Kildare Catholic College Stage 4 Year 8 Technology Mandatory Unit 1: Photon Factor 2015

Overview Duration
Lighting shape and design has been a fundamental element of furnishing Weeks/ Hours: 13 weeks 33 hours
since Thomas Edison developed the light globe in 1879. Since these early
Lesson number: 33 lessons
developments lamp designers have been challenged with the task of
hiding the industrial origins of lighting machines (globes). The first
diffusers or shades were made from leaded glass. The shade designs were
heavily influenced by Art Deco and later by the Bauhaus. With further Area of Study: Product
developments in technology, mass production and the invention of
plastics, lamp design has continued to inspire designers to create an array Design Specialisation: Lighting Design
of vastly different design solutions that manipulate our emotions. 4.3.1 outcome specific: Polymer Technologies

Minimalism is a design philosophy that prompts people to think beyond

the object itself or as Mies Van Der Rohe put it Less is more. Minimalist
designers are mostly concerned with Geometry, space, subtlety and Weebly link
simplicity.
http://year8minimalist.weebly.com/

Students are required to design, produce and evaluate a lamp diffuser

that uses Minimalism as the design catalyst.

Catholic Values Skills and Concepts

The purpose of all learning in Catholic schools is both for the good of the Whole School/ Cross Curricula Perspectives: PEEL, Marzano
individual person and the common good leading to authentic
KLA Target Skills:
transformation of persons and society as a whole. The interrelatedness of
human knowledge means that all Learning Areas explicitly or implicitly CAD/CAM technology
teach about God and religious values or questions. Hence, Catholic
schools need to help students reflect critically on the contribution Designing, sketching
religious understanding can make within each learning area. KLA Target Concepts:
Impact of minimalism as a design philosophy on the design

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 of everyday things.
How the integration of CAD/CAM processes can improve the
production sequence.
Properties and characteristics of plastics and the impact of
this on material selection for design

Outcomes Assessment overview

4.1.1 applies design processes that respond to needs and opportunities Outcomes Assessed: 4.1.3, 4.2.1, 4.2.2, 4.3.1, 4.4.1, 4.5.2, 4.6.1
in each design project.
Presentation: Minimalist Design movement and their inspiration for
4.1.2 describes factors influencing design in the areas of study of built their design.
environments, products and information and communications.
Product: Students complete a high quality lamp made from
4.1.3 identifies the roles of designers and their contribution to the polypropylene that displays the minimalist design movement.
improvement of the quality of life.
Due Date: Week 6 Term 3
4.2.1 generates and communicates creative design ideas and
solutions.
4.2.2 selects, analyses, presents and applies research and
experimentation from a variety of sources.
4.3.1 applies a broad range of contemporary and appropriate tools,
materials and techniques with competence in the development of
design projects.
4.3.2 demonstrates responsible and safe use of a range of tools,
materials and techniques in each design project.
4.5.1 applies management processes to successfully complete design
projects.
4.5.2 produces quality solutions that respond to identified needs and
opportunities in each design project.
4.6.1 applies appropriate evaluation techniques throughout each
design project.
4.6.2 identifies and explains ethical, social, and environmental and
sustainability considerations related to design projects.

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Content and Outcomes
4.3.2demonstrates
responsible and safe use of
a range of tools, materials
and techniques in each
design project
4.1.1
4.2.1
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Teaching and Learning
Discuss the importance of safety and
workshop safety in Technology
mandatory.
Students are to complete workshop
safety sheets.
Teacher demonstrates the Safe
Operating Procedure (SOP) for every tool
and machine required for completion of
the project
Students are to demonstrate safe use of
tools and machinery at all times when
completing project. As well as practising
OHS procedures in the workshop (eg:
wearing of PPE, no running, no
distracting others)
Handout and Discuss the brief (Use
teacher dashboard to distribute to
class)
Students are to create folders on
their laptops titled Photon Factor.
They are to save Weebly page to
favourites. Completing activities
throughout the webpage.
Brainstorm criteria for success
1. Functional
2. Aesthetic
Provide students with a scaffold to help
structure their work.
Assessment & Feedback Resources Date
Students contribution to class Onguard website
discussion when marking the
test in class.
Teacher check student tests. If
students require further
clarification they are to complete
the test again. Students must
not take part in workshop
activity until they have
completed the test.
Teacher must keep student
worksheets for their records.
Students will have a completed
product that has met the design
brief to a high standard.
Students are assessed on the
way they work in the workshop
and the safe use of tools and
machinery.
Discussion in class
Completion of workbook/folio Weebly site
by due date.
http://year8minimalist.wee
bly.com/
Detailed list of relevant
Functional and Aesthetic
qualities.
Content and Outcomes Teaching and Learning Assessment & Feedback Resources Date

