension lines. They have an arrow at each end. Look at how the arrows indicate the cut-off point with the auxiliary dimension lines, and define the lengths of each side.

35 Dimension line

In your notebook, write which kind of drawing would be the most suitable for representing each one of these objects or scenes and why: – A sunset. – A plan for a residential building.

Organize and defend a position. What are the advantages of using standards in technical drawing? Think about how the drawings would work without them.

Auxiliary lines

7 Draw your rubber in your notebook. Do a freehand drawing first and then a technical one. Include any information you think is necessary so that someone looking at your drawing can understand what it is, and be able to re-create the same rubber.

– A road map. – The design of a mobile telephone. – A drawing of a pet. – A drawing of a forest.

You can find a resource on graphic communication at anayaeducacion.es, as an introduction to what you will study in this unit.

35 Dimension line

Suggested methodology When thinking about the differences between artistic drawing and technical drawing, we should consider the following factors: • Artistic drawing is a form of individual expression which is not subject to strict conventions, whereas technical drawing is a means of expression that is governed by agreements, rules and mathematical principles internationally.

Dimension lines are drawn with arrows at both ends. Alternatively they are marked with oblique strokes where the auxiliary dimension lines and dimension lines meet. The dimension on the line between the strokes shows the total length.

Understand, think, investigate…

Graphic communication. Freehand drawing

ä 3.1 Sketching

ä 2.1 Artistic drawing vs. technical drawing

Technical drawing in Art

Freehand is a form of drawing without the use of instruments such as a ruler or compass.

Understand, think, investigate… 8 Take a look around the classroom from where you are sitting at your desk. Choose a student in the classroom. Try to draw their table and chair from your perspective.

ICT We recommend students watch the video ‘Graphic communication’ available at anayaeducacion.es when starting this section.

• The intention of artistic drawing is to express ideas, feelings and sensations, whereas technical drawing is about communicating the shape, size and other details of a physical object. This requires the use of instruments for greater precision and detail. It should also be clarified that the difference between the two kinds of drawings is not definitive, as many artworks are supported or helped by geometric constructions, and many technical drawings include colour and other techniques to be more expressive. Sketches by architects, industrial designers or machine designs by Leonardo da Vinci are good examples of drawings halfway between technical and artistic drawing. Students will only be allowed to start using

3 You surely will have heard the saying that a picture is worth a thousand words. In technology, drawing is important to represent objects which we want to build.

GRAPHIC COMMUNICATION: A UNIVERSAL LANGUAGE

Unit

ä 3.1 Sketching

ä 2.1 Artistic drawing vs. technical drawing

Technical drawing in Art

Artistic drawing is a way of representing objects or scenes which can look real or, in contrast, to reflect an artist’s personal vision.

Technical drawing is a standardised universal language. It allows essential information to be Artistic drawing generally has no rules. presented, and from this It allows the person who is drawing to we are able to accurately* be creative. Technical drawing on the build an object. other hand, is based on rules. It gives graphic information that accurately reflects reality, accompanied by numerical and symbolic information like measurements. This means the drawing provides information so that the object can be identified, and the design can be used to make a real object.

strict: exact or correct, obeying a rule

The drawing below on the left is a freehand sketch of a chair. Note that there are two types of lines used to represent the chair: the thick lines define the outline, and the thin lines serve as a guide and reference to give the image perspective.

The chair is represented in the diagram on the right-hand side. We can see its shape defined by perspective, and the measurements of the materials to be used. It is ready to be made. The lines that have numbers next to them show the measurements and are called dimension lines. They have an arrow at each end. Look at how the arrows indicate the cut-off point with the auxiliary dimension lines, and define the lengths of each side.

20 35

– A sunset. – A plan for a residential building.

Organize and defend a position. What are the advantages of using standards in technical drawing? Think about how the drawings would work without them.

– A road map. – The design of a mobile telephone. – A drawing of a pet. – A drawing of a forest.

