The phases of a technology project

Technology exists to solve needs. Name the need solved by each object: (a) an umbrella; (b) a coat rack; (c) a reusable bottle; (d) a footbridge. Then identify two needs in your classroom that could be solved with a simple object.

'The coats in the classroom always end up on the floor or over the chairs.' Identify the need behind this statement, formulate the problem with a question ('how could we...?') and propose a simple object to solve it.

These are the phases of a technology project, but in the wrong order: (a) build, (b) identify the need, (c) design with sketches, (d) evaluate and improve, (e) research information, (f) plan the work. Put them in the correct order and explain in one sentence what is done in each phase.

The figure shows the cycle of a technology project: the phases are linked in a ring because the last phase can take us back to the first ones, but one phase is covered by a question mark, as shown in the diagram.

Which phase is covered up? Explain why the cycle is a ring and not a line that ends: what can happen when you check whether what you built works?

True or false? Justify each answer: (a) it is a good idea to start building before having any design; (b) evaluation can force us to return to the design phase; (c) researching information before designing gives ideas and avoids mistakes; (d) a project always ends as soon as the object is built.

Match each phase with its corresponding activity: (a) design, (b) plan, (c) evaluate, (d) research information. Activities: 1. make sketches and dimensioned drawings; 2. test whether the object works and write down improvements; 3. look at how similar objects solve the same problem; 4. make a list of materials, tools and steps to follow.

What is a sketch? Explain the difference between a quick freehand sketch and a dimensioned drawing, and what each one is used for during the design phase.

Explain the difference between a sketch and a dimensioned plan using the example of a coat rack: what each one provides, which one you would do first, and what could happen if you built the piece guided only by the sketch.

The figure shows the four-week schedule of a team building a coat rack, as shown in the diagram.

Read the schedule and answer: which tasks are done in week 2? Which task must be finished before buying the materials? If building took two weeks instead of one, what would happen to the rest of the plan?

Before designing a coat rack for the classroom backpacks, you need to research information. Make a list of four things it would be useful to find out (how many backpacks there are, how much they weigh when full, how much free space there is on the wall, what commercial coat racks are like) and explain how each piece of information affects the final design.

A team of four people must build a box in three workshop sessions. Propose a breakdown of tasks per person and per session, explain why it is advisable to write it down before starting, and what you would do if someone is absent on the construction day.

'Planning is a waste of time: I prefer to start as soon as possible.' Respond to this idea with two arguments (missing materials halfway through the work, mistakes that cost time and money) and an example from the workshop.

Your team is going to build a wooden box to store the classroom's cables. Describe what you would do in each of the six project phases, from identifying the need to evaluating the result, in one or two sentences per phase.

Your lolly-stick bridge collapses when the first weight is placed on it during testing. Which phase of the project are you in? Explain the two options you can take (improve the joints, change the design) and why failing the test does not mean the project has failed.

After building the object, you must evaluate it. Write an evaluation form with four questions (does it fulfil its function?, is it stable and safe?, could it be made with less material?, what would you improve?) and explain what each question contributes to the next project.

A team built a coat rack that tipped over when the first backpack was hung on it. Analyse which phase or phases you think they failed in (did they identify the need incorrectly?, was the design unstable?, did they consider it finished without testing it?) and explain how you would check this by talking to them.

Two teams build the same lolly-stick bridge using the same material: one supports $5\ \text{kg}$ and the other breaks with $1\ \text{kg}$. Reason which phases of the method best explain this difference and what you would do to help the 'weaker' team improve their bridge without starting from scratch.

During the strength tests of a bridge made of toothpicks and hot-melt glue, the following results are obtained:

• With a load of $1,0\text{ kg}$, the structure does not creak, but noticeable bending is observed in the bottom chord.

• Upon reaching $1,4\text{ kg}$, the toothpicks remain intact (none have broken), but three joints of the central truss detach and the bridge collapses completely (the target set was $3,0\text{ kg}$).

1. a) Based on these data, interpret what the real failure was: material strength or joint stiffness and adhesion? Justify your deduction.
2. b) Propose two specific redesign modifications to reach $3,0\text{ kg}$ without increasing the total weight of the bridge by more than $20\,\%$.
3. c) Design a progressive test protocol to evaluate the improvements without destroying the structure on the first attempt.

In the workshop, projects are done in teams. Name three advantages of working in a team (sharing tasks, having more ideas, helping each other with mistakes) and one difficulty that might arise, explaining how you would solve it.

A classmate wants to make a phone stand for their study desk that allows the phone to be placed both horizontally (to watch videos) and vertically (for video calls while charging without straining the cable), using a single scrap of plywood measuring $15 \times 10\text{ cm}$.

1. a) Justify which two key technical pieces of data from the "Information search" phase they need to measure before drawing any cut on the wood.
2. b) Design and describe a solution that meets the geometric and functional requirements using that single scrap.
3. c) In the "Evaluation" phase, design a specific technical test to check that the stand does not tip over due to center of gravity instability when pressing hard on the upper part of the screen.

Upon finishing a project in the workshop, a student states: "The technical report is a waste of time; if the object is already built and works, writing what we did is completely useless." Rebut their stance by answering these questions:

1. a) Imagine that in two months another 1st year ESO class wants to reproduce your project but using recycled plastic instead of wood. Justify which two sections of the report they will definitely need to consult and what would happen if they had not been written.
2. b) During construction, a part did not fit as shown in the initial sketch and you had to modify its dimensions on the fly. Justify technically why it is essential to reflect that change in the report instead of leaving the initial blueprint.

To build a workshop parts sorter, your team is hesitating between two technical solutions:

• Proposal A: $5\text{ mm}$ plywood, joints using slots and white wood glue. Material cost: $3,20\text{ €}$. Requires $90\text{ min}$ of work with a fretsaw and sandpaper.

• Proposal B: $3\text{ mm}$ recycled grey cardboard, joints reinforced with masking tape and cardboard brackets. Material cost: $0,80\text{ €}$. Requires $40\text{ min}$ of work with a craft knife and ruler.

The project constraints are: a maximum budget of $2,00\text{ €}$ per team, a time limit of 2 workshop sessions ($100\text{ min}$ in total), and it must support heavy tools without deforming throughout the entire school year.

1. a) Build a table with three weighted technical assessment criteria and score both proposals with justifications.
2. b) Determine which proposal should be selected based on your scores.
3. c) Propose a specific modification for the non-selected proposal that allows it to overcome its weaknesses without breaching the constraints.

In the planning phase of a box with a lid to store components, you have a strict, non-extendable budget limit of $14,00\text{ €}$. The planned materials and their unit prices are:

• Plywood board ($60 \times 40\text{ cm}$): $5,20\text{ €}$

• Pine strip ($1\text{ m}$): $2,10\text{ €}$ (2 strips are needed)

• Metal hinges: $1,30\text{ €}$ each (3 hinges are planned)

• Latch lock: $1,80\text{ €}$

• Wood screws: $0,05\text{ €}$ each (4 screws per hinge and 4 for the latch are required)

• Contact adhesive: $1,50\text{ €}$

1. a) Prepare the itemized budget table and calculate the total projected cost.
2. b) Check whether the design is economically feasible. If it exceeds the budget, propose and justify two design or material changes that allow the cost to be reduced below $14,00\text{ €}$ while maintaining the movable lid and the locking functionality.

Two groups of 1st year ESO students manufacture a workshop stand using plastic profiles and screws:

• Group A ("adventurers"): Starts cutting and drilling the material in the first session without blueprints or a parts list. They waste 3 profiles due to measurement errors, take 6 workshop hours, and the final stand is wobbly.

• Group B ("design process"): Spends two sessions measuring, making dimensioned sketches, and writing the process sheet; they manufacture in the third session. They use exactly the allocated material, take 4 hours in total, and the stand passes quality control.

1. a) Analyze which specific phases of the technological process Group A ignored and what direct technical consequence each omission had.
2. b) If a company were to manufacture 5.000 stands using Group A's method, predict the economic and environmental sustainability consequences compared to Group B's method.
3. c) A student from Group A argues: "We were more practical because we worked with the tools from minute one without wasting time on paperwork." Rebut their stance technically using the time and quality data from the case.