4.5.1 As a class discuss the parameters of

Class Discussion Folio template
the design project. (materials, time,
cost, etc)
Demonstrate how to do a Gantt chart
using excel. Explain the reasons for
this method of project management. Completion of Gantt chart
Students are to complete the Gantt
chart for their lamp design.
Create and complete the table in
workbooklet to identify the resources
that will be required to complete the Completion of table identifying
project. Break up into human and resources and how they have
non-human resources (materials, been used in the design
tools, existing skills) process.

4.2.2 Explain what is acceptable and

Research of existing designs, Internet
ethical methods of research.
materials, tools
Acknowledgement of sources, laptops
plagiarism, copyright laws and
protection of intellectual property.
Identify, interpret and evaluate data
from a variety of sources.

4.1.3 Examine the different styles of

Research and critiquing http://year8minimalist.wee
lighting and discuss the importance
existing designs. Completion of bly.com/
of inter-relationships between design
PMI table.
specialisations (eg: interior design
with product design)
Round table/ small group discussion
of students designs and ideas
providing constructive feedback. Class discussion
Through research of existing designs
and lighting, identify the contribution
the designer makes to the
improvement of everyday life.

4.1.2 Select appropriate Factors affecting

Completion of factors affecting
design from the list provided in folio.

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Content and Outcomes Teaching and Learning Assessment & Feedback Resources Date
Class discussion of why the factor is
design table and inclusion in
relevant.
folio.
Students then write the factor and
reason in their folio.

Class discussion
4.2.1 Draw concepts and ideas for possible
Concept drawings A4 blank paper
design solutions using their prior
knowledge and skills in technical Pencil
drawing and sketching to further
Quick start to laser cutter
develop their skills.
PDF.
CAD drawings
Use CAD (Adobe Illustrator) to CAD- Adobe Illustrator
develop their design for cutting on
the laser cutter. Selection of appropriate
software to present folio.
Manipulate images with tools such as
editing, resizing, grouping, aligning
and positioning.

4.3.1 Using suitable materials, tools and

A high quality finished product CAD- Adobe Illustrator
techniques appropriate to working with
that meets the design brief.
4.5.2 polymers, construct final designs to a Laser cutter
high quality finished product.
The function and safe use of a range
of contemporary tools used for:
Measuring
Marking out
Cutting
Construction
Techniques
Traditional and non-traditional
techniques used for:
Cutting
Shaping a variety of materials
Joining different materials

Skill development and refinement by

experimenting with traditional and
non-traditional techniques.

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Content and Outcomes Teaching and Learning Assessment & Feedback Resources Date
Relationship of quality solution to
needs and opportunities and the
criteria for success for each design
project.

4.6.1 Use criteria for success to reflect on

Completion of evaluation of
the design process used and the
criteria of for success.
solutions.
Evaluate prior to, during and at
completion of each design solution.
Evidence of evaluation
Self assess and peer assesses design
throughout the project.
solutions.

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 KILDARE CATHOLIC COLLEGE UNIT EVALUATION

Reflective Evaluation What Worked Well? Recommendations for Modification

How Do You Know?
Effectiveness of Learning and
Teaching Strategies:

Effectiveness of Assessment
Activities (Formative and
Summative):

How did data and feedback inform

my practice and student learning?

How effectively were cross curricula

priorities integrated into this unit?

What targeted areas/ skills have I

identified to include in future units?

Adjustments and Considerations for Specific Students:

Name:

Start of Unit: Completion of Unit: Class:

Coordinator: Date:
Teacher: