Understanding and Using Technology in Society

Stages P1 to P3

P1 to P3 Technology and human needs

the everyday needs of family and friends and some ways in which particular products have been designed to meet them, e.g. waterproof clothing, spectacles, washing machines, felt tip pens, lego,dustpan and brush, cutlery

Pupils shall be able to:

1. use the terms necessary, needs, comfort, luxury in a context

   project on food

   project on clothes

2. discuss every day needs in terms of food, warmth, shelter and clothing

3. list common every-day tasks to provide the above

4. list tools, appliances and products which make the tasks easier and more pleasant

   washing machine, food mixer, vacuum cleaner

   set up a home corner

5. explain how their environment and the things they use have been adapted for young children

   small size play blocks, small toilets, lower sinks

   pupils look at a variety of different fabrics, describe what they feel and look like and suggest what type of clothing they could be used for

   colour in and cut out various outfits for various weather conditions

   make a poster cutting out of magazines etc of different types of clothes

   look at staple foods

   pupils to make simple dishes from these foods using a variety of appliances to make them

P1 to P3 Technology and the demand for resources

some simple advantages and disadvantages for individuals and the community of having and using everyday products, e.g. food packaging, video cassettes, refrigerators

Pupils shall be able to:

1. use the terms buying, selling and advertising of goods in context

   classroom shop

2. list a range of products that are manufactured

   visit to wool mill

   visit to dairy

   pupils bring in different food packages and make a collage of them

3. discuss the advantages of having or using these products

4. discuss the disadvantages of having or using these products

   pupils compare the state of an item of food which has been a) stored in a fridge and b) stored at room temperature for a length of time

   make a simple dish which requires refrigeration

5. list products which can be re-cycled

   re-cycling activities in school

   aluminium cans, glass, paper etc

   make an item out of junk - Blue Peter style

P1 to P3 Technology as it affects lifestyles

features of pupils' lives which are only possible because of particular technologies, e.g. holidays abroad; seeing the Olympic Games on TV; talking to friends at a distance by telephone; fast food

Pupils shall be able to:

1. give examples of items that have developed over a period of time

   look at pictures of or do projects on the development of cars, bicycles, telephones, lighting, transport, houshold items etc.

   make a hot drink heating the water in various types of kettles developed over the years

   make a cheese sandwich using a variety of methods to cut up the cheese i.e. knife, grater, cheese wire, scraper

2. list things that they could not do without if they had not been invented or discovered

   fire, the wheel, elctricity, medecines, clocks

P1 to P3 Technology to control the environment

ways in which technology helps us to control the environment, e.g. to keep warm or stay cool, to have light during darkness, to travel further than we can easily walk

Pupils shall be able to:

1. use sources of energy to make things move

   battery cars, food to make themselves move, rolling down an inclined plane

2. explain the term control

   being able to switch on a heater when they are cold or a light when it is dark, ride a bike

3. list examples of movement that is controlled and movement that is un-controlled

   a river flowing normally compared with one that has burst its banks;a car in and out of control, skidding on ice; a crowd in a peacful demonstration compared with a riot

4. give examples of things that are controlled, especially in the environment

   a river with a dam; a canal with locks, pests

how we use our senses in conjunction with control devices to effect control, e.g. using eyes, hands, ears and a tap to control the flow of water

Pupils shall be able to:

1. know the senses

   project on the senses

2. give examples of the use of the senses to control devices

   make a food dish using as many utensils as possible - control of hands and eyes

   make a fabric item using needle, scissors etc again controlling hands and eyes

   drive a car, operate a switch on a tv, light, cooker, turning volume on a radio up / downetc, operate a sewing machine or lift

   turning hot / cold taps on / off to get the bath temperature right

P1 to P3 Technology responding to values and scientific progress

simple examples of ways in which developments in technology and changes in taste and fashion have affected the design of products, e.g. bicycles, toys, housing, clothing, playground equipment

Pupils shall be able to:

1. plan their work as part of the design process

   design and make a toy

   design playground equipment

2. discuss how the design of a product has changed over the years

   showing pictures of the changes in a bicycle, costumes, houses

   make posters by cutting out from magazines etc of changing fashions in clothes

Stages P4 to P6

P4 to P6 Technology and human needs

the needs of particular groups in the local community, e.g. families, senior citizens, sports enthusiasts, cyclists, disabled people, and products which have been designed to cater for their needs, e.g. playareas, sheltered housing, stadia for sport, cycle paths, wheelchair ramps

Pupils shall be able to:

1. identify in their community items that have been designed for the use of particular groups

   access for wheelchairs for disabled, sheltered housing for the elderly, sports centres, playparks, swimming pool, pier, slipway, marina

   interview granparents / older people to find out about their home needs / leisure interests

   look at articles made from wool and say what they are used for

2. explain how or why these changes have taken place

P4 to P6 Technology and the demand for resources

ways in which particular technologies are developed to support successful existing technologies and can form the basis of service and manufacturing industry, e.g. spare parts, modified parts and garages to service vehicles; improving ways of reproducing music from record to tape to CD; refinements in ways of filling teeth

