ST. PATRICK’S COLLEGE SILVERSTREAM
Robotics Level 2
2015
Technology Achievement Standards
Course Handbook
This book with be used throughout the course as a source of information and as a record of the
projects and learning activities during the year.
Student’s Name _____________________________________________________
Teacher
-
Mr P Wilson (WN)
Introduction
Welcome to Level 2 Robotics at St Patrick’s College, Silverstream.
The purpose of this document is to provide all students immediate, easy access to all the
information required for a successful outcome in the students chosen course.
This document will be available as a Google Document on the student’s Google Drive.
I hope you find the course interesting and valuable and this document helpful.
Any queries/suggestions that you may have can be emailed to:
wilsonpa@stream.school.nz
Paul Wilson (WN)
Robotics Teacher
Technology Department
St Patrick’s College, Silverstream
Assessment Information
The Level 2 courses is made up of both internal and external assessments. There are 5
Achievement Standards in this courses. The credits contribute towards NCEA and are applicable
for University Entrance.
Level 2
Ver
91344
2
91357
2
91349
2
91375
2
91358
2
Title
Implement advanced procedures using
2.20 resistant materials to make a specified
product with special features
Undertake effective development to make
2.4
and trial a prototype
Demonstrate understanding of advanced
2.25
concepts related to machines
Implement advanced interfacing procedures
2.48
in a specified electronic environment
Demonstrate understanding of how
2.5 technological modelling supports risk
management
Credits Assessment
6
Internal
6
Internal
3
Internal
3
Internal
4
External
Assessment timeline for the year:
AS 91344 “Implement procedures”.
This assessment will be based on the student’s ability to implement the procedures to constructed
the 6-legged walking robot based on drawings and instructions supplied by the teacher.
Due date: 2nd April 2015 (the last day of Term 1)
One extra day will be available during the school holidays for those students who have not
managed to complete their robot by the end of Term 1. The exact date will need to be negotiated
with Mr Wilson.
Milestones for this standard are as follows:
- End Week 6 – chassis complete & all legs completed
- End Week 7 – motor mount & potentiometer mount completed
- End Week 8 – mechanical assembly complete
- End Week 9 – electronic assembly completed, potentiometers tuned. Machine can walk
forward and backwards under software control, and the legs stop in the correct location as
determined by the potentiometers.
AS91349 “Machines”
This assessment will be based on the students understanding of the machines that have been
constructed during the year. Students will be expected to demonstrate understanding of the
mechanical, electronic and software aspects of the machines.
Assessment will be as follows:
- Written test 30%
26th June 2015 (End Term 2 2015)
- Report/portfolio 40%
25th September 2015 (End Term 3 2015)
- Verbal assessment 30% 30th October 2015 (End Term 4 2015)
AS91357 “Prototype”.
You will develop your own Arduino toy using tools in the workshop. You will trial materials and
components to select the best ones for your design, select tools and equipment to use, make your
prototype and evaluate its fitness for purpose.
See the Assessment Schedule for what you need to include in your evidence for this standard.
Assessment will be as follows:
- Portfolio/visual diary 50%
Portfolio to be submitted for final assessment at the end of Term 3 2015, with formative
deadlines during Term 2 and Term 3
- Verbal assessment 30% Two opportunities for assessment will be permitted: at the end
Terms 2 & 3 2015
- Evaluation of completed design 20% End Term 3 2015
Milestones for this standard are as follows:
- Project brief agreed between teacher and student. Due 8th May 2015
- Mechanical model of proposed design including mechanical sketches and details of
electronics/software required . Due 4th June 2015
- Final design fabricated. Due 14th August
- Final design fully functional, with electronics & software complete. Due 18th September
AS91375 “Interfacing”
Assessment will be as follows”
- Programming/interfacing task completed under test conditions 30%. Due 8th May
2015. A pre-test will be set on 24th April 2015
- Report/portfolio 40%
25th September 2015 (End Term 3 2015)
- Verbal assessment 30% 25th September 2015 (End Term 3 2015)
Milestones for the report/portfolio are as follows:
- Formative assessment 1: 11th August 2015
- Formative assessment 2: 18th August 2015
- Final report submitted: 25th August 2015
AS 91358 “Modelling”.
This is a written report that you can start gathering evidence now for. Most of your evidence will be
derived from work you are doing towards the above three standards, in particular during the
prototyping of your device when we will do sketching, modelling and testing are we work towards
designing our devices.
This is an externally assessed standard which must be submitted in the form of a written report.