Understand, think, investigate…

35 Dimension line

d) The design of a mobile telephone → Technical drawing

8 Take a look around the classroom from where you are sitting at your desk. Choose a student in the classroom. Try to draw their table and chair from your perspective.

You can find a resource on graphic communication at anayaeducacion.es,

5 a) A sunset → Artistic drawing c) A road map → Technical drawing

In your notebook, write which kind of drawing would be the most suitable for representing each one of these objects or scenes and why:

Understand, think, investigate… b) A plan for a residential building → Technical drawing

Auxiliary lines

Dimension line

Answers

ä 3.2 Diagram A diagram can also be a freehand drawing, although it has more detail than a sketch, as it has measurements and other notes to help build the object.

Dimensions

Understand, think, investigate…

drawing tools such as rulers, set squares, triangles, compasses etc., when their drawings of threedimensional objects have reached a reasonable standard.

Sketching is freehand drawing without much detail that shows an initial idea of how the final object will be.

F ocus on English accurately: a way of doing something in a correct, exact way, paying attention to detail

The measurements of an object, or dimensions, are written on a technical drawing so that we can easily make the object.

Freehand is a form of drawing without the use of instruments such as a ruler or compass.

FREEHAND DRAWING

as an introduction to what you will study in this unit.

e) A drawing of a pet → Artistic drawing

Developing thinking There is a worksheet for the thinking technique ‘Organise and defend a position’, which can help students develop their critical thinking skills.

f) A drawing of a forest → Artistic drawing

6 Organise and defend a position. These could be some of the advantages: Using standardisation in technical drawings allows us to prevent errors in interpreting them. As graphical language is universal, technical drawing may be consulted in any part of the world and is not limited to language restrictions.

7 Students are advised to carry out the activity with a rubber in the shape of a rectangular prism. This helps their delineation skills.

8 This activity helps students practise drawing in perspective. It may be a challenge for them as many students have low awareness of perspective and proportions.

Unit

Perspective is a drawing technique that makes objects look like they have three dimensions, although they are drawn on a flat surface. To help us draw in perspective we draw reference axes. These axes are different depending on the type of perspective.

PERSPECTIVE

ä 4.2 The isometric perspective In this perspective, the three reference axes have an angle of 120° between them. We can use paper with a template of equilateral triangles to make drawing in this perspective easier.

Perspective

History

C REATE

ä 4.1 The cavalier perspective When we draw in cavalier perspective we need a horizontal X axis and vertical Z axis. We then need a third Y axis to show depth, or make it look 3D, at a 45° angle to the horizontal axis.

Z axis X axis

Suggested methodology

Choose a monument from your favourite period in history and try to draw it in either cavalier or isometric perspective. X axis Z axis

Graph paper Cavalier perspective is very easy to draw. You just need a sheet of graph paper!

In this 1st year course of secondary education, students will develop their skills and try to explore the graphic representation of three-dimensional elements, but they are not going to find it easy. Teachers must deal with this subject with patience and perseverance as students are still developing skills in abstraction and spatial awareness.

Y axis 120°

120° 120°

Y axis 135°

We do not usually apply any reduction when drawing in isometric perspective, and the proportions on the three axes stay the same. However, the rule says a 0.82 reduction should be applied to all axes. This way it looks like the real object and keeps the proportions between the axes the same.

90° 135°

The image is slightly deformed if a reduction coefficient is not applied to the depth axis. To avoid this effect, it is common to reduce the dimensions of the lines corresponding to the depth axis by dividing them by 2 (equal to a coefficient of ½). Look at the following example in which there are four cubes. Each cube is drawn with different reduction coefficients. Check the different lengths of the line of depth according to each of the different coefficients used.

No reduction

3:4

2:3

1:2

Understand, think, investigate… 9 Think about drawing in isometric perspective.

in reality? Remember what you learnt about the reduction coefficient of the isometric axes. And if it were in cavalier perspective?

What length line would you have to draw for each side of a cube if each of its edges measured 10cm

Linguistic plan You can download the Language bank: Create! worksheet at anayaeducacion.es.

Students should start working with prismatic objects which are made up of sides that are flat and parallel to each other in three directions. And it is best to start freehand drawing with the help of auxiliary lines. At this stage, drawings in perspective that do not exactly keep within the characteristics of the isometric or oblique projection are acceptable providing that they are proportioned and represent the original object reasonably clearly. Students should use lined or squared paper, a pencil and a rubber. The Create task may be challenging for students, but drawings do not need to be perfect. Encourage trial and error and show some examples of technical drawings of buildings before students attempt the task. Hand out the Language bank: Create! worksheet and guide students through the task.

Answers Understand, think, investigate… 9 A coefficient of 0.82 must be applied in isometric projection. Therefore, in a scaled drawing, the edges of the cube should be 10 cm x 0.82 = 8.2 cm. In an oblique projection, the reduction coefficient is only applied to the depth axis. Using a coefficient of 0.5, the length of the edge on the depth axis is 10 cm x 0.5 = 5 cm.

Unit

PROJECTIONS AND VIEWS Types of projections projection lines

ä 5.1 Projections

ä 5.3 The different views

A projection is the representation of an object or shape as an image on a flat surface. This is very important in technical drawing because it accurately shows how an object fits in a space.

➜ Front view shows the front of the object. The side that shows the

There is a point on a projection known as a focal point (V), this is the point where the projection begins or projects from. It also has lines of projection which come from this focal point, and a plane which the object is projected onto.

➜ Lower plan view is the view from under the object.

When all the lines go through the focal point, the projection is called a conic projection. If the focal point is extremely far away, which is in technical terms infinity, the projection lines will be parallel. If the projection plane is perpendicular* to the projection lines, it is called an orthographic projection. This is used for drawing the different views of an object.

ä 5.2 How to understand the views better

Conic projection.

So, what exactly is a view of an object in technology? To understand what the views of a specific object are, it can help if we imagine it floating inside a transparent cube. This way, the views of the object appear on the interior walls of the cube as orthographic projections of each one of its sides.

projection lines

There are six views of an object, which is the same number of sides as the imaginary cube that it is in. We usually only need the three main views unless it is a complex object, then we can use more views to show all its details. Look at the images below. See how the views relate to the interior walls of the imaginary cube.

Orthographic projection.

Projections and views

F ocus on English perpendicular: exactly horizontal or vertical

most amount of information is chosen as the front view.

➜ Plan view is the view from above. ➜ Profile view is the side view. If the projection is from the right hand side, this will be a right profile view. Or if it is projected from the left, a left profile view.

Suggested methodology

➜ Rear view is the view from behind the object.

Model example How to draw the views of an object 1 First, draw the axes to define the areas of each view. These should be thin continuous lines.

The most difficult part of drawing a view of an object is often an inclined or curved plane. So it is important to start with simple cube shapes, and then gradually move on to more complicated shapes.

The first view that you draw is the front view. This view offers the most information and detail. In this example, it is the orange area, as it indicates the shape of the object. 2 The next step is to draw vertical auxiliary lines down from the edges of the front view. These will help make the plan view. 3 Draw the plan view. Use the auxiliary lines from the front view to provide the width of the object and other details of the object’s shape. In this example, the plan view is coloured in yellow. 4 Draw horizontal auxiliary lines from the front view to help you draw the profile view. You also need to draw auxiliary lines from the plan view to the profile view by using a compass.

lower plan

5 Draw the profile using the auxiliary lines as a guide. Remember the left profile is on the right of the front view and the right profile is on the left. In this example, the profile view is shaded blue.

view

right profile

front

view

left

file

10 Draw a) the viewsb)a)of the d) a) following b)c) b) c) b) a)objects: c)

pla

n vie w

view

A representation of the views of an object inside an unfolded, imaginary cube.

d) c)

d) c) e)d)

e) d)

) d)fe)

f )e)

Orthographic projection of the front view.

You can see a video about the six orthographic views of an object at anayaeducacion.es.

ICT Video: ‘The different views of an object’.

There is a video available at anayaeducacion.es which clearly illustrates the views of an object.

Understand, think, investigate… pro

As you can see in the student book, the American system of portraying views was chosen, as this is more intuitive for students at this level: the students draw what they see from their position when they look at the piece face on.

Answers Understand, think, investigate… 10 a)

6 DIGITAL GRAPHICS

Unit

Digital graphics can be made up of picture elements called pixels. These graphics are known as bitmaps. There is also another type of digital graphics defined by geometrical lines and elements, and this type is called vector graphics.

ä 6.1 Paint3D and Pinta

Paint3D interface.

Paint3D is a simple graphics programme included in Windows operating systems since 2017, replacing the old Paint programme (Paint is still available but no longer updates). Paint3D allows access to a large gallery of 3D models that can be modified and printed. Pinta is an open-source* app which can be installed not only in Windows, but also in Linux, Mac and BSD operating systems. The app is in continual development. It has many tools that are not available in Paint, which are easy to use for drawing and touching up* images without having to use more complicated programmes.

Understand, think, investigate… Pinta interface.

11 Use Paint, Paint3D or Pinta to draw a landscape like the one in the image on the left. Use the tools you have in the programme for creating shapes and filling them. What happens if you want to move or make changes to the objects you have drawn?

The menu is much more comprehensive than that in Paint, and it has tool bars around the entire work area. We will use the bars on the left and the top the most often.

Suggested methodology

The rectangle in the middle is to the same scale as the sheet that we will print on paper. You can draw on and around the page, but only objects drawn on the page can be printed. The most useful tool for creating shapes is the application of nodes to the outline of one of the regular shapes like a circle or ellipse, for example.

Students need to know that when creating computer generated images there is a separation between artistic and technical drawing. There are programmes used for creating and editing artistic drawings (image and bitmap editors), and others for diagrams and plans (vector image editors, and computer aided design programmes, or CAD).

When drawing a circle, select Path > Object to path and insert new nodes by using the Edit nodes by path or control handles tool. This lets you manipulate their position and angle to give them a new shape.

Search online for other free programmes like Paint. Note the operating systems they are available on and the size of the file download.

An irregular shape has been created from the circle on the left by adding several nodes to its outline.

14 Go to a website like https://www.pexels.com/ where you can

Original

Brightness setting

Pencil sketch

Ink sketch

Understand, think, investigate… 15 Now try drawing a landscape with Inkscape like the one you made using Paint. Which one was easier to draw? What advantages and disadvantages are there to each of the two programmes?

Bitmap editors like Paint or Paint.NET can be used to design front covers, logos and other elements for technical reports.

16 Draw a sky full of stars like the one in the example.

F ocus on English open-source: software that is free of charge and available for anyone to make changes to touching up: correcting or making better in appearance

Inkscape is open-source software used for vector graphics editing. It offers advanced features, but the user interface is so user-friendly that it can be used for simple tasks too.

using and look for the way to re-size the canvas to 1024 Ò 768 pixels. Write how you did this in your notebook.

download copyright-free images free of charge. Look for an image you like. Use the filters in Pinta to get images like those below, using the original image you downloaded.

Digital graphics

ä 6.2 Inkscape

12 Search in the menus of the drawing programmes you are

To draw this, use the stars and polygons tool and change the number of corners and adjust the base radius. When you place the mouse cursor over the base radius handle, a pop-up appears in the lower part of the screen, describing what happens when you press Ctrl, Shift or Alt or when you move the object.

Answers Understand, think, investigate… 11 Students have the freedom to choose any image. When they try to change elements already included in the drawing, the student will find out that it already makes up part of the image and that it’s not possible to move or change them.

12 In order to change the size of the canvas in Pinta select Resize canvas in the Image menu. In Paint, we go to the Image menu in Start and select Resize. This activity is designed to familiarise students with the different essential characteristics of the application used.

13 The search for alternatives should be straightforward, students could search the keywords ‘free alternative to MS Paint’ in their search engine, for example. Popular alternatives include IrfanView, My Paint and Krita. Finding out the operating system (OS) they are available for and the installation file size may be more difficult for students. As an extension activity, you could ask students to present the information in the form of a comparative table which clearly shows the availability for each OS. It is important to highlight that these are relatively small programmes, although the size increases if they offer more functions.

