Curriculum and Assessment Guide (Secondary 4 - 6) Design and Applied Technology

(1)

Technology Education Key Learning Area

Design and Applied Technology Curriculum and Assessment Guide (Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and

the Hong Kong Examinations and Assessment Authority

Recommended for use in schools by the Education Bureau

HKSARG

(2)

(3)

Preamble

The Education and Manpower Bureau (EMB, now renamed Education Bureau (EDB)) stated in its report¹ in 2005 that the implementation of a three-year senior secondary academic structure would commence at secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students' varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of the series of documents prepared for the senior secondary curriculum. It is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000. To gain a full understanding of the connection between education at the senior secondary level and other key stages, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

This C&A Guide was designed to provide the rationale and aims of the subject curriculum, followed by chapters on the curriculum framework, curriculum planning, pedagogy, assessment and use of learning and teaching resources. One key concept underlying the senior secondary curriculum is that curriculum, pedagogy and assessment should be well aligned. While learning and teaching strategies form an integral part of the curriculum and are conducive to promoting learning to learn and whole-person development, assessment should also be recognised not only as a means to gauge performance but also to improve learning. To understand the interplay between these three key components, all chapters in the C&A Guide should be read in a holistic manner.

The C&A Guide is jointly prepared by the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA) in 2007. The first updating was made in January 2014 to align with the short-term recommendations made on the senior secondary curriculum and assessment resulting from the New Academic Structure (NAS) review so that students and teachers could benefit at the earliest possible instance. This updating is made to align with the medium-term recommendations of the NAS review made on curriculum and assessment. The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school system from kindergarten to senior secondary level. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields/bodies, representatives from the HKEAA and the Vocational

1 The report is The New Academic Structure for Senior Secondary Education and Higher

(8)

ii

independent statutory body responsible for the conduct of public assessment, including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its governing council includes members drawn from the school sector, tertiary institutions and government bodies, as well as professionals and members of the business community.

The C&A Guide is recommended by the Education Bureau for use in secondary schools. The subject curriculum forms the basis of the assessment designed and administered by the HKEAA. In this connection, the HKEAA will issue a handbook to provide information on the rules and regulations of the HKDSE Examination as well as the structure and format of public assessment for each subject.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation in the light of classroom experiences, students’ performance in the public assessment, and the changing needs of students and society. All comments and suggestions on this C&A Guide may be sent to:

Chief Curriculum Development Officer (Technology Education) Curriculum Development Institute

Education Bureau

Room W101, 1/F, West Block

Education Bureau Kowloon Tong Education Services Centre 19 Suffolk Road

Kowloon Tong, Hong Kong

Fax: 2768 8664

E-mail: teched@edb.gov.hk

(9)

Acronym

ApL Applied Learning

C&A Curriculum and Assessment CDC Curriculum Development Council

EDB Education Bureau

EMB Education and Manpower Bureau

HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority

IT Information Technology

KLA Key Learning Area

SS Senior Secondary

OLE Other Learning Experiences S1/2/3/4/5/6/7 Secondary 1/2/3/4/5/6/7

SBA School-based Assessment

SLP Student Learning Profile

SRR Standards-referenced Reporting VTC Vocational Training Council

(10)

iv

(Blank page)

(11)

Chapter 1 Introduction

This chapter provides the background, rationale and aims of Design and Applied Technology (DAT) as an elective subject in the three-year senior secondary curriculum, and highlights how it articulates with the junior secondary curriculum, post-secondary education, and future career pathways.

1.1 Background

Technology Education (TE) in the Hong Kong school curriculum focuses on how human beings solve their daily problems and how the processes involved can be replicated and transferred to solve new problems. It is an essential area of study for all students in Hong Kong.

In the 21st century, technology has become an integral part of our life. Citizens of today require much more than a basic ability to read, write, and do simple mathematics. To live in the modern world, we must understand how technology affects us. In this regard, we must be equipped to use technology effectively and flexibly to solve daily problems with positive attitude at home, in the community, and around the world; and to create new solutions, products, and services for the well-being of humankind.

By studying the related subjects developed in TE Key Learning Area (KLA), our students will be better prepared to meet the uncertainties and challenges of the future with regard to social, economic, ecological, scientific and technological changes, both locally and globally.

Their studies in this area will help them to lead a healthy lifestyle in adulthood and to contribute to building a caring and harmonious society.

Building on the strengths of the existing TE curriculum and catering for social, economic and technological development, DAT is one of the five elective subjects developed under Technology Education Key Learning Area in the senior secondary curriculum.

The Senior Secondary DAT Curriculum and Assessment Guide incorporates the key recommendations in the Curriculum Development Council’s Senior Secondary Curriculum Guide (2009) and the Technology Education Key Learning Area Curriculum Guide (Primary 1–Secondary 3) (2002), as well as the final report on its Holistic Review of the School Curriculum: Learning to Learn – The Way Forward in Curriculum Development (2001).

These three documents outline the overall direction for both education and curriculum development in Hong Kong, and seek to promote lifelong learning and whole-person development.

(12)

2

1.2 Rationale

Hong Kong has many advantages as an international city. It is a very safe society, with judicial independence, equal opportunities, and a prime location. However, as globalisation develops and inter-regional as well as inter-city competition intensifies, we cannot afford to be content with our existing advantages. In addition to pursuing our core industries, (financial services, producer services, logistics and tourism), we must create new opportunities for development, using new and advanced technologies in various products and creative industries (e.g. film production, publishing, architecture, advertising, various types of design, and digital entertainment).