Students will learn about aspects of modelling relevant to their project, but should also expect to
demonstrate how modelling is used in other industry areas.
Milestones for the report are as follows:
- Formative assessment 1: 19th October 2015
- Formative assessment 2: 28th October 2015
- Final report submitted: 2nd November 2015
AS91349 “Machines”
AS91357 “Prototype”
AS9344 “Implement
procedures”
Verbal assessment (30%)
Report providing evidence of
understanding of machine
(40%)
In-class learning of theory
releating to our machines
Written test (30%)
Evaluation of completed
design
Verbal assessment
Portfolio/visial diary
submitted for assessment
Design fully functional,
includuing electronics &
software
Electronics & software
development
Fabrication of final design
Project brief developed &
agreed with teacher
Mechanical model of design
with sketches &
electronics/software detailed
Mechanical assembly
complete
Electronic assembly
complete, potentiometers
tuned, machine can walk
forwards &backwards
Completed assembly
submitted for assessment
Motor mount & potentiometer
mount complete
Chassis complete & all legs
complete
Achievement Standard Learning and assessment
1
2
3
4
5
Term 1
6
7
8
*
9
1
2
3
4
5
6
Term 2
f
7
8
9
*
10
*
11
1
2
3
f
4
5
6
Term 3
7
8
*
9
*
*
*
10
1
*
*
2
3
Term 4
*
4
AS91358 “Modelling”
AS91375 “Interfacing”
Key:
Written report submitted for
external assement
In-class learning of theory
relatingto relevant aspects of
modelling for riskmanagement
Flow charts & software
modelling or Arduino code
Use of Autodesk Inventor for
detailed mechanical
modelling
Modelling of proposed design
on paper, cardboard
Verbal assessment (30%)
Report/portfolio (40%)
Learning to use Arduino to
control motors, reading
inputs & writie programs
Programming/interfacing test
based on in-class learning
(30%)
Development of
sensors/software required for
project
Achievement Standard Learning and assessment
3
4
5
6
7
8
f
9
1
2
3
4
5
*
Final assessment deadline. No work will be accepted beyond this date.
7
*
6
Formative assessment to provide feedback to the student
In‐class and homework time for learning and project work
2
Term 2
f
1
Term 1
8
9
10
11
1
2
3
4
5
6
Term 3
7
8
9
f
*
*
10
1
*
2
*
3
Term 4
4
The external achievement standard will be assessed by an external marker at the end of the year.
You can gain the following grades in the achievement standards:
N - not achieved
A - achieved
M - merit
E - excellence
Students are required to verify the sighting and acceptance of the grade awarded by signing the
result sheet once grades have been recorded on the schools computer system.
STUDENT RESPONSIBILITIES
YOU are responsible for:
 Reading this statement and being aware of assessment standards and dates
 Retaining materials required for assessment
 Checking and signing your achievement and unit standard results
 Questioning any perceived injustice in your results WITHIN TWO WEEKS
 Checking the accuracy and detail of your enrolment of standards on the NZQA website
 Meeting deadlines for completed assessments
BREACHES OF RULES
 You may be asked to declare that all work submitted for internal assessment reflects your
own effort and ability. Teachers have the right to check authenticity by means such as an
oral test or in class demonstration of skills. Failure to show familiarity with, or
understanding of concepts contained in out-of-class assignments could affect the decision
made. Clearly plagiarised work will result in a not achieved grade. Students who allow
others to copy their work also get a not achieved grade.
Supporting evidence is preferred as a Google Document shared with Mr Wilson on or before the
due date.
Please put your own name in the filename and make sure you send an email to Mr Wilson
(wilsonpa@stream.school.nz) to let him know that you have shared a document with him.
It is the student’s responsibility to ensure a backup of their work is kept current and stored
externally to their device. This can be done in a variety of different ways. I save a separate copy of
the Google Doc on my hard drive as a backup.
Speak to Mr Wilson if you are experiencing difficulties with file management.
Project 1 – Walking robot
In the first part of the year we will be learning to construct a simple 6-legged walking robot. This
will give you a good introduction to making parts in the metal workshop, connecting the motors
and sensors to the Arduino and writing a simple Arduino program.
You will be expected to demonstrate that you can work safely and independently in the workshop
to produce components to predetermined drawings.
Project 2: Design and build an Arduino controlled toy.
Brief
Conceptual statement:
Arduinos are low-cost microprocessors which have a huge range of functions in a
small package. They can be used to control quite high-power motors by using a
plug-in motor-shield. Many robotic enthusiasts are using arduinos to build a whole
range of useful and interesting devices. Your task is to design and construct a
useful Arduino-based device that does something useful in your everyday life.
Specifications

