DT
Design and Technology is a subject rich in opportunities to explore diversity.
DT/Science Fog Collection, Fog harvesting
The Cape Verde Islands have very low rainfall and
have sought methods of providing drinking water.
A method developed from ancient practices
involves the collection of water from fog. This is a
form of appropriate technology used in several
parts of the world. Students could be set a
problem eg You are on a mountainous island in the tropics, there is very little
rainfall. You notice that on the mountaintops where it is foggy there are more
small birds and mammals than lower down the mountain. You spend time
observing the animals to find out how they survive, you notice they are
finding water on the leaves of plants, water vapour seems to condense on
plant leaves. How could this observation help you to get a reliable source of
drinking water. This is a technique said to have been used in ancient Europe,
South America, and Africa. Students could research historical origins and
where it is currently used.
http://www.fogquest.org/
DT- Investigating materials – cosmetics
It is possible to promote positive attitudes towards
diversity through the choice of materials used in DT
projects.
The QCDA schemes of work are adaptable, units on
exploring materials and designing for clients could be
adapted to investigations in the development of a cosmetic product.
Shea or Karité
The shea or Karité tree is common in the savannah
areas of Africa (e.g. Mali, Ivory Coast, Ghana,
Nigeria). The tree produces a butter used in cooking
and as a skin product. It has hydrating and softening
properties. It is widely used in cosmetic products.
Students could research where the product originates, how it is used, how it
can be added to and marketed. It is possible to purchase relatively
unprocessed shea butter, students could investigate how well it blends with
perfume oils to improve it as a product including evaluating if synthetic or
essential oils are preferable. Students could choose a blend of shea and a
scent for a specific market and design packaging.
Alternatively students could research the uses of shea butter in cosmetics as
part of a project into raw materials used in cosmetics (cocoa butter, neem,
palm oil, olive oil, coconut oil, bee’s wax, paraffin waxes