Design is the soul of a product. A product can be an artifact, a system, an environment, or a service that satisfies people’s needs and wants. A good design can reinvent a business and significantly enhance the competitiveness of products and services. In DAT, students will be given the opportunity to tackle problems in various technological areas. It is anticipated that through developing a range of ideas and constructing product and system prototypes, students will become autonomous and creative problem-solvers.

In solving a design and technological problem, students need to develop and employ knowledge from a range of technological areas such as electronics, material processing and computer-aided design (CAD). DAT calls for the understanding and application of knowledge in a range of technological areas to address particular needs and aspirations. It encourages students to explore the synthesis of ideas and practices and examine the effect of technology on societies and environments. Apart from equipping students with knowledge and skills in technology and design, DAT also aims to develop students’ capability for self-directed and lifelong learning, so as to prepare them for further studies and adult life. In the long run, DAT will help to attract more talent into design-related and high-technology fields and build Hong Kong into a centre for design and creative industries.

In DAT, students learn to suggest alternatives, tackle unexpected results and manage failures.

During the learning process, students are expected to reflect on their learning, solicit feedback from their teachers and peers, illustrate and present their learning outcomes, and document the learning process. This learning in DAT will enable students to develop positive values and attitudes such as perseverance, resilience and risk-taking.

The essence of DAT in schools lies in enabling students to engage in the creative human process of bringing about positive change. To this end, ‘innovation’ and ‘entrepreneurship’

are the two core concepts to be developed through the study of DAT.

In the context of DAT, ‘innovation’ means developing creative ideas towards tangible solutions. The logical design process in technology enables students to gain experience in developing, evaluating, and refining ideas to tackle design and technological problems.

‘Entrepreneurship’ means searching for client-oriented and value-driven design, and developing enterprising attitudes such as initiative, risk-taking, responsibility, and adaptability. Technology has consequences, costs, and benefits that need to be considered carefully and responsibly before decisions are made. DAT enables students to seek and realise opportunities in a business-like way.

(13)

As the language of technology comprises concrete visual images, symbols, and models, the study of DAT will encourage students to think and communicate in terms of forms and structures. In addition, the interactive use of hands and mind in various learning activities helps to develop both their mental abilities and physical skills.

The ideas in technology and design are complex and have diverse applications. The knowledge bases involved in DAT are both rich and extensive and can lead to a range of professions. In the DAT curriculum, ‘design’ refers to purposeful action to address particular needs and wishes, whereas ‘technology’ is the purposeful application of knowledge, skills, experience and resources to provide feasible solutions to problems in daily life. The study of DAT is concerned mainly with technological areas but its learning activities inevitably touch on aesthetic and enterprise perspectives. The relationship of DAT to design, technology, art and business is depicted in Figure 1.1.

Figure 1.1 Relationship of DAT to design, technology, art and business

1.3 Curriculum Aims

The overarching aim of the DAT curriculum is to provide students with fundamental knowledge and skills in technology and design, and to cultivate them the attributes of innovation and entrepreneurship necessary to face the rapid social, economic and technological changes in a knowledge-based economy.

The broad aims of the curriculum are to enable students to:

(a) become independent thinkers and innovative problem-solvers;

(b) develop practical skills and knowledge in technology and design;

(c) identify needs, wants and opportunities for improving the quality of living, and develop design and technological responses as well as entrepreneurship, accordingly; and

(d) become discriminating, informed and responsible users of products, and develop their DAT

TeTecchhnnoollooggyy

DeDessiiggnn

BuBussiinneessss ArArtt

(14)

4

1.4 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

Students will have acquired prior knowledge helpful for studying DAT through their TE learning at the junior secondary level as set out in the TE KLA Curriculum Guide (P1–S3).

DAT involves an extended study of knowledge contexts such as ‘Design and Applications’,

‘Materials and Structure’, ‘Operations and Manufacturing’ and ‘Systems and Control’, as outlined in the Curriculum Guide.

Students who intend to study areas such as design, engineering, applied science and media communication at the tertiary level will find DAT helpful in making informed decisions about their future studies, as depicted in Figure 1.2.

Figure 1.2 Pathways for studying DAT

Students’ interests developed through the study of DAT may help to develop career aspirations in the areas mentioned above.

(15)

1.5 Cross-curricular Links

There are cross-curricular elements in the curriculum to strengthen connections and bring about coherence. Students may study DAT with other TE elective subjects such as ‘Business, Accounting and Financial Studies’ to become business-oriented; and ‘Information and Communication Technology’ to become more technology-oriented.

The knowledge, experience and skills developed in DAT can complement those developed in other KLAs and contribute significantly to students’ development, e.g.

• DAT with Liberal Studies and Chinese Language can enrich students’ cultural and social understanding in tackling design problems.

• DAT with Physics can enhance their knowledge in applied science.

• DAT with Visual Arts can develop their aesthetic sense in design.

• DAT with Geography can develop their spatial and graphical perspectives, and awareness of environmental and urban planning concerns.

(16)

6

(Blank page)

(17)

Chapter 2 Curriculum Framework

The curriculum framework for DAT embodies the key knowledge, skills, values and attitudes that students are to develop at senior secondary level. It forms the basis on which schools and teachers plan their school-based curriculum and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

The design of the DAT curriculum is founded on the following principles:

• Effective progression

To enable progression from the junior secondary to the senior secondary curriculum, DAT is developed upon the prior knowledge, skills, values and attitudes that students acquire through their learning experiences in basic education. The study of DAT prepares students to pursue further academic and vocational/professional education and training and to articulate to post-secondary and university education programmes, or to enter the workplace.

• Balance between breadth and depth

In DAT, the compulsory part serves as a foundation for students to gain a broad picture of technology and design. In the elective part, students carry out an in-depth study of specific technological areas by choosing from a range of optional modules.