14 Students have the freedom to choose any image. The filters in Pinta are available in the Effects menu.

15 Students will probably find working with Inkscape a bit easier. 16 Students’ own drawings.

acion.es bank at anayaeduc in the resource your portfolio. Go to Portfolio n about how to make to find informatio

Unit

iSe

shop TECHNOLOGY work

REVIEW and pract

Make a budget

Technology workshop. Make a budget

Solving technological problems 1 Write three objects in your notebook that come to mind when you think of the word “technology”.

project presentation

One of the most important parts of a project is to know how much money it will cost before it starts. In this case, you and your team will be planning to refurbish a house. What do you think you will need?

PROJECT STEPS

1 To calculate the costs we need to know:

Consequences and results. Make a list in your notebook of the direct consequences that technical activity has had on our environment.

3 What’s the difference between “technique” and

Suggested methodology

“technology”?

painter, etc.)

BUDGETING A HOME REFURBISHMENT Your house has probably been refurbished at some time. The builder or the refurbishing company first visit the house and look at what work they need to do. They then discuss which materials to use and say how much the job will cost. This includes the profit, the costs of materials and pay for the workers. This is called giving an estimate for a job. Materials budget No.

Material

Cost per unit

1 2 3 Total materials

Workers budget No.

Role

4 Look at your school bag and make an analysis based on the four points you have studied: morphological, technical, functional and economical.

• a list of the tools we are going to use. • what each person’s role is (project manager, designer, woodworker

Salary per hour

• what tasks each person will have in their role. • the amount of time each person will spend on the project – this might be different for each role.

• how much money each person earns per hour. 2 Write all your data in a table with each cost written next to it, to find out the final total. This will tell us the estimated cost of the project, or budget. Look at the following example. A team wants to build a project in which the set of wooden pieces may cost €2.60. The cost of other materials will be €2.40 for metal set squares, €0.60 for nuts and bolts, and €0.15 for hot glue sticks, and other joining elements like contact adhesive and nails. The team members and their pay were: Project Manager: €10/h; a Designer/Planner: €8/h, and two workmen: at €5/h. They decided to make each person work for the same Units Total amount of time on each task. Each person worked ten hours, except the designer who worked two hours extra. Lastly, they asked the teacher about the cost of tools, machinery and the cost to rent the premises. The teacher estimated €2/h for the tools, and €3/h for renting the property.

Hours

Total

3 When your team is ready, copy these

The mirror. Compare the characteristics of two mobile phones that your family has. Include the price, the most important characteristics like the screen, memory size, options to add memory etc. In your notebook, draw a table with the phones’ similarities and differences.

Look at a technological object like a chair, for example. Think of how many different parts it is made of: its legs, seat, backrest, nuts and bolts. All the parts had to be made from wood, plastic or metal. In a team, make a plan as if you worked in a factory that makes chairs. Organise the following tasks: gathering the materials, preparing each part and putting the pieces of the chair together. When you have made the list of steps to build the chair, put the tasks in the correct order, and say how much time they should take to do them. Remember that some tasks may be done at the same time.

tables in your notebook, and use them as a template for calculating your budget.

2 Total cost of workers

Compare with another team. Who has a smaller budget?

Imagine you have €800 to spend on a computer with a monitor, software, peripherals and any product related to it. Search different websites for the prices of the parts, make a budget and take care not to overspend. Write in your notebook what each part costs and where you would buy it. In your budget, include the cost of travelling to buy the part if you needed to travel to a shop.

The variations. Think of five possible solutions to the problem of crossing a river. Do not worry about restrictions. For each idea, write why you think it is a good solution. What do you think are the best ideas?

9 Look at the two doorknobs in the image. To make a full analysis of each one, do the following exercises:

Describe how each one looks.

b) Explain how each one works. c)

Search for the cost of a round doorknob and a door handle on a DIY shop website and compare their prices. Imagine you are a building contractor. Which of the two doorknobs would you choose for the doors in a block of flats? List the advantages and disadvantages of each one to help you choose.