Pupils shall be able to:

1. draw a simple industrial chain showing how small industries are linked into larger ones e.g. the car industry

   wool industry - crofter, food supplier, wool broker, spinning mill , knitting shop

   salmon farming - salmon farmers, box manufactureres, feed suppliers, boat builders, protective clothes, processors

2. explain the terms manufacture , products, components, factory and distribution

   trace milk production from animal to table paying attention to food safety

3. explain that goods may be designed to be produced singly or in quantity and that this affects what each item costs

   make a food item from milk (milkshake, yogurt and then consider what a factory has to do to make large quantities

4. differentiate between service and manufacturing industries

   car garage compared with car factory; hotels, restaurants compared with food factories

consideration of advantages and disadvantages of these technologies for the consumer and the environment, e.g. cost and conservation.

Pupils shall be able to:

1. realise that resources are limited and choices must be made

   project on litter and look at what can be re-cycled

2. list and explain the typical costs incurred by industry e.g. raw material, labour, distribution, overheads

3. give examples of the use of energy, raw material , waste, conservation, re-cycling and the role they play in industry

   dye wool with
   a)natural and...
   b) commercial dyes (use a washing machine for the latter)
   and compare the advantages and disadvantages

   do a survey of the different methods of heating homes in Shetland

4. investigate the effects of design and technological activity on the environment

   salmon cages; all the aids now used by fishing boats

P4 to P6 Technology as it affects lifestyles

simple relationships between the ways people live and the technologies they use in different communities and environments, e.g. how water is used for domestic purposes, for irrigation, to generate power; how food is preserved and distributed; how houses are heated and insulated; how news is broadcast

Pupils shall be able to:

1. explain the terms inventions and discoveries

   television vs penicilin

2. make a display that demonstrates the historical evolution and interdependence of inventions and discoveries

   e.g. TV's need electricity; virtually everything needs fire and / or the wheel

3. recognise a variety of forms resulting from peoples' different values, cultures, beliefs and needs

   different religeous buildings

   clothing

4. give comparisons between the design of the same thing but for different environments

   housing: igloo, mud-hut, stone house
   clothes: hot and cold climates

5. give comparisons between the design of the same thing but for different cultures

   housing, clothes, use of water, transport - compare with other countries

P4 to P6 Technology to control the environment

the merits/demerits of simple against sophisticated designs, depending on circumstances, e.g. obtaining water from a well using a bucket and rope, a hand operated screw, a motorised pump

Pupils shall be able to:

1. give some examples of alternative technologies

   wind, wave, solar power

2. argue the case for the the suitability of a design for a particular situation

   a mud-hut in Africa as opposed to an igloo

simple relationships between the way people control their movements and the way control technology helps us to produce automated systems to control our environment, e.g. how we use our senses to pick up an object and how a robot using control technology could pick up an object; how we use our senses to control our body temperature and how the school heating system is controlled

Pupils shall be able to:

1. give simple examples of the use of feedback in control.

   messages from your brain controlling your movements - trying to find something blindfold

   thermostatic control of temperature in a room, oven or iron

   visit a factory to see things being made by machines

2. explain simply how a human can pick up an object compared with a robotic arm

   use Lego Dacta to demonstrate control

   a robotic arm can be programmed to pick an item up at a specified point whereas humans are much more flexible because of the above visual feedback

3. explain simply how a human controls its body temperature compared with a central heating system

   human sweats to cool and shivers to heat up; central heating just switches heat on/off depending on set temperature

P4 to P6 Technology responding to values and scientific progress

ways in which the 'image' of technology, advertisements and access to information about other people and places through the media influence ideas about what makes products attractive, e.g. trainers, toys and games, fast food, theme parks

Pupils shall be able to:

1. organise a display which shows the changes in fashion through clothes, architecture, interior design etc.

   research the changes in toys (dolls), boats, homes over a period of time

2. explain how or why changes in design have occured over a period of time

   follow the trends set by film / pop stars, Royalty etc

   look at convenience food packets and find if they are being advertised on TV and or magazines etc.; the class then discusses / writes why they like / dislike certain food adverts

Stages P7 to S2

P7 to S2 Technology and human needs

the needs of individuals and groups in the wider community and particular products and environments which have been created to meet them, e.g. emergency services, public buildings, underground railways, security systems, shopping centres, credit cards, DIY

Pupils shall be able to:

1. identify in the wider community items that have been designed specifically for the use of particular groups' needs

   fire station, lifeboat service, bus station, hospital, airport, ferry terminal, banks

2. explain why the particular design features meet the needs of the groups concerned

ways in which individuals can use technology to change their own environment and lifestyle.

Pupils shall be able to:

1. discuss ways in which individuals can use technology to change their own environment and lifestyle

   use of information technology to work at home , use of modern kitchen appliances

   pupils investigate the various methods of paying for goods investigate the use of bar-codes

   pupils make dishes using traditional and convenience methods and compare them

   investigate the fact that a less active lifestyle - need for more active leisure time

2. investigate the effects of design and technological activity on the environment and take account of its impact

   women going out to work, telecrofts, shorter working day, unemployment

   investigate the ways businesses now communicate - mobile phones, laptop computers, fax machines e.g. Shetland news agency

P7 to S2 Technology and the demand for resources

ways in which technological developments interrelate and affect the development or decline of other technologies and employment opportunities, e.g. robotics in car manufacturing; fibre optics in communications; lasers in surgery; nuclear power

Pupils shall be able to:

1. recognise that consumers' preferences can change

   choice of car, washing powder

   find a variety of fabrics which have developed over the years and how to wash them - consideration should be given to :
   1 the way soap powders work
   2 different washing / cleaning and drying techniques

2. describe the life cycle that a typical product passes through in terms of specification, design and development, prototype, evaluation, modification manufacture, promotion sales, obsolescence

   initially try to do in terms of local products

3. relate the above stages to specific products

   soap powders, cars, weapons, communications

   salmon industry - cages, automatic feeders, boxes, packaging

the tension between production and the care of the environment, e.g. arguments for and against re cycling, nuclear technology, extended ownership of private cars

Pupils shall be able to:

1. recognise potential conflicts between the needs of the individual, producers and of society

   car exhaust emmisions, need for wood , paper and clearing for development vs rain forests climate and bio- diversity

2. discuss the natural limit of raw materials

   oil, gas, coal, trees, minerals problems of re-cycling in an island community

3. discuss the effect of various energy sources on the environment

   compare oil, coal, gas, petrol, nuclear, solar wind in terms of pollution, climate change

   visit to Rova Head power station

   effects of Sullom Voe on the Shetland environment

4. discuss need to promote a continual demand for a product

   continued employment and firms profits vs the effect on the environment

5. discuss the effect of automating production

   increased production, de-skilling and unemployment but if the process is harmful to workers it's a good thing

6. argue the case for balancing all the above

   the need for firms to diversify and find new products and new markets

7. relate the above to specific examples in a global economy

   need to support third world countries, balance of exports / imports

P7 to S2 Technology as it affects lifestyles

appropriateness of products and built environments to different communities, e.g. agricultural implements in different countries; ways in which the existence and promotion of certain technologies influence lifestyle and expectations, e.g. possession of domestic appliances; transplant surgery

Pupils shall be able to:

1. discuss the variation in lifestyles from individual to individual and from community to community

   food production and consumption, availability of healthcare

   effect of changes in transport

   study and select appropriate diets for various lifestyles

2. discuss the factors affecting fashion changes in products in terms of market forces and materials

   clothes, advertising on the media availability

   study different types of fabrics, how they are made and why they are used for various purposes.

P7 to S2 Technology to control the environment

ways in which energy is converted and materials can change state, e.g. burning fossil fuels to create electricity

Pupils shall be able to:

1. list the various types of energy

2. give examples of energy conversions

   windmill, electricity generation from water

3. list the three states of matter - solid, liquid and gas

using a systems approach to conserve and make effective use of natural resources, e.g. size of mesh in fishing nets

Pupils shall be able to:

1. describe what is meant by a systems approach

   to look at a complex problem and attempt a solution by breaking it down into smaller more manageable problems

2. apply a systems approach to conservation and use of natural resources

   Problem - why are fish stocks being depleted?
   1 over - fishing - solution : use nets with larger holes, quotas
   2 pollution - solution: tighter controls on effluent
   3 climatic changes - solution: control emmission of CO₂

ways in which control technology can be used to provide various levels of control or automation, e.g. electric kettle (open loop), automatic electric kettle (closed loop)

Pupils shall be able to:

1. give a more accurate definition of feedback in terms of open and closed loop control

2. give examples of both types of control

control of the environment, e.g. the monitoring and control of flue gas emissions

Pupils shall be able to:

1. list the important features of the legislation governing the control of the environment

2. name the main organisations responsible for implementing and monioring the legislation

3. outline how those organisations function in terms of the factors they monitor and control

4. explain the use of sensors to monitor the environment

   make soups different ways taking into account different types of timers and ways of controlling the temperature

   measurement of sound, lead from cars, radiactive emmissions

automatic safety systems, e.g. level crossing barriers, smoke alarms

Pupils shall be able to:

1. design and build some common automatic safety systems

   model level crossings, burglar alarms, traffic lights, seat belts in cars

P7 to S2 Technology responding to values and scientific progress

ways in which the development of materials and processes, customs, religious beliefs, advertising and the media influence ideas about fashion and design of products and built environments, e.g. kitchens, religious buildings, car design, footwear

Pupils shall be able to:

1. construct a sophisticated project that follows the life cycle of a product and which demonstrates the influence of as many of the following factors as possible:

   1) changes in materials

   2) changes in techologies

   3) changes in fashion

   4) environment

   5) cultures, customs and/or religions

   6) impact of the media

   wool - garment

   carding, spinning hand knitting - spinning mill, machine knitting

   yoke sweaters - tunics

   climate - thick nit for winter sports etc.

   AOFI for fidllers

   shows what will be in fashion and also colours which in turn alters the product