• Balance between theoretical and applied learning

DAT embodies a balance between theoretical and applied learning. Students have opportunities to apply the knowledge they have acquired to solve practical and technical problems.

• Balance between essential learning and a flexible and diversified curriculum

The compulsory part of DAT provides students with essential knowledge and concepts of technology and design, and prepares them for further studies in the area. Students can explore their interests and aspirations during the study of the compulsory part in S4 and progress to S5 and S6 in their chosen studies, or they may take the elective part of DAT or a related study in an Applied Learning (ApL) course.

• Enquiry-based learning

DAT emphasises learning through case study and design projects, which encourage students to build up a solid knowledge base and develop higher-order thinking skills, problem-solving skills and other generic skills to meet future challenges.

(18)

8

2.2 Learning Targets

The learning targets of the various components in the DAT curriculum framework are set out in Figure 2.1:

Figure 2.1 Learning targets in the DAT curriculum

Components Learning Targets

Compulsory part:

Technology, Design and Society

Students should understand and discuss:

• How to generate technology and design ideas

• How to communicate technology and design ideas

• How to appraise technology and design

• How things work

Elective part:

Technological Studies

Students should apply:

• The principles of specific technology to solve problems Students should manage:

• The operation of specific technology in design and realisation Students should appraise:

• The nature of specific technology and the effects of its processes Coursework Students design, realise, appraise, and evaluate products to address

design needs in a range of technological areas.

(19)

2.3 Curriculum Structure and Organisation

2.3.1 Curriculum structure

The DAT curriculum comprises compulsory and elective parts. Students are required to study the compulsory part plus two optional modules in the elective part. Within the compulsory and elective parts, students have to carry out coursework as an integral part of their studies.

The organisation of the DAT curriculum is depicted in Figure 2.2:

Figure 2.2 Organisation of DAT curriculum

(20)

10

2.3.2 Time allocation

The total lesson time allocated to DAT is 250² hours, which includes about 80 hours for coursework. A rough estimation of the time allocation is:

• Compulsory part (about 50%)

• Elective part (about 50% for two optional modules of around 25% each) 2.3.3 Curriculum organisation

A table of content for each component in the compulsory and elective parts, which is made up of three columns (i.e. topics, outcomes and explanatory notes), is used to illustrate clearly the kind of learning to be achieved.

(a) Topics – This column lists the key learning elements.

(b) Outcomes – This column lists the expected learning outcomes which help to clarify the scope and depth of study.

(c) Explanatory notes – This column suggests examples or activities for learning and teaching that help students to build up the required knowledge, skills and attitudes; or provide further elaboration of the expected learning outcomes. Those listed are not exhaustive, and teachers are encouraged to develop other learning activities as appropriate.

2 The lesson time for Liberal Studies and each elective subject is 250 hours (or 10% of the total allocation time) for planning purpose, and schools have the flexibility to allocate lesson time at their discretion in order to enhance learning and teaching effectiveness and cater for students’ needs.

“250 hours” is the planning parameter for each elective subject to meet local curriculum needs as well as requirements of international benchmarking. In view of the need to cater for schools with students of various abilities and interests, particularly the lower achievers, “270 hours” was recommended to facilitate schools’

planning at the initial stage and to provide more time for teachers to attempt various teaching methods for the SS curriculum. Based on the calculation of each elective subject taking up 10% of the total allocation time, 2,500 hours is the basis for planning the 3-year senior secondary curriculum. This concurs with the reality check and feedback collected from schools in the short-term review, and a flexible range of 2400±200 hours is recommended to further cater for school and learner diversity.

As always, the amount of time spent in learning and teaching is governed by a variety of factors, including whole-school curriculum planning, learners’ abilities and needs, students’ prior knowledge, teaching and assessment strategies, teaching styles and the number of subjects offered. Schools should exercise professional judgement and flexibility over time allocation to achieve specific curriculum aims and objectives as well as to suit students' specific needs and the school context.

(21)

2.4 Learning Objectives

2.4.1 Compulsory part: Technology, Design and Society

The compulsory part provides students with a macro view of technology and design. It serves as a platform for the in-depth exploration of a range of technological areas in the elective part.

In the compulsory part, students are expected to develop the following : (a) creative, analytical and critical thinking abilities;

(b) design, modelling and communication skills;

(c) understanding of design practices and technological principles in a variety of broad inter-related design contexts; and

(d) technological, social and entrepreneurship awareness.

Students should be encouraged to find connections between technology, design and society through the learning activities they engage in. A variety of design contexts can be explored such as personal life, the home, the school, recreation, the community, the environment, business and industry. Coursework – such as case studies, research and development, product analysis, design projects and enterprise activities – as well as experiences in the wider world are used to enable students to link theory with practice.

The knowledge and concepts in the compulsory part are grouped into three interwoven strands, namely ‘design and innovation’, ‘technological principles’, and ‘value and impact’.

(22)

12

The compulsory part includes the following learning elements:

(23)

Strand 1 Design and Innovation

This strand focuses on the generation of design ideas. It aims at helping students to develop an understanding of design principles for product development and to communicate ideas.