10 A group of people have started a company that designs furniture. Their main clients are other companies that use their designs to make furniture. There are different departments in the design company: administration, design, project management and sales. Find out about what each department does and how they are linked to each other within the company. In groups, draw a diagram that shows the structure of the furniture design company including all the departments mentioned above, and how they are linked together.

Graphic representation of objects 11 Explain why reduction coefficients are used in perspectives. Which axes have a reduction applied in the cavalier perspective? And what about in the isometric perspective?

TOTAL COST OF THE PROJECT

anayaeducacion.es You can find documents in the resource bank on how to use the techniques or keys in some of the activities.

Students have already seen how to organise themselves when carrying out a project, as well as how to plan tasks in order. However, there is a very important part that they have not been able to study, the budget. This classroom technology workshop has been developed as a supplement to the technical report, and helps them make a budget for an imaginary project. Students may not be familiar with a budget, unless their parents or guardians have spoken to them about it. To make it relatable, you could ask the children about pocket money. They can imagine they are given 15 euros, and with that money they can spend a certain amount on bus or train fare to the city centre, an entertainment activity and food. They have to plan the activity carefully, as they cannot spend more than 15 euros. When starting to look at the project, point out that they first have to make a list of all the materials and parts they need to make the budget, no matter what kind of project they are it is. Then they have to list the quantity or the number of units they need of each material and each part, taking into account that many materials and parts are not sold by units or in the exact amounts they need. They will have to include the total amount of the product acquired in the budget, unless it can be used in another project. If you need a can of paint and only three quarters of it are used, the remaining quarter has to be included in the budget, for example. The budget is completed by multiplying the amounts and parts purchased by their price and adding up all the items. The budget must also include the cost of workers required to carry out the project. This project may be considered a ‘case study’ in which the student or team is required to calculate and estimate the cost of carrying out a project.

acion.es bank at anayaeduc in the resource your portfolio. Go to Portfolio n about how to make to find informatio

Unit

iSe

shop TECHNOLOGY work

REVIEW and pract

Make a budget

Review and practise

Solving technological problems 1 Write three objects in your notebook that come to mind when you think of the word “technology”.

project presentation

PROJECT STEPS

1 To calculate the costs we need to know:

Consequences and results. Make a list in your notebook of the direct consequences that technical activity has had on our environment.

Problem solving in technology

3 What’s the difference between “technique” and “technology”?

painter, etc.)

Your house has probably been refurbished at some time. The builder or the refurbishing company first visit the house and look at what work they need to do. They then discuss which materials to use and say how much the job will cost. This includes the profit, the costs of materials and pay for the workers. This is called giving an estimate for a job. Materials budget Material

Cost per unit

1 2 3 Total materials

Workers budget No.

Role

on the four points you have studied: morphological, technical, functional and economical.

• a list of the tools we are going to use. • what each person’s role is (project manager, designer, woodworker

BUDGETING A HOME REFURBISHMENT

No.

4 Look at your school bag and make an analysis based

Salary per hour

• what tasks each person will have in their role. • the amount of time each person will spend on the project – this might be different for each role.

Hours

Total

3 When your team is ready, copy these

tables in your notebook, and use them as a template for calculating your budget.

2 Total cost of workers

Compare with another team. Who has a smaller budget?

9 Look at the two doorknobs in the image. To make a full analysis of each one, do the following exercises:

Describe how each one looks.

b) Explain how each one works. c)

TOTAL COST OF THE PROJECT

anayaeducacion.es You can find documents in the resource bank on how to use the techniques or keys in some of the activities.

1 Students’ own answers. 2 Consequences and Results. Students’ own answers, in general, they will give more obvious examples of environmental problems: air, water and land pollution. Climate change is another common answer, as well as the extinction of animal and plant species. Landscape change and deforestation may be mentioned too.