Must use an Arduino microcontroller

Must have at least two motors

Must have at least two sensors

Must be original by design

Must take physical size constraints into account

Parts requests must be placed on time. Max price negotiable with teacher.
Expensive components may have to be purchased at student’s own cost.
As you attempt each different Achievement Standard, be aware of the assessment criteria in the
assessment schedule. These have been taken directly from the Achievement Standard.
Ask for help if there is anything you do not understand about what is required for submission.
Level 2 Achievement Standards
Achievement Standard 91344 - Implement advanced procedures
using resistant materials to make a specified product with special
features
Internal, 6 credits
Introduction
This achievement standard requires you to work to a set plan with drawings and instructions
provided by the teacher.
In the first part of the year we will be learning to construct a simple 6-legged walking robot. This
will give you a good introduction to making parts in the metal workshop, connecting the motors
and sensors to the Arduino and writing a simple Arduino program.
You will be expected to demonstrate that you can work safely and independently in the workshop
to produce components to predetermined drawings.
This task will form for assessment for this achievement standard, but there will be further
opportunities to be assessed later in the year based on your own designs.
Evidence you must submit for this achievement standard must include:
 your completed walking device

photographic evidence of the steps you have taken to meet all the criteria.

written notes to describe the steps you have taken

observation by Mr Wilson of your ability to work in the workshop.
Achieved:
Implement advanced procedures using resistant materials to make a specified product with special
features. This involves:
 selecting techniques to achieve special features
 undertaking testing to monitor special feature construction to demonstrate that the
product meets specifications
 applying techniques to comply with relevant health and safety regulations.
Merit:
Skilfully implement advanced procedures using resistant materials to make a specified product
with special features. This involves:
 showing independence and accuracy in the execution of the techniques and tests.
Excellence:
Efficiently implement advanced procedures using resistant materials to make a specified product
with special features. This involves:
 undertaking techniques and tests in a manner that economises time, effort and materials.
Please refer to the full achievement standard document, for full details.
Achievement Standard 91357 - Undertake effective development to
make and trial a prototype
Internal, 6 credits
Introduction
This assessment activity requires you to respond to a given brief or one that you have developed,
by selecting and using resources to make a prototype, and then evaluating the prototype to
determine its ‘fitness for purpose’ within the physical and social environment stated in the brief.
A prototype is a finished outcome that is ready to be trialled in its intended
location (environment).
Fitness for purpose refers to the outcome’s ability to address its brief when
situated in its intended location.
This is an individual assessment task. You have twenty weeks of in-class and homework time to
complete this task
Task
Research and trialling
In response to the brief (either your own or given by the teacher) for an Arduino controlled toy
device, you will need to:

trial materials and/or components in order to select those that best fit the purpose of the
outcome. For example: testing different materials and their construction to find out which is the
strongest and most durable material to use in your prototype; comparing a range of materials
and deciding on the most suitable for your prototype and for the person using it in the intended
environment.

select tools and equipment used in process
 trial and select techniques and processes, for example, testing different methods to see which
is the most appropriate to use for the design of the device and the materials selected for use in
order to ensure fitness for purpose

refine your specifications as a result of your informed selections.
Making your Prototype

Use the materials, components, tools and equipment already selected to make your prototype
to address your brief.

Use tools and equipment following accepted safe practices

Consult with your stakeholders to gain opinion on the developing prototype
Evaluating “Fitness for purpose”
Having completed your Arduino controlled device (prototype) you will need to evaluate its fitness
for purpose against the final brief. This means you will have to trial your solution to test its ability to
meet the physical and functional requirements for those using the prototype and its suitability
within its intended physical and social environment.
The physical environment refers to the place where the final outcome will be situated. The social
environment refers to those who will interact with the final outcome.
You will need to provide evidence about how well your Arduino device meets the specifications of
the final brief. It is important to gather stakeholder feedback to make these judgements.
Achievement Standard 91349 – Demonstrate understanding of
advanced concepts related to machines
Internal, 3 credits
Introduction
For this assessment you will learn advanced concepts related to the machines are a constructing
this year.
Task
Evidence you must submit for this achievement standard include, but is not limited to:
 Clear, annotated diagrams detailing the components of the systems and how they combine to
provide the desired mechanical advantage and relative motion.

A written or verbal report describing in detail the operation of your device

A test at the end of the year to demonstrate you have understood the concepts in relation the
projects completed this year.