Topics

Students should learn

Outcomes

Students should be able to Explanatory notes Design in

practice

• Design

fundamentals

• Design process

• Creativity in design

• Project management and teamwork

• Roles of designers and engineers

1. Interpret design elements and the beauty of objects 2. Utilise design

tools, materials, and information 3. Explain ideas and

stages of design development 4. Apply creative

thinking techniques to generate new ideas

5. Identify the needs of users and customers 6. Collect product

information 7. Make a critical

assessment of design and production activities 8. Perform cost

benefit assessment in product

development 9. Understand the

roles of designers and engineers at work

• Understand design fundamentals (e.g. lines, 2D graphics, 3-D forms, space, colour, composition, organisational principles, and psychological effects on human beings)

• Strike a balance between the functional and aesthetic aspects of artifacts (e.g. craft objects and mass produced products)

• Understand the aesthetic and functional qualities in design by exploring the use of surface material (e.g. visual, physical, and tactile qualities)

• Use drawing tools, modelling materials, standard parts and components, information technology (IT), and other resources (e.g. museums, galleries, and exhibitions)

• Describe the development processes of design (e.g. continuous or spiral cycle) in various

activities (e.g. scientific inventions, technological development from ideas to viable products, production, marketing and sales, and product differentiation)

• Use various design methods (e.g. creative and rational methods, the morphological chart method) and design thinking techniques (e.g.

lateral and vertical thinking, constructive discontent, adaptation, analogy, brainstorming, insight relying on deep understanding, and concept development)

• Select and use appropriate research methods (e.g.

literature search, experiment, expert appraisal, performance test) to collect, interpret and report design information

• Consider competing products, design options and alternatives

• Appreciate the implications of changes in design

• Formulate management plans (e.g. costing, time management, task analysis and work flow, team assignments and activity plans, quality check and control, and logging and reporting) to meet the identified goals

• Explain design practices relating to management, production teams, marketing and business, etc in the Hong Kong and Pearl River Delta industries

(24)

14

Topics

Outcomes

Students should be able to Explanatory notes Design

considerations

• Design brief and

specifications

• Solving design problems

• Human and environmental factors

• Product standards

• Design evaluation

10. Specify design requirements 11. Adopt a holistic

design approach to solve problems 12. Take human and

environmental factors into consideration in the design process 13. Appreciate the

international standards of materials and products

14. Evaluate designs according to design briefs, criteria and specifications

• Formulate design brief and specifications from a needs analysis (e.g. purpose, function,

aesthetics, performance, market, characteristics, taste and style, and safety) and set the design criteria

• Describe different ways to solve problems in various technological areas and design contexts (e.g. contemporary architecture, advertisements, domestic products, toys, and control systems), and appreciate the designer’s intent and how a design is perceived

• Consider the suitability of designs (e.g.

ergonomics and anthropometrics, and physical and psychological factors)

• Integrate and apply knowledge of environmental factors (e.g. spatial arrangement, lighting, ventilation, access) and other relevant

disciplines to create built environments that are functional, innovative, sustainable, appropriate, and attractive

• Appreciate industrial standards (e.g. GB and ISO)* and assess their effects on product design, manufacturing and testing

• Explain how legislation (or government/ trade/

industrial organisations) affects the nature of product and consumer rights.

• Modify proposed solutions to problems in the light of new findings or considerations Design and

communication

• Project presentation and report

• Visual

representation

• Physical, graphical, mathematical, and computer modelling

15. Present design concept with clarity 16. Select and use

appropriate communication techniques 17. Conduct

presentations in 2D, 3D and multi- media

• Make a presentation to potential clients (e.g.

manufacturer or purchaser) or in product promotion

• Express design ideas through visual

communication (e.g. portfolio, simple model, mind map, graphic tools and techniques)

• Use freehand drawings, orthographic drawings, isometric drawings, models, computer-aided design (CAD) drawings, algorithm equations, flow charts or tables, and animations to describe and illustrate design solutions

* Note:

GB - Guo Biao (National Standards of The People’s Republic of China) ISO - International Organisation for Standardisation

(25)

Strand 2 Technological Principles

This strand focuses on the fundamentals of technological knowledge and principles. Through investigations into technological practices, students gain knowledge of the resources and processes for solving practical and technical problems.

Topics

Outcomes

Students should be able to Explanatory notes Nature of

technology

• Innovation and technology

• Energy and energy resources

• Materials and standard components

18. Understand the nature of technology 19. Understand the

systems of energy sources and natural resources

20. Understand energy consumption in the operation of products and its impact on design 21. Understand the

properties of commonly used materials

• Describe broad perspectives of invention and innovation (e.g. Octopus system)

• Explain the difference between innovation and invention, and science and technology

• Case study of engineering products: Analyse a bicycle and its systems (e.g. energy

conversion, transmission and control systems), materials used, and manufacturing processes

• Consider the use of energy in operation of products (e.g. sources of energy, including renewable energy, efficiency, conversion, power and energy, consumption, waste and conservation)

• Explore and describe material properties (e.g.

the structure of matter, bonding, and stress and strain) of plastics/ wood/ metal/ ceramic

• Discuss issues related to maximising the use of materials

• Design and make products using appropriate materials and standard components (e.g. bolt and nut)

• Account for material use in beverage

containers (e.g. raw material, process, market form, recycling, optimising resource

exploitation, and government policy) Production

process

• Health and industrial safety

• Tools,

equipment and machineries

• Manufacturing systems

22. Consider safety precautions in the workplace

23. Select and use appropriate tools and equipment 24. Execute appropriate

fabrication processes

25. Understand different manufacturing systems

• Account for safety measures (e.g. workshop safety, rules and regulations, and codes of practice) to safeguard people from injury

• Apply appropriate tools in the shaping (e.g.

filing and forging), joining (e.g. riveting and screwing), machining (e.g. drilling, turning, laser cutting and vacuum forming) and finishing (e.g. coating and painting) of materials

• Explain various manufacturing systems (e.g.

one-off, batch, and mass production)

(26)

16

Topics

Outcomes

Students should be able to Explanatory notes Systems and

control

• Input-Process- Output

• Logic gates

• Mechanical systems

• Physical structure

• Basic electronics

26. Understand various forms of system and control

27. Illustrate control systems with block diagrams

28. Interpret truth tables for simple logic gates

29. Apply knowledge/

concepts of

mechanics in design, fabrication and control of systems 30. Understand the

nature of forces and stability of

structures 31. Understand the

basic principles of electronic systems

• Explain the input, process and output of appliances (e.g. hair dryer and washing machine)

• Identify the sub-systems in a mass transit system (e.g. mechanical, electronic, and pneumatic systems in the Mass Transit Railway)

• Appreciate the working principles of simple logic gates (e.g. OR, AND and NOT)

• Propose suitable types of control, transmission systems and motion conversion (e.g. linkage, cam and follower, slider crank, rack and pinion, and ratchet and pawl) in designing a mechanical toy

• Suggest shapes and forms of products with due consideration of structural strength and

stability

• Appreciate simple electronic control and interfaces using electronic learning kits

(27)

Strand 3 Value and Impact

This strand focuses on developing an awareness of technology development and of its impact on society. Students are encouraged to recognise the value and contribution of technology to society, its historical and cultural influences, and the link between technology and enterprise.

Topics

Outcomes

Students should be able to Explanatory notes Values in

technology and design

• The changing roles of the designers and engineers in society

• Intellectual property

• Product evaluation

• Environmental responsibility

• Appropriate technology

32. Identify the impact and value of design 33. Understand the

value of intellectual property 34. Analyse and

evaluate manufactured products 35. Consider the

environmental issues related to design, production and the sale of products 36. Understand the

needs of resource conservation

• Evaluate a design solution, with critical insights into relevant issues (e.g. aesthetic, social, economic, technical, legal and ethical issues)

• Consider the social responsibilities (e.g.

user-centred design, health and safety, professional ethics, and disposal of products) of designers (e.g. from individual, corporate, and collective perspectives)

• Understand the principles of legal protection of design (e.g. intellectual property rights,

copyright, patents, and trademarks)

• Make critical comments on manufactured products (e.g. appropriate technology and resources, balancing criteria, and exercising value judgment)

• Make informed decisions on purchasing manufactured products

• Consider sustainable development (e.g.

environmental issues, clean technology, and green design) in designing and appraising products (e.g. a motion-powered light torch) Historical and

cultural influences

• Evolution of craft and design

• Design and culture

• New technology

37. Understand the development of craft and production technology 38. Understand the

impact of design on culture 39. Understand the

impact of new technologies on the quality of life

• Discuss the historical influence of design (e.g.

the origin and purpose of design activities, design movements, and a technology timeline)

• Explain the relevance and influence of design in different cultures and societies (e.g. local, Chinese, and Eastern and Western)

• Analyse the impact of emerging technologies (e.g. green design, environment-friendly processes, miniaturisation, advanced

production techniques, and smart materials)

(28)

18

Topics

Outcomes

Students should be able to Explanatory notes Entrepreneurship

and enterprise

• Competitive edge of Hong Kong

• Design to meet market

aspirations

• Design strategies

40. Understand Hong Kong’s small and medium-sized enterprises and their

competitiveness 41. Understand the

essentials of corporate strategy and business strategy in design 42. Propose business

and marketing plans

43. Manage a product design project 44. Demonstrate

commitment in fulfilling the wants of consumers and providing

value-added products

• Research successful cases of commercially viable products, explaining how user needs are addressed (e.g. trends, cost and quality, appeal of the product, and product redesigned for market changes)

• Case studies such as design strategies in different modes of manufacturing, outsourcing design consultants, and in-house design teams

• Discuss the influence of entrepreneurial activity (e.g. brand building, continuous improvement of quality, and customer satisfaction) on design success (e.g.

‘design-leader’ strategy, ‘quick-follower’

strategy, and ‘me-too’ strategy)

• Identify design gaps and options (e.g. new or redesigned products/services; SWOT

(Strength/Weakness/Opportunity/Threat) analysis; demand-pull factors such as function, aesthetics, culture, environment, fashion and lifestyle; technology-push factors such as new materials and techniques)

• Discuss the key procedures in a product design project (e.g. design data collection, product styling and a market positioning analysis)

• Develop a design strategy and turn it into an action plan

• Display enterprising behaviour (e.g. initiative, risk-taking, resourcefulness, responsibility, and adaptability) during the design process

(29)

2.4.2 Elective part: Technological Studies

The elective part is an extension of the compulsory part of DAT into particular areas of study.

In solving design and technological problems, students need to develop solutions and employ technical knowledge. Problems can be from a range of technological areas such as electronics, robotics, visualisation, computer-aided manufacturing (CAM) and digital media.

As students may have different interests and inclinations, the elective part of the curriculum provides them with a choice of modules developed in the light of the current strengths of schools and advances in technology. However, modules may be updated and added or deleted according to the needs of students and further developments in technology.

In DAT, we encourage students to develop an interdisciplinary understanding of technology.

To this end, they have to choose two out of the five proposed optional modules which are interrelated. Most technological developments encompass more than one area. The following are some of the possible combinations:

Orientation Optional Modules

Mechatronics-oriented Electronics Automation

Manufacturing-oriented Automation Design Implementation and Material Processing Product design-oriented Design Implementation and

Material Processing

Visualisation and CAD Modelling Computer

graphics-oriented

Visualisation and CAD

modelling Creative Digital Media Whichever modules are selected in the elective part, the following are essential learning components:

(a) The use and operation of the technologies, i.e. why the technologies are used, and the way they are operated;

(b) Technological principles and systems, i.e. principles that underlie technological developments, such as reliability, fitness for purpose, efficiency, safety, ergonomics and aesthetics;

(c) The nature of technological practice, i.e. components of a technological system and how they function in practice; and

(d) The effects of technological processes and progresses, i.e. appraisal of their impact.

Coursework – such as ‘hands-on’ practical exercises involving the development of operational and manipulative skills, experiments exploring technological systems, and task-based activities involving the use of specific skills and knowledge – can be used to enable students to use, develop and adapt technologies.

(30)

20

The optional modules in the elective part include the following learning elements:

(31)

Module 1 Automation

This module enables students to explore the design of control systems. It focuses on the basics of systems, pneumatic control, programmable control, and robotics.

Topics

Outcomes

Students should be able to Explanatory notes Basics of control

systems

• Sequential control systems

• Closed-loop systems

• Sub-systems

1. Interpret sequential control systems 2. Interpret closed-loop

control systems 3. Interpret the stages

and functions of sub-systems in a system

4. Evaluate products with control functions

• Examples of sequential control system (e.g. operation of a washing machine and traffic lights)

• Illustrate the key components in a closed-loop system (e.g. investigate the control of fluid level in a tank)

• Use block diagrams to show the sub-systems in a car (e.g. the links between sub-systems in a large system)

• Explain the applications of control systems (e.g. in a buggy, air conditioner and production line) and describe their control variables

Pneumatics

• Pneumatic components and symbols

• Pneumatic circuits and systems

• Electro-pneumatic systems

• Applications of pneumatic / electro-pneumatic systems

5. Describe and illustrate examples of the use of

pneumatics in daily life and industry 6. Draw simple

pneumatic circuit diagrams

7. Design and use simple pneumatic / electro-pneumatic systems to solve control problems

• Understand the basic functions of different components in pneumatic systems (e.g. valves, cylinders, filters, regulators, pumps, sensors, and solenoid)

• Apply different components in pneumatic circuits

• Explore the control of cylinder motions (e.g. speed regulation, logic control, and sequential control)

• Design simple pneumatic circuits for solving control problems

• Discuss how pneumatic systems are applied (e.g. automatic doors, automated production lines, and punching machines)

• Discuss the advantages, limitations and safety considerations of pneumatic control systems

(32)

22

Topics

Outcomes

Students should be able to Explanatory notes Programmable

control systems

• Basic working principles of programmable control systems

• Use of

programmable control systems

• Problem-solving using

programmable control technology

8. Understand the basic working principles of programmable control systems 9. Use programmable

control boards and kits

10. Select input and output devices in programmable control systems 11. Construct simple

programmable control systems to solve control problems 12. Understand the

industrial applications of programmable control systems

• Explore the basic architecture of a programmable control system

• Interpret the use of interfaces and I/O ports: digital and analogue ports

• Use of sensors and output devices (e.g.

stepper and servo motors)

• Use of various programmable control tools such as programmable logic controllers (PLCs), micro-controller boards or learning kits, and personal computers

• Explain how programmable control systems are driven by the following:

- Personal computers - Micro-controllers - PLCs

• Use of application software for data capturing/logging, process controlling, and power driving (e.g. the design of a computer-controlled fire alarm system)

• Discuss the applications of programmable control and their advantages and limitations Robotics

• Basic structure of robot arms

• Applications of robots

13. Understand the basic configuration of robot arms 14. Understand the use

of robots in daily life and industry

• Explain the components of a simple robot arm (e.g. programmable mechanical manipulator, end-effector, structure, joints, axes of motion, actuator, and feedback device) and methods of

teaching the arm movement and position (e.g. lead by nose, teach pendant, and off-line programming)

• Describe different types of robot arms grouped by their movements and functions (e.g. mechanical movements, pick and place, welding, and spray painting)

• Discuss the advantages and limitations of robots (e.g. social impact, accuracy, safety, repeatability, economy and applications)

(33)

Module 2 Creative Digital Media

This module enables students to explore ways to convey messages and information in a media-rich society. It focuses on the development of communications for the digital age, and the basic techniques of digital media design and production.

Topics

Outcomes

Students should be able to Explanatory notes Media literacy

• Communication via digital media

• Digital media products and related business

• Social,

economic and technological factors

1. Understand various modes and stages of

communication in different contexts

2. Identify the features of communication via digital media

3. Compare different digital media products in the local and global markets 4. Evaluate the pros and cons

of a media-rich society in terms of social (including cultural and historical), economic and technological factors

• Give some examples on the modes of communication such as human-computer interaction (HCI) and communication among people

• Collect examples (e.g. magazines or TV commercials) to analyse the components and stages of the communication

processes employed, e.g.:

- source vs destination - sender vs receiver

- message-carrier/channel/medium - encoding vs decoding

• Research and analysis on the properties of communication in different media, e.g.

the sequential presentation of messages and information in printed books (i.e.

traditional media), and the

non-sequential/ hyper-linked presentation of messages and information in

interactive compact disc

read-only-memory (CD-ROM)/

electronic books (i.e. digital media)

• Conduct a case study of the social issues/

impact of digital media

• Study the chronology of major

technological advances in digital media

(34)

24

Digital media design

• Conceptual development

• General rules of visual

composition

• Basic principles of

communication design in creating digital media

5. Describe the relationship among text, sounds, static and dynamic

images/graphics and animation/video in

communication via digital media

6. Create ideas for conveying messages and information efficiently and

effectively/meaningfully 7. Apply the general rules of

visual composition in digital media design 8. Evaluate the usability,

readability and interactivity of different digital media products by referring to the basic principles of

communication design

• Search for and analyse examples, such as 3G mobile phones and websites, to value the interactions among graphics, text, and sounds of the user interface

• Conduct a study of an interesting advertisement to interpret/deduce the signification of the movies or

still/dynamic images involved with the basic concepts of semiotics, e.g.:

- iconic, indexical and symbolic signs - ‘signifier’ and ‘signified’ of a sign - denotation and connotation

• Organise activities with the applicat^{ion of} general rules of visual composition (e.g.

golden ratio, framing, cross lines, laws of grouping and shape-recognition) in digital media design

• Explore the usability, readability and interactivity embodied in common digital media products such as

computers/mobiles/online games Digital media

production

• Project planning and idea

presentation methods

• Manipulation of visual and audio equipment

• Application software

9. Identify the need for digital media production

10. Outline and distinguish different building blocks in digital media production 11. Manage the activities of

digital media production 12. Carry out a simple digital

media production with the use of appropriate visual and audio equipment and application software

• Conduct the following pre-production activities:

- production timeline - scriptwriting - storyboarding

- scene and props set-up

• Organise learning activities such as sound recording, photo taking and video shooting

• Practise audio and image processing techniques such as:

- image capture and editing - special effects and audio mixing - video capture and editing

• Produce 2D and 3D animation, and virtual reality presentation

• Design and produce a digital media presentation to introduce school life in an open day

• Conduct a case study of the National Aeronautics and Space Administration’s (NASA) ‘Pioneer Project’, focusing on the conceptual development of using different media to present the Earth to other creatures in space

(35)

Module 3 Design Implementation and Material Processing

This module enables students to explore the conversion of some readily available materials and components into final products. It focuses on the implementation of design and material processing, and on how computer-aided manufacturing (CAM) is used in production.

Topics Students should learn

Outcomes

Students should be able to Explanatory notes Materials,

components and systems

• Properties and choice of materials

• Materials and structures

• Mechanisms

• New materials

1. Understand that properties and working characteristics influence the choice of materials and components 2. Understand the

strength of material and design

appropriate structures in a system

3. Apply mechanisms for control systems 4. Understand the use

of new materials

• Explore various materials for particular applications in design, fabrication and control (e.g. classification, working properties, quality, selection and testing, and standard components)

• Explore how the choice of materials affects a design

• Apply the concept of strength and stiffness of structure in design (e.g. safety factors, simple calculations: Young’s modulus of a material, loads experienced by the members of a structure in equilibrium, and bending moment and shear force diagrams of simply supported beams and cantilevers)

• Apply simple calculations to determine the mechanical advantage (M.A.), velocity ratio (V.R.), efficiency and torque of a mechanical system

• Study the use of modern and smart materials (e.g. solar panels, thermo-ceramics, liquid crystal displays (LCD), carbon fibres and nano-materials, and shape memory alloys) in industry through research and exploration Processing and

manufacturing

• Manufacturing processes and techniques

• Scale of production

• Quality assurance and quality control

5. Select, explain and execute appropriate manufacturing processes and techniques

6. Explain when it is most appropriate to use different scales of production 7. Consider the

application of quality control in production

• Suggest appropriate manufacturing processes for production (e.g. manual or automated, jig and fixture, tools, machinery and equipment, fabrication processes, forming and moulding, and finishing processes)

• Deduce from production analysis how and why products are manufactured (e.g. using one off / batch / mass production)

• Study, as in a case, a structured management process for quality manufacturing (e.g. quality assurance, quality control, accuracy and tolerances, and quality standards in production)

(36)

26

Topics Students should learn

Outcomes

Students should be able to Explanatory notes CAM

• Computer

numerical control (CNC) and CAM

• Basic concepts of Computer

Integrated Manufacturing (CIM) and Flexible Manufacturing System (FMS)

• The impact of CAM on manufacturing

8. Understand the use of CNC machines and CAM systems in industry 9. Understand CIM

and FMS, and their wider application in industry

• Discuss the advantages and limitation of some commonly-used computer numerically

controlled machines and computer-controlled tools (e.g. laser cutter, lathe, milling machine, and engraver)

• Explain how CAD and CNC can be interfaced to form a CAD/CAM system

• Explain the impact of CAD/CAM on

manufacturing (e.g. Just-in-time (JIT), mass customisation, production logistics), and compare and contrast the advantages and disadvantages of CAM with traditional manufacturing methods (e.g. time, costs, waste management, standardisation and reliability)

(37)

Module 4 Electronics

This module enables students to explore the design of electronic circuits. It focuses on electronic control and electronic products.

Topics

Outcomes

Students should be able to Explanatory notes Electronic

signals, devices and circuits

• Electronic components and circuits

• Ohm’s law and its application

• Digital and analogue signals

• Logic circuits

1. Define electric current, resistance, potential difference and transducer 2. Describe the functions of commonly used electronic components

3. Calculate the current throughout and voltage across resistors in series and parallel circuits by using Ohm’s Law 4. Power consumption of

electronic systems (Power

= Voltage x Current) 5. Explain the difference

between direct and

alternating current signals 6. Explain how a potential

divider works

7. Explain the difference between a digital and an analogue signal

8. Understand the use of truth tables and Boolean expressions

9. Analyse electronic logic design problems and use circuits with appropriate logic gates to solve problems

10. State the use of a transistor as a driver and a switch

• Give examples of analogue and digital electronic devices

• Commonly used electronic

components: resistor, potentiometer, thermistor, light dependent resistor, capacitor, diode, light emitting diode, transistor, logic gates, lamp, motor, speaker, buzzer, microphone, fuse, switch, push button, relay, and transformer

• Conduct experiments to verify Ohm’s Law

• Practical applications of potential divider

• Logic gates family (e.g. complementary metal oxide semi-conductor (CMOS) series)

• Use electronic learning kits to verify the properties of different logic gates

• Design logic circuits with the use of combined logic gates (e.g. simple fire alarm system)