Developing thinking We recommend using the ‘Consequences and results’ thinking technique available at anayaeducacion.es to help with activity 2. For activities 6 and 20, students should use the thinking technique ‘The mirror’ to develop their analytical skills. In activity 8 students can apply the thinker’s keys ‘The variations’ as well as ‘Brainstorming’. Students should consult the ‘Systemic concept map’ graphic organiser available at anayaeducacion.es to help them with activity 10. Linguistic plan The Linguistic plan section of the resource bank has worksheets which give students guidance on how to write certain texts. For activity 9 refer to the ‘Scientifically descriptive’ text type.

3 Technique refers to the set of procedures or rules that must be followed to achieve a specific objective. Technology combines scientific knowledge with existing techniques in order to obtain technological objects. Scientific knowledge alone is generally not enough to create technological objects, which is why technique is an essential part of technology.

4 Sample answer which including a more technical description: Morphological analysis: The shape of the backpack is like a rectangular box with an arched shape at the top. The area that sits on the back is flat and the front part has a second part (the front pocket) which is a cubic prism. The side areas and the upper part are one single piece. Functional analysis: A backpack is a static object, and its main practical use is to carry objects inside it. It has two side straps so the person carrying it can carry it on their shoulders. There is a zip on the backpack that runs from one side to the top of the backpack and then to the other side. There is also another horizontal zip that takes up the width of the front pocket, which is used to store small objects. Technical analysis: The backpack has a capacity of approximately 10 litres and is made out of synthetic material like polyamide, which has a good strength-to-weight ratio for preventing abrasion and tearing. The material is flexible and deformable. Economical analysis: The cost of a school backpack like this one is between 10 and 30 euros.

5 The parts which students will have to find prices for will be: a circuit board; a microprocessor; memory cards; slots for peripherals, a case and a power supply. They may also extend their search to peripherals such as monitors, mice and keyboards. For an easier activity, they could compare the price with pre-assembled desktops or laptop computer systems with different characteristics.

6 The mirror. Students’ own answers. The teacher could lead this activity using any two mobile phone models to guide the students, and the information could be written in a table.

7 The team will need to agree on the shape of a chair, which in its most basic version will consist of a seat, legs and back. Students are expected to be able to give and describe the steps for assembling the chair. Here is a model answer: A chair may be built using the following parts: 1 A wooden seat covered by a synthetic material and foam rubber padding. The piece of wood for the seat is cut, which means the same size is needed for the foam rubber padding. The synthetic material will be larger, as the excess material covering will be stapled and hidden underneath the seat. The wood cutting will be done using cutting tools such as a coping saw. Once they have finished cutting the pieces to the right size, they can move on to padding the seat. 2 The legs of the chair will be made out of the same wood as the seat. The two back legs will be longer than the front two, as they include the support for the back rest as well as the seat. A deep notch will be cut into each of the four legs at the same height from the floor, so the four corners of the seat can be slotted into them. All four notches of the legs will be glued to the corners of the seat. 3 Lastly, the back of the chair is a slightly curved piece of wood that needs to be attached to the upper part of the back legs. This is the backrest. At the stage when the legs and seat are put together, the team members will have to glue the four legs to the seat at the same time. They will then have to let the glue set by leaving the four joints firmly pressed for a while using clamps. After a couple of hours, they can mount the back of the chair.

8 The variations. Although ‘The variations’ thinker’s key is recommended for this activity, it can combine with the ‘Brainstorming’ key too. Sample answeres may include: different kinds of bridges; a tunnel; a catapult for launching people from one side to another; a cable car; a helicopter service that takes people from one shore to the other, or a boat that travels from one shore to the other, and so on.

9 The activity involves two simple technical objects, two doorknobs, used for opening and closing doors, and each student is asked to make an analysis like they have studied on page 12. a) Morphological analysis. Students could use adjectives such as shiny, silver, round, metallic in their answers. b) Functional anaylsis. Sample answer: the top doorknob works by being rotated, whereas the bottom one is a lever which needs to be pulled down. c) Search the Internet using keywords in the search engine like ‘doorknob’, ‘handle’, ‘iron fittings’ etc. Let the students answer in their own words taking into account economic, functional and aesthetic factors etc.

