Semester*:2

Unit Code*:ETL216 Unit Name*: Design and Technology

Assignment Title*: Assignment 1 Date Due*: 1 August 2!12 Su"mission Date*: 1 August 2!12
Lecturer#s Name*: $reg Sha% & $reg Smith
Student#s 'ull Name*: Student No*:
Student#s Email: * Student#s (hone No:
) declare that all material in this assessment is my o%n %or* e+ce,t %here there is a clear ac*no%ledgement
and re-erence to the %or* o- others. ) ha/e read the Uni/ersity#s Academic and Scienti-ic 0isconduct (olicy and
understand its im,lications.*
http://www.cdu.edu.au/governance/documents/3.3academicandscientificmisconduct.pdf
) agree ) do not agree
Double click on the square check box to mark as checked.
CHECKLIST*
Please start your assignment on the following page.
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
Task Checked
1 ) ha/e com,leted the -orm a"o/e*:
2 0y CDU email address is acti/ated*.
) ha/e read and understood the im,ortant in-ormation on this -orm*.
2 ) ha/e *e,t a co,y o- my assignment*.
3 ) ha/e ac*no%ledged and re-erenced the %or* o- others*
6 ) ha/e -illed in the -ooter ,age and indenti-ied my -ile correctly*
4 ) ha/e sa/e the assignment in a com,ati"le -ormat e.g. .0icroso-t %ord doc or
t+t*

5 0y assignment -ile si6e dose not e+ceed 207*
8 ) ha/e reread and chec*ed all the assessment re9uirements.*
Assignment 1
Design Make
Appraise Project
~ Report
Technology and
Design
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
Linnea Mead
s237572
Contents~
Design brief____________________________________________
3
Discussion of ideas______________________________________
3
Year Level_____________________________________________
3
Curriculum_____________________________________________
3
Concept_______________________________________________
4
Researc______________________________________________
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
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4
Design________________________________________________
5
"rocess________________________________________________
5
#$ploring materials______________________________________
7
%pecifications___________________________________________
&
%'etces and plans_______________________________________
&
%'ills and tools__________________________________________
(
"ersonal reflection_______________________________________ (
Criti)ue of "rocess_______________________________________ (
%afet*_________________________________________________
!+
"utting te design to use___________________________________
!+
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
Conclusion_____________________________________________
!+
References______________________________________________
!!
Design Brief~
,ssignment re)uirement specifications state it is necessar* to design-
ma'e and appraise an artefact .ic could be used to assist cildren as a
teacing aid- to understand a specific educational concept suc as /ats0 1.o
items used in te aid- must be rec*cled- and contain a moving part0
Discssion of
ideas~
/* idea .as posted on Learnline- .ic stated- 2after discovering te *ear 2
class 3 did m* placement .it recentl* ad so muc trouble .it understanding
mats concepts- 3 tin' 34m going to do someting li'e a game to opefull*
elp tem understand a little better 5 learning .ile aving fun06
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
2
!ear Le"el~
/* design is to assist students in *ear 20
Crriclm~
1e %out ,ustralian Curriculum %tandards and ,ccountabilit* 7rame.or'
8%,C%,9- states tat Mathematics for Year 2 level- re)uires students to
recognise- record and use numerals to at least !++0
1e %out ,ustralian Curriculum %tandards and ,ccountabilit* 7rame.or'
8%,C%,9- states tat Design and Technology for Year 2 level- re)uires
students to be successful in designing- ma'ing and criti)uing0
Concept~
1e idea for m* design .as developed after a recent placement in a Year 2
class0 %tudents struggled to understand and compreend simple numbers and
processes in division- multiplication- addition and subtraction0
Research~
Researc resulted in man* games- .ritten lesson plans and .or'seets
o.ever 3 felt students re)uired an aid te* could count .it- combined .it a
game or .or'seet tat made learning mats concepts involving te four
operators- fun and memorable0 1ese did not suit m* design re)uirements0
,fter furter researc .it m* idea- 3 decided students migt benefit from a
modern version of te ,bacus0 ,ccording to :i'i- te specific date of tis
invention is un'no.n- o.ever .as created and utilised .idel*- in Cina0 1e
use of an ,bacus st*le aid is reported to elp 2te cildren in mat b*
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
3
visualisation instead of mere rote learning60 8/ums ;ater90 1e design of
te original abacus as been ugel* successful in teacing cildren to use te
four operators indicated in tis pro<ect- trougout istor*- to modern da*0
3mage !
ttp=>>scool0discover*education0com>clipart>clip>abacus5
color0tml

3mage 2
ttp=>>...0productrevie.0com0au>p>big<igs5giant5abacus0tml
Design~
1e design ad to be intercangeable to suit te four matematical operators ~
division- subtraction- multiplication- and addition0 3 ad to dra. m* focus
a.a* from fun pages for cildren to learn- to introduce an ob<ect to elp
students learn0 ,s te %out ,ustralian curriculum states cildren at *ear t.o
level sould be able to use numerals at least to !++- 3 realised m* design
needed to involve a metod of enabling counting up to!++ .it counters0
/* first tougt ad been to design a t*pe of sna'es and ladders game- .it
various sums using te four operators? o.ever tis .ould be confusing for
students .o struggled .it basic mats0
1e design needed to incorporate a bo$- .ere all items could be stored- and a
devise to include counting0 1is is .en 3 cose te design in tis report5 a
modern da* ,bacus0
Process~
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
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1 of 1
Dice @ /* design re)uired eac dice face to displa* one of te four operators5
addition- subtraction- multiplication- or division0 Ance tro.n te operator
displa*ed face up- .ould be te matematical problem cildren .ould need to
practice0 "aper .ould not .itstand constant andling and tro.ing and .ood
.as not an option for safet* reasons involved in tro.ing te dice0 3 cose
rec*cled cardboard- tic' enoug to .itstand andling and tro.ing- for
construction0 1e dice needed to be a reasonable siBe to reduce cances of
misplacement0 3 e$plored and designed a roug pattern out of paper in te
form of a 216 sape- appro$imatel* 23cm in lengt $ !5cm in .idt- to ma'e a
standard dice .it si$ sides0 3 realised 3 .ould ave t.o sides .itout an*
operator- .ic could ave a )uestion mar'>e$clamation mar' or picture on
te spare sides0 1is idea .ould be more suited to a game cube- rater tan a
learning aid0
3 attempted a paper- four sided tetraedron dice0 1rials did not suitabl* meet
te design re)uirements of m* pro<ect0 1is proved too difficult and confusing
tecnicall*- as t.o sides .ere displa*ed- and it .as difficult to tro.0 3 ten
designed and made a game board spinner 5 ence introducing a moving part @ a
re)uirement of te pro<ect0
Ance tis concept .as introduced- te rest of te ideas for te pro<ect seemed
to fall into place @ creating a board- .it ten ro.s of ten recessed spaces? !++
counters- and a bo$ for storage of items0
Spinner for operator selection 5 1e counter consisted of t.o different siBed
plates traced onto rec*cled cardboard- ma'ing circles5te top one sligtl*
smaller tan te bottom0 1is enables cildren finger room .en olding te
spinner board and allo.s te spinner to rotate easil*0 1e spinner board .as
divided into eigt e)ual parts- allo.ing 2 areas for eac operator0 1is .as
painted- varnised- and a rec*cled stra. cut to a suitable siBe- and attaced to
te spinner board .it a brass fastener0 #ac of te operators .as added to te
board-
Board for counters 5 %everal offcuts of 3mm /D7 .ere available to me to
ma'e te counting board0 3 .anted to ma'e tis board at least ,4 siBe- so
started off m* plan .it an ,4 piece of scrap paper0 !+ spaces .ere
strategicall* measured out across do.n- enabling !++ spaces on te board0
1e onl* difficult part of tis design- .as drilling te oles to ouse te doug
counters0 3 onl* ad access to a tin drill bit? t.o scre.driver bits- and a
magnetic bit older for an electric drill0 3 firstl* used te tin lengt drill bit to
ma'e te first drilling- ten a scre.driver bit to ma'e te recess larger- ten
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
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used te magnetic bit older- inserted bac'.ards- to ma'e te recesses large
enoug to accommodate te doug beads comfortabl*0 ,n old dis.aser
scourer pad .as used to sand do.n te board0
3 intended to rec*cle a picture frame to create a border for te counting board
o.ever tis could be used for anoter purpose0 3 ten decided on a bo$ .it a
lid0 1e lid .en used upside do.n creates an instant border for te counting
board0
Counters 5 3 decided on salt doug to create counters- .ic once ba'ed
become a ver* firm- solid- long lasting product0 %alt doug ingredients are
non5to$ic- .ic is vitall* important for cildren to .or' .it0 3 ad planned
to mass produce counters of some sape from m* large collection of cocolate
moulds o.ever after ma'ing te mi$ture- discovered te doug did not come
out easil*0 3 decided to roll te doug into small balls for ease of andling and
use on te counting board recesses and storage0 7ollo.ing rolling- te* .ere
ba'ed and dried in a medium oven for appro$imatel* 2 ours- after .ic time
te* .ere cooled- painted- varnised and dried0
,s Year 2 students are re)uired to count up to !++- at least b* !+- 3 also .anted
to ave eac lot of !+ doug counters- painted a different colour- allo.ing for
easier counting and sorting0
Storage box 5 1e bo$ for storage of materials .as a rec*cled cardboard bo$-
covered in mats clipart0
1urning te lid of te bo$ upside do.n creates a perfect border to ouse te
counting board0 1is allo.s te doug beads to al.a*s remain in te lid
sould an* beads become dislodged from te counter board0
#$ploring
Materials~
Design specifications re)uired te aid to contain at least t.o rec*cled items-
and a moving part0
Coices of materials considered .ere=
"aper
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
C
:ood
Cardboard
7or e$perimentation @
Rec*cled paper
%cissors
%tic'* tape
1e rec*cled items used include=
%crap paper
%tra.
Cardboard D cardboard bo$
%courer sponge
:ood

%pecifications~
Budget @ 1ere .as a limited amount available for tis pro<ect- so te
inclusion of safe- rec*clable materials .ere possible- .as essential0
1e aid re)uired a=
Dice 8eventuall* eliminated in favour of a game board spinner9
Eoard to accommodate !++ counters minimum ,4 siBe
!++ caracters>counters
Eo$ for storage of all items
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
7
%ketches and
Plans~
D
Design concept for spinner
Design concept for storage bo$ .it lid
Ariginal design concept for a s)uare spinner 1emplate for board .it grid lines
%kills and Tools~
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
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3 ad access to an electric drill and a <igsa.- bot of .ic 3 consider 3 am
competent as using0 3 also used a ruler- cutting board and %tanle* 'nife- pencil
and eraser0
Personal
reflection~
3 am reasonabl* app* .it te final outcome- aesteticall* of tis teacing
aid- .it brigt colours used- and te design meeting m* intended purpose
.ic .ould be culturall* acceptable for an* group0 3 believe sociall*- and for
functional purposes- m* teacing aid .ould be suitable and practical for use-
and is an appropriate aid for teacing te four operators in matematics0
Criti&e of
process~
:ile it .as necessar* to complete tis pro<ect .it as little e$penditure as
possible- te most e$pensive part of tis- .as te transfer of potograps from
m* ver* basic mobile pone- to m* sons fanc* pone @ 3 do not ave a cord to
attac to m* computer- so tis .as a necessar* solution0 Costs incurred
oter.ise- .as oven po.er usage0 ,ll oter materials- tools- and paints .ere
alread* in m* possession0 3 am a visual learner- and found 3 could easil* spend
a lot of time on te aestetics of te pro<ect- especiall* .it te use of colour0
3f m* design .as successful- 3 .ould design a .ooden bo$ to store all elements
of tis teacing aid in- for longer durabilit*0
3 donFt feel 3 .ould alter an* particular elements of tis design- e$cept te use
of te round doug beads- discussed under 2safet*6- and a larger board0
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
,ltoug not added at present- 3 .ould consider adding numbers to te board
to assist students in counting and remembering numbers0
%afety~
3 ave seen small beads and flat plastic counters used in classrooms- 3 feel te
doug beads could become a safet* issue if utilised in *ounger classes tin'ing
te* are lollies0 1o resolve tis- 3 .ould design and ma'e muc larger beads
.it a larger board- reducing te temptation or ris' to smaller cildren0
Ptting the design
to se~
1ere are man* mats lesson plans- .or'seets- and boo's relating to te four
operators5subtraction? addition? multiplication and division5tat can be used0
%tudents can use m* teacing aid- to learn counting- using some or all of te
doug beads- from !5!+? !52+? !53+? up to and including !5!++0 1is can be
done b* selecting groups of colour- or an* coloured bead and inserting it on te
recessed area of te board .ile counting0
%tudents can also use te beads- to perform sums using te four operators- and
a mats .or'seet0 ,n e$ample ma* include a .or'seet tat re)uires te
sum of !5D50 !5 of one colour bead could be placed on one line- .it 5 of
anoter colour placed on a different line0 %tudents could ten count te total
number of beads on te board0
%ubtraction could be done te same0 3f te )uestion .as !45C- students could
count out !4 beads of one or an* colour- remove C- and count te remainder0
8%ee e$amples in "o.er"oint presentation090 3 ad also made an e$tra !5 counters as
an e$tra colour- or in case an* .ere lost0
Conclsion~
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
(
/* grade four nepe. trialled m* completed pro<ect- and stated it .as eas* to
use and understand0 3 ave not *et trialled tis .it a class- o.ever .ould
li'e to present te idea at m* ne$t placement0 ,s previousl* stated- tere are
so man* mats .or'seets tat could be incorporated into learning0 ,s te
main ob<ective of tis teacing aid is to assist students learning te four
operators alread* mentioned in tis report- 3 .ould incorporate tese
.or'seets0 1e advantage of tis idea is .or'seets can be added- removed
or modified as needed0 7leer 82+!!- pC!9- as's about te 'inds of
tecnological e$periences and design processes migt elp and support
students to tin' about teir future in a different .a*0 3 .ould ope tis
teacing aid- .ould benefit students to understand mats- troug te use of
tecnolog* and design- for self5 improvement- and success in teir future0
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
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!+
References~
7leer- /0- Gane- E0 82+!!90 Design and technology for children0 3rd ed0 7rencs
7orest0 "earson ,ustralia0
Har'in- 70 82++C90 Rainy day things to do with your kids0 :est %usse$0
%ummersdale "ublisers Ltd0
How to make a Cardboard Box0 Retrieved from
ttp=>>...0instructables0com>id>Ho.5to5ma'e5a5Cardboard5Eo$5from5
rec*cled5cardboar>step2>Dra.5and5Cut>
How to Make a Cardboard Die0 Retrieved from
ttp=>>...0eo.0com>o._&5C!4&C_ma'e5cardboard5
die0tmlIi$BB24omcJC7!
How to make a Tetrahedron Platonic Solid or a our Sided D!D0 Retrieved
from ttp=>>...0instructables0com>id>Ho.5to5ma'e5a51etraedron5
"latonic5%olid5or5a57our>K,LL%1#"%
/ums;ater0 82++&90 Lsing a %imple !++ Eead ,bacus to 1eac /ats to
Mids0 Retrieved from
ttp=>>mumsgater0blogspot0com0au>2++&>+5>using5simple5!++5bead5
abacus5to5teac0tml
%,C%, @ see %out ,ustralian Curriculum- %tandards and ,ccountabilit*
%out ,ustralian Curriculum- %tandards and ,ccountabilit*0 82++490 R"#$
Mathematics teaching resource% Retrieved from
ttp=>>...0sacsa0sa0edu0au>,11>N7E75!C47#35EC73547C55&3C35
+#27775DD(52N7D>R5!+_/ats0pdf
%out ,ustralian Curriculum- %tandards and ,ccountabilit*0 82++490 R"#$
Science teaching resource% Retrieved from
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
!!
ttp=>>...0sacsa0sa0edu0au>,11>N7E75!C47#35EC73547C55&3C35
+#27775DD(52N7D>R5!+_%cience0pdf
&hen was the abacus in'ented0 Retrieved from
ttp=>>.i'i0ans.ers0com>O>:en_.as_te_abacus_invented
0ead11Linnea1ETL216 1 Semester 21Assignment 1.
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