(38)

28

Topics

Outcomes

Students should be able to Explanatory notes Analogue and

digital electronics

• System electronics

• Op-amp operation

• Latch circuit

• Memory and counter

11. Explain how a systems approach (I-P-O) can be applied to the design of electronic circuits

12. State the characteristics of an ideal op-amp

13. Describe how an inverting and a non-inverting op-amp operate, and their practical use

14. Explain the need for memory in a logic system 15. Understand the use of a

D-type flip-flop as a basic type of memory

16. Apply simple analogue and digital circuits

• Identify different parts related to the input, process and output of electronic learning kits

• Operational amplifiers (e.g. 741)

• Construct a voltage comparison

light-controlled on-off switching circuit using an op-amp based comparator;

students need to make reference to the specifications of the op-amp used

• Construct a D-type flip-flop circuit to demonstrate how a latch works

• Use electronic learning kits to build a ripple counter with D-type flip-flops

Integrated circuit,

micro-controller and interfacing

• Types of IC

• Programmable systems

• Micro-controller basics

17. Identify the common types of IC being used in

electronics products 18. Understand the use of a

micro-controller

19. Describe, with the use of a simplified block diagram, the different parts of a micro-controller and a micro-controller system 20. Recognise that a ‘bus’ is a

link that transports information within a digital system

21. Explain the advantages and disadvantages of software-controlled systems compared to hard-wired systems 22. Apply simple interfacing

circuits for

micro-controller based systems

• Explore the usage of different ICs by disassembling daily electronic products

• Appreciate that a micro-controller is a multi-purpose programmable integrated circuit with a wide range of functions

• Micro-controllers (e.g. 8051 series)

• Use flowcharts or pseudo codes to illustrate the simple operations executed by micro-controller

• With the use of micro-controller learning kits, develop projects for specific tasks (e.g. fire alarm and timer)

• Conduct research on the Internet on data sheets or catalogues of

micro-controllers

• Appreciate the interfacing of sensors and actuators

• Identify different ‘buses’ being used in a micro-computer system (i.e. data, address and control buses)

• Identify a range of electronic products used in daily life that can incorporate micro-controllers

• Search catalogues to find the use of micro-controllers in domestic products such as a microwave oven and washing machine

• Construct commonly used systems, such as pulse generators, by using traditional components and

(39)

Topics

Outcomes

Students should be able to Explanatory notes programmable ICs; contrast the differences between the two systems Evolution of

electronics in modern society

• Impact of emerging and converging technologies

• Miniaturisation of electronic products

23. State the impact of emerging and converging electronic products in society

24. State the impact of the miniaturisation of electronic products on society

• Conduct research on the Internet, newspapers and other media on the development, basic principles and use of these technologies in, for example, portable storage and global

communication systems

• Analyse critically the pros and cons of emerging and converging technologies with regard to their influences on daily life

• Investigate and compare the conventional and modern ways of processing audio (e.g. tapes (analogue) vs MP3 (digital signals)) and visual (e.g. optical vs digital photograph) information

(40)

30

Module 5 Visualisation and Computer-aided Design (CAD) Modelling

This module enables students to explore the methods of product modelling through visual images and CAD. It focuses on visual communication and 3D modelling in product development.

Topics

Outcomes

Students should be able to Explanatory notes Product

visualisation and 3D modelling

• Visual impact of graphics

• 3D modelling concepts

1. Apply visual impact to enhance graphics 2. Develop solutions

modelled in appropriate materials to convey 3D concepts

• Improve the presentation of drawings (e.g. graphic artwork, advertising, packaging and layout) and apply

enhancement techniques (e.g. colouring, shading, highlighting and rendering)

• Apply a wide range of materials (e.g.

card board, medium density fibreboard (MDF), high density foam board (HDFB), acrylic, and common alloys) and techniques (e.g. surface

development, mock-up fabrication, and prototyping) appropriate to modelling and prototyping (e.g. architectural and product design)

• Compare the application of physical and visual models (e.g. effects, tools and materials used, storage) in the

development, description, production and communication of information about products

Technical visualisation

• Pictorial drawing

• Engineering drawing

• Standards, conventions, and symbols

• Data presentation

3. Apply a wide range of pictorial drawing techniques to

communicate design ideas

4. Apply a wide range of engineering drawing techniques to

communicate design ideas

5. Apply a wide range of presentation techniques to communicate design ideas and data

6. Understand the use and importance of standard practice, conventions, abbreviations and symbols

• Use perspective sketches to illustrate design ideas (e.g. of product,

architecture, interior design, and window display)

• Prepare working drawings (e.g.

orthographic projection, assembly and sectional drawing, dimensioning, and detail drawing) for production

• Present data (e.g. charts and diagrams) and graphic ideas (e.g. sequential illustrations, logos, symbols, and signs) for various design communications (e.g.

packaging, instruction, and exhibition)

• Apply standard practice in design communication (e.g. engineering drawing, architectural drawing, and electrical drawing)

Curriculum and Assessment Guide (Secondary 4 - 6) Design and Applied Technology

Technology Education Key Learning Area

Design and Applied Technology Curriculum and Assessment Guide (Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and

the Hong Kong Examinations and Assessment Authority

Recommended for use in schools by the Education Bureau

HKSARG

Contents

Preamble

Acronym

Chapter 1 Introduction

1.1 Background

1.2 Rationale

1.3 Curriculum Aims

1.4 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

1.5 Cross-curricular Links

Chapter 2 Curriculum Framework

2.1 Design Principles

2.2 Learning Targets

2.3 Curriculum Structure and Organisation

2.4 Learning Objectives