10 The diagram may be similar to this: Board of directors

Sales department

Human resources

Administrative management

Chief Executive Officer

Sales management

Graphic design department

Financial management

Sales representative

Project engineering

Project department

Administration department

Engineering department

Production

Unit

IsE

REVIEW AND PRACT

12 Redesign your bedroom. Follow the steps: 1 Measure your bedroom in metres. Divide the measurements by 100 and draw the floorspace in your notebook, marking the door and windows.

15 Using the cavalier perspective, draw the shapes in exercise 10 on page 21. Change the axes and draw them with a 2:3 reduction coefficient.

16 Draw the front, plan and profile views of the shapes your teacher chooses from below.

2 Measure your furniture and again divide each measurement by 100.

18 Draw a worksheet template using Inkscape like the

Digital graphics

economic sectors. Design a simple image to represent the activities of your choice. The best ones are simple, with little detail. Here is a table showing each sector, some of their activities and examples of icons:

3 Draw your furniture on card and cut them out. 4 Redesign your bedroom, placing the furniture in different places. Think about space, light and storage areas. Draw your favourite.

Sector Primary

13 What is the main difference between sketches and technical drawings?

Activity

Graphic representation of objects

Icon

Cattle Fishing

Projections and views of an object Agriculture

14 Look at these front, plan and profile views of two objects. Use a template or isometric grid to draw the objects in 3D.

11 Reduction coefficients are used in drawing in perspectives to prevent the image from being

Mining Forestry

Secondary

Food Textile

Mark Class room

Footwear Pharmaceutical

Construction

Tertiary

Date

Group

Teacher

Name, surname

Health Education

Choose a famous painting like La Gioconda by Leonardo; La maja by Goya, a landscape or a still life and make a free-style copy using Inkscape. Now use an image from the painting as a background, and place polygons on top of it using the tools. When you have finished, combine all the polygons and remove the background.

The mirror. Think about when you used Pinta and Inkscape. Make a list of the advantages, disadvantages and similarities between them. Think about how easy it is to use the drawing tools and the images you get.

Commercial Security Transport Tourism Colour code: red – front view; blue – plan view; green – profile view; yellow – inclined plane

You can find the printable isometric template to help with the drawings at anayaeducacion.es.

distorted. In the cavalier perspective it is applied to the depth axis and in isometric perspective it is applied to all axes.

School Title

Once you have created the template with a computer programme like Inkscape, you can print it and use it to practice drawing different views on it. In this case, the right, top and bottom margins of the little box must be 10 mm because printers do not print to the edge of the page.

Automotive

Review and practise

one in the diagram. You do not need to include the measurements.

17 You are going to design icons linked to the

Banking

12 This activity is proposed so the students can do it at home. They will need to take note of all the measurements they originally want to represent in metres. When each metre of their room is divided by 100, it will be the equivalent of one centimetre when represented on paper. This will be useful for the teacher to introduce the concept of ‘scale’.

ICT Students can practise what they have learnt with the Study: Mind map and Playing by learning interactive activities available at anayaeducacion.es. You can download an isometric paper template to help with the drawing in activity 14 from the same website.

13 The main difference is that sketches are often used for artistic purposes, whereas technical drawings include dimensions and measurements and often have a harder outline.

Developing thinking Students can use the thinking technique ‘The mirror’ to help them complete activity 20.

Projections and views of an object 14 This activity can be done in two different ways: –T he isometric template at anayaeducacion.es can be downloaded and printed for students to use for their drawings. –S tudents could draw their own isometric grid using a hard pencil, a set square and a triangular ruler, so they can then draw the answers on it with a soft pencil. Teachers should choose the appropriate method for their students and the time available to complete the activity.

Digital graphics 17 Students’ own creations. 18 Students’ own creations. 19 Students’ own creations. 20 The mirror. Students’ own answers, A review and summary of what was learnt in the Digital graphics section of the unit.