Achieved:
Demonstrate understanding of advanced concepts related to machines.
This involves:
•
explaining how mechanical components are combined to form machines
•
describing the efficiencies of machines in relation to their safe application
•
explaining how mechanical components are combined to transfer work and motion in
machines.
Merit:
Demonstrate in-depth understanding of advanced concepts related to machines.
This involves:
•
explaining how mechanical components combine to provide the desired mechanical
advantage, and relative motion between input and output in a machine.
Excellence:
Demonstrate comprehensive understanding of advanced concepts related to machines.
This involves:
•
discussing why mechanical components were combined to provide the mechanical
advantage, relative motion between input and output, and efficiency desired in a machine.
Please refer to the full achievement standard document, for full details.
Achievement Standard 91375 - Implement advanced interfacing
procedures in a specified electronic environment
Internal, 3 credits
Introduction
This achievement standard requires you to use sensors (potentiometers, gap sensors, ultrasonic
sensors) and actuators (motors) in the construction of your device.
At achieved level, you will use the sensors and motors that Mr Wilson has provided, setup the
Arduino to read the inputs from the sensors and write a program to control the device.
At merit and excellence level you are expected to operate at a higher level by modifying the
sensor systems to improve how they work, and to write well structured, clearly annotated code.
You will write a program that makes use of the data from the sensors to control the movement of
the device. You will test and debug the software to ensure it is functioning correctly.
You will be assessed on both the walking robot and your own device, and will need to provide
evidence of the work you have done
Evidence you must submit for this achievement standard must include, but is not limited ti:
 Photos and notes showing how you have using the sensors

A written description of the work you have completed
 Evidence of the development of your software, including successive versions, and notes
showing your thought-process as you develop the systems.

Evidence of the testing and debugging process you have undertaken.
Achieved
Implement advanced interfacing procedures in a specified electronic environment. This involves:
 using provided functional sensor subsystems to interact with the environment (eg light
sensors that allow a line-following robot to decode markings on a path)
 using provided functional actuator subsystems to interact with the environment (eg
shutters that control greenhouse light level)
 writing software that interfaces with the data provided by the sensors and with the
actuators it controls (eg analogue to digital conversion (ADC), data processing
subroutines)
 testing and debugging a functional model of the interface.
Merit:
Skilfully implement advanced interfacing procedures in a specified electronic environment. This
involves:
 modifying sensor subsystems to improve the quality of the data delivered by the interface
 modifying actuator subsystems to improve the way they work
 writing annotated, readily understandable software that interfaces with the data provided
by the sensors and with the actuators it controls
 testing and debugging a functional model of the interface to achieve and demonstrate
improved operation.
Excellence:
Efficiently implement advanced interfacing procedures in a specified electronic environment
involves:
 modifying sensor subsystems to substantially improve the quality of the data delivered by



the interface
modifying actuator subsystems to substantially improve the way they work
writing well-structured, clearly annotated, readily understandable software that interfaces
effectively with the data provided by the sensors and with the actuators it controls
testing and debugging a functional model of the interface to achieve and demonstrate
substantially improved operation.
Please refer to the full achievement standard document, for full details.
Achievement Standard 91358 – Demonstrate understanding of how
technological modelling supports risk assessment
External, 4 credits
Introduction
This achievement standard requires you to submit a written report showing that you understand
how modelling is used to support risk assessment. The concepts related to this standard will be
taught in class time, and will be reinforced by the modelling that you undertake as part of the
prototyping of your design.
Modelling can refer to both functional modelling and prototyping, and in this case can include
detailed sketches, functional models made from materials such as cardboard, MDF, or plastic. It
can also refer to CAD models. Modelling in electronic and software environments can also include
simulated programming environments.
Evidence you must submit for this achievement standard must include:
- A written report with a maximum of 14 single-sided A4 pages (or 7 single-sided A3 pages).
Note the recommendation for 10 A4 pages.
- The report may be supplemented by photos/diagrams to aid the explanation of the
modelling you have undertaken.
Achieved:
Demonstrate understanding of how technological modelling supports risk management.
This involves:
 explaining why different forms of modelling are used to manage risk
 explaining why different forms of modelling are used with different stakeholder groups
 describing the different forms of modelling that were used to decide what ‘should’ and
‘could’ be done at different stages of technological practice.
Merit:
Demonstrate in-depth understanding of how technological modelling supports risk management.
This involves:


explaining how modelling enabled the identification of the type, severity and probability of
risk during technological practice
explaining why different forms of modelling were selected at different stages of
technological practice to inform what ‘should’ and ‘could’ be done.
Excellence:
Demonstrate comprehensive understanding of how technological modelling supports risk
management involves:

discussing how different forms of modelling can provide valid and reliable evidence from
different stakeholder groups.
Please refer to the full achievement standard document, for full details.
Exemplars (Level 2)
Exemplars are examples of student work that have been marked and moderated.
Level 2 Exemplars
91344 (not yet available)
91357 – available in shared Google Drive folder
91349 (not yet available)
91375 (not yet available)
91358 – available in shared Google Drive folder
Report Writing Specifications:
NZQA Assessment specifications: Click Here
Use the above Web link for the latest official specs from NZQA.
The “modelling” report is externally assessed.
I can give you formative feedback only.
In the end it will be marked by an anonymous external marker.
You will not receive your mark until January 2016.
It is possible for a four page report gain merit.
It is also possible for a fourteen page report to gain achieved.
Follow the Assessment Schedule.
Somewhere between six and ten pages of well documented, original work will be enough
for excellence.
Have someone proof-read it before submitting it to me for Formative Assessment.
Computer Software
Computers are available in the Technology Department and in the Computer department at
school. It would be helpful if students had their own computers, either a laptop or a home desktop.
A minimum of 4GB (ideally 8GB) of memory is required to run Autodesk Inventor.
The course will be based around using Arduino boards to control motors and sensors.
Google Drive & Google Classroom
The school is now using Gmail and Google Drive for all students. You will need to check your
Gmail account regularly for email updates from me.
All reports should be submitted via Google Drive (create a Google Doc and then share it with me
(wilsonpa@stream.school.nz). I will provide feedback to you via comments in the document which
you should use to help you improve.
I have created a Google Docs folder which will be used to store useful resources for this source.
This folder should be your first point of reference.
Arduino
The following are Web links to www.arduino.cc
The open-source Arduino Software IDE) can be downloaded from this page by going to
Download…Previous Releases…Arduino 1.0.6 Please note that this is NOT the latest version.
(I found that Ardublock is not compatible with the latest version, so we need to stick with the
classic Arduino ISE
Also on the Arduino webpage you will see a link to “Learning”. This is an excellent place to start.
There are examples and descriptions to help you.
Autodesk Inventor
The school has a licence for Autodesk Inventor Software. It is a professional solid modelling
package. Please speak to Mr Wilson if you would like to download and install this software on
your computer.
The Inventor program itself has tutorial videos built in. The Autodesk website also has tutorials:
There are also many other tutorials available, including this one:
Ardublock
Ardublock is a visuall programming editor for Arduino.http://blog.ardublock.com/
Click the “Getting Started with Ardublock” for instructions on how to download and install
Ardublock.
The tutorials page includes links to YouTube Videos to get you started.
Component Sourcing & Pricing
Most of the components I buy in are from either Surplustronics or Electroflash.
We have a good discount structure established.
When pricing components, use the 1-10 price.
This will give you an accurate figure to work with, although it may cost less if I order more
than just for your project.
www.surplustronics.co.nz
www.electroflash.co.nz
Other sources:
www.jaycar.co.nz
www.hobbyking.com
www.trademe.co.nz
www.ebay.com
Glossary
Glossary of Technology terms with A–Z navigation
A is for Actuator
B is for Bearing
C is for Components
D is for Digital
E is for Embedded systems
F is for Feedback
G is for Google Docs
H is for H Bridge
I is for Iterative
J is for Justify
K is for Key Switch
L is for LED
M is for Microprocessor
N is for Need
O is for Outcome
P is for Program
Q is for Quality Control
R is for Robotics
S is for Sensor
T is for Technical drawing
U is for Usability
V is for Visual communication
W is for Wire
X is for Xtremely interesting
Y is for YouTube, the home of all information!
Z is dead
The above links to the Technology glossary provided by TKI (a NZ Ministry of Education
funded resource provider)
External links to more extensive glossaries:
http://www.nwscc.edu/nsfdc/technology/DCTermspage.htm
http://www.zytrax.com/tech/glossary/gloss.htm
http://www.hobbyprojects.com/dictionary/a.html
http://whatis.techtarget.com/glossary/Electronics
Number
AS91358
Version
3
Page 1 of 2
Achievement Standard
Subject Reference
Generic Technology 2.5
Title
Demonstrate understanding of how technological modelling
supports risk management
Level
2
Subfield
Technology
Domain
Generic Technology
Credits
4
External
Assessment
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves demonstrating understanding of how technological
modelling supports risk management.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
• Demonstrate
understanding of how
technological modelling
supports risk
management.
• Demonstrate in-depth
understanding of how
technological modelling
supports risk
management.
• Demonstrate comprehensive
understanding of how
technological modelling
supports risk management.
Explanatory Notes
1
This achievement standard is derived from Level 7 of the Technology learning area in
The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is
related to the material in the Teaching and Learning Guide for Technology, Ministry
of Education at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology Education: A
Guidance Manual for New Zealand Schools, Ministry of Education at
http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education,
and the Health and Safety in Employment Act 1992.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te
Marautanga o Aotearoa achievement objectives to which this standard relates, see
the Papa Whakaako for the relevant learning area.
© New Zealand Qualifications Authority 2014
Number
2
AS91358
Version
3
Page 2 of 2
Demonstrate understanding of how technological modelling supports risk
management involves:
• explaining why different forms of modelling are used to manage risk
• explaining why different forms of modelling are used with different stakeholder
groups
• describing the different forms of modelling that were used to decide what ‘should’
and ‘could’ be done at different stages of technological practice.
Demonstrate in-depth understanding of how technological modelling supports risk
management involves:
• explaining how modelling enabled the identification of the type, severity and
probability of risk during technological practice
• explaining why different forms of modelling were selected at different stages of
technological practice to inform what ‘should’ and ‘could’ be done.
Demonstrate comprehensive understanding of how technological modelling supports
risk management involves:
• discussing how different forms of modelling can provide valid and reliable
evidence from different stakeholder groups.
3
Technological modelling refers to both functional modelling and prototyping.
4
Risk management refers to reducing the potential for malfunction and/or increasing
the level of success of technological outcomes.
5
Assessment Specifications for this achievement standard can be accessed through
the Technology Resources page found at http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/.
Replacement Information
This achievement standard and AS91356 replaced AS90339, AS90340, AS90341,
AS90342, AS90343, AS90344, AS90360, AS90363, unit standard 13393, unit standard
13395, unit standard 13398, unit standard 13401, and unit standard 13407.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
© New Zealand Qualifications Authority 2014
Number
AS91375
Version
3
Page 1 of 3
Achievement Standard
Subject Reference
Digital Technologies 2.48
Title
Implement advanced interfacing procedures in a specified
electronic environment
Level
2
Subfield
Technology
Domain
Digital Technologies
Status
Credits
Registered
Planned review date 31 December 2018
3
Internal
Assessment
Status date
17 November 2011
Date version published
20 November 2014
This achievement standard involves implementing advanced interfacing procedures in a
specified electronic environment.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
• Implement advanced
interfacing procedures in a
specified electronic
environment.
• Skilfully implement
advanced interfacing
procedures in a specified
electronic environment.
• Efficiently implement
advanced interfacing
procedures in a specified
electronic environment.
Explanatory Notes
1
This achievement standard is derived from Level 7 of the Technology learning area in
The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is
related to the material in the Teaching and Learning Guide for Technology, Ministry
of Education at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology Education: A
Guidance Manual for New Zealand Schools, Ministry of Education at
http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education,
and the Health and Safety in Employment Act 1992.
2
Implement advanced interfacing procedures in a specified electronic environment
involves:
• using provided functional sensor subsystems to interact with the environment (eg
light sensors that allow a line-following robot to decode markings on a path)
• using provided functional actuator subsystems to interact with the environment
(eg shutters that control greenhouse light level)
© New Zealand Qualifications Authority 2014
Number
•
•
AS91375
Version
3
Page 2 of 3
writing software that interfaces with the data provided by the sensors and with the
actuators it controls (eg analogue to digital conversion (ADC), data processing
subroutines)
testing and debugging a functional model of the interface.
Skilfully implement advanced interfacing procedures in a specified electronic
environment involves:
• modifying sensor subsystems to improve the quality of the data delivered by the
interface
• modifying actuator subsystems to improve the way they work
• writing annotated, readily understandable software that interfaces with the data
provided by the sensors and with the actuators it controls
• testing and debugging a functional model of the interface to achieve and
demonstrate improved operation.
Efficiently implement advanced interfacing procedures in a specified electronic
environment involves:
• modifying sensor subsystems to substantially improve the quality of the data
delivered by the interface
• modifying actuator subsystems to substantially improve the way they work
• writing well-structured, clearly annotated, readily understandable software that
interfaces effectively with the data provided by the sensors and with the actuators
it controls
• testing and debugging a functional model of the interface to achieve and
demonstrate substantially improved operation.
3
A specified electronic environment refers to a functional combination of hardware and
embedded software with given specifications that define the functional qualities
required. The specifications must be of sufficient rigour to allow the student to meet
the standard. They may be teacher-given or developed in negotiation with the
student. Specifications for this achievement standard will include sensor and
actuator requirements and relate to the development of hardware and software for
purposes which may include but are not limited to:
• environmental monitoring
• simple robotics
• elevator and traffic light scenarios
• conveyor belt control.
4
Advanced interfacing procedures relate to the selection, testing and debugging of the
hardware and software that allow sensors and actuators to work together compatibly
to meet the given specifications for the specified electronic environment. The sensor
and actuator subsystems to be used will be provided by the teacher.
5
Advanced interfacing procedures may include but are not limited to:
• selecting the best type and value of component
• selecting the best arrangement of components
• modifying hardware input and/or output parameters
• modifying software parameters
• EMI suppression in motors and relays
• using a multimeter to measure and report voltage and/or current levels at
indicated points.
© New Zealand Qualifications Authority 2014
Number
6
AS91375
Version
3
Page 3 of 3
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
© New Zealand Qualifications Authority 2014
Number
AS91349
Version
3
Page 1 of 2
Achievement Standard
Subject Reference
Construction and Mechanical Technologies 2.25
Title
Demonstrate understanding of advanced concepts related to
machines
Level
2
Subfield
Technology
Domain
Construction and Mechanical Technologies
Credits
3
Internal
Assessment
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves demonstrating understanding of advanced concepts
related to machines.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
• Demonstrate
understanding of advanced
concepts related to
machines.
• Demonstrate in-depth
understanding of advanced
concepts related to
machines.
• Demonstrate
comprehensive
understanding of advanced
concepts related to
machines.
Explanatory Notes
1
This achievement standard is derived from Level 7 of the Technology learning area in
The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is
related to the material in the Teaching and Learning Guide for Technology, Ministry
of Education at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology Education: A
Guidance Manual for New Zealand Schools, Ministry of Education at
http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education,
and the Health and Safety in Employment Act 1992.
2
Demonstrate understanding of advanced concepts related to machines involves:
• explaining how mechanical components are combined to form machines
• describing the efficiencies of machines in relation to their safe application
© New Zealand Qualifications Authority 2014
Number
•
AS91349
Version
3
Page 2 of 2
explaining how mechanical components are combined to transfer work and
motion in machines.
Demonstrate in-depth understanding of advanced concepts related to machines
involves:
• explaining how mechanical components combine to provide the desired
mechanical advantage, and relative motion between input and output in a
machine.
Demonstrate comprehensive understanding of advanced concepts related to
machines involves:
• discussing why mechanical components were combined to provide the
mechanical advantage, relative motion between input and output, and efficiency
desired in a machine.
3
For this achievement standard a machine will include two or more mechanical
components. Examples of machines may include but are not limited to: block and
tackle, chain block, pneumatic or hydraulic jack, and turntable.
4
Mechanical components include:
• cams and followers; may include but are not limited to – cams such as plate and
eccentric; followers such as needle, roller, flat, and offset
• pivots and linkages; may include but are not limited to – pivots such as fixed and
moving; linkages such as: parallel, reverse and sliding crank motion
• gears may include but are not limited to – spur, bevel, helical, rack and pinion,
worm, and idler
• belt or chains and sprockets may include but are not limited to –flat belt, v-belt,
duplex chain or double belt, and tooth belt
• shafts and bearings may include but are not limited to – solid shafts, hollow
shafts, ball bearing, roller bearing, and conical bearing.
5
A machine’s efficiency is determined by the ratio of the energy delivered (or work
done) by a machine to the energy needed (or work required) to operate it (ie output
energy/input energy).
6
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
© New Zealand Qualifications Authority 2014
Number
AS91357
Version
3
Page 1 of 3
Achievement Standard
Subject Reference
Generic Technology 2.4
Title
Undertake effective development to make and trial a
prototype
Level
2
Subfield
Technology
Domain
Generic Technology
Credits
6
Internal
Assessment
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves undertaking effective development to make and trial a
prototype.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
• Undertake effective
development to make and
trial a prototype.
• Undertake effective
development to make
and trial a refined
prototype.
• Undertake effective
development to make and
trial a justified prototype.
Explanatory Notes
1
This achievement standard is derived from Level 7 of the Technology learning area in
The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is
related to the material in the Teaching and Learning Guide for Technology, Ministry
of Education at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology Education: A
Guidance Manual for New Zealand Schools, Ministry of Education at
http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education,
and the Health and Safety in Employment Act 1992.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te
Marautanga o Aotearoa achievement objectives to which this standard relates, see
the Papa Whakaako for the relevant learning area.
© New Zealand Qualifications Authority 2014
Number
2
AS91357
Version
3
Page 2 of 3
Undertake effective development to make and trial a prototype involves:
• evaluating materials and/or components to determine their suitability for use in a
prototype
• trialling practical techniques and processes to determine their suitability for use in
making a prototype
• selecting appropriate materials and/or components, tools and equipment; and
applying practical techniques and processes to make the prototype
• using results from testing and stakeholder feedback to inform the making and
trialling of the prototype
• undertaking prototyping to gain specific evidence of the outcome’s fitness for
purpose in its intended physical and social environment
• explaining any decisions to accept and/or modify the prototype.
Undertake effective development to make and trial a refined prototype involves:
• evaluating practical techniques and processes to determine their suitability for use
in making a prototype
• using evidence from ongoing testing and stakeholder feedback to inform the
making and trialling of the prototype.
Undertake effective development to make and trial a justified prototype involves:
• synthesising evidence from ongoing testing and stakeholder feedback to inform
the making and trialling of the prototype
• justifying any decisions to accept and/or modify the prototype.
3
The physical environment refers to the place where the final outcome will be situated.
4
The social environment refers to those who will interact with the final outcome.
5
A prototype is a completed outcome that is yet to be fully implemented. It is
developed through technological practice and is reflective of relevant codes of
practice. Prototyping is the trialling of the prototype to gain evidence for the
evaluation of the outcome’s fitness for purpose in its intended physical and social
environment.
6
Fitness for purpose refers to the outcome’s ability to address a brief when situated in
its intended location. The brief used for this achievement standard must include a
conceptual statement and specifications. The brief may be provided by the teacher
or developed by the student.
7
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Replacement Information
This achievement standard, AS91354 and AS91355 replaced AS90347, AS90348,
AS90349, AS90350, AS90351, AS90352, and unit standard 13410.
© New Zealand Qualifications Authority 2014
Number
AS91357
Version
3
Page 3 of 3
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
© New Zealand Qualifications Authority 2014
Number
AS91344
Version
3
Page 1 of 3
Achievement Standard
Subject Reference
Construction and Mechanical Technologies 2.20
Title
Implement advanced procedures using resistant materials to
make a specified product with special features
Level
2
Subfield
Technology
Domain
Construction and Mechanical Technologies
Status
Credits
Registered
Planned review date 31 December 2018
6
Internal
Assessment
Status date
17 November 2011
Date version published
20 November 2014
This achievement standard involves implementing advanced procedures using resistant
materials to make a specified product with special features.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
• Implement advanced
procedures using resistant
materials to make a
specified product with
special features.
• Skilfully implement
advanced procedures
using resistant materials to
make a specified product
with special features.
• Efficiently implement
advanced procedures
using resistant materials to
make a specified product
with special features.
Explanatory Notes
1
This achievement standard is derived from Level 7 of the Technology learning area in
The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is
related to the material in the Teaching and Learning Guide for Technology, Ministry
of Education at http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology Education: A
Guidance Manual for New Zealand Schools, Ministry of Education at
http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education,
and the Health and Safety in Employment Act 1992.
© New Zealand Qualifications Authority 2014
Number
2
AS91344
Version
3
Page 2 of 3
Implement advanced procedures using resistant materials to make a specified
product with special features involves:
• selecting techniques to achieve special features
• undertaking testing to monitor special feature construction to demonstrate that the
product meets specifications
• applying techniques to comply with relevant health and safety regulations.
Skilfully implement advanced procedures using resistant materials to make a
specified product with special features involves:
• showing independence and accuracy in the execution of the techniques and tests.
Efficiently implement advanced procedures using resistant materials to make a
specified product with special features involves:
• undertaking techniques and tests in a manner that economises time, effort and
materials.
3
Resistant materials may include but are not limited to: wood, composites, metal,
alloys, ceramics, and plastics.
4
Specified product with special features refers to a product and its relevant
specifications, including material specifications. The specifications must be of
sufficient rigour to allow the student to meet the standard. The specifications need to
be agreed prior to the product being made. They may be teacher-given or developed
in negotiation with the student.
5
Advanced procedures are those that require advanced craft skills.
6
Special features are those that rely on the application of advanced craft skills to
achieve the specified product for this achievement standard, and will require one or
more special features from each of the categories below:
• structural: e.g. mortise and tenon joint, lapped dovetailed drawer, annealed
component, mig-welded panels, sandcasted component, milling an advanced
component
• aesthetic: e.g. parquetry, inlaid design, turned table legs, taper turned component,
dressed edges.
7
Advanced craft skills rely on the consistent application of accepted conventions which
may relate to such things as flush, parallel, perpendicular, offset, symmetry, array,
tolerance, ease, press fit, clearances, eccentricity, and taper.
8
Testing procedures may include but are not limited to: measuring, trialling
techniques, fitting, and visual checks.
9
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
© New Zealand Qualifications Authority 2014
Number
AS91344
Version
3
Page 3 of 3
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
© New Zealand Qualifications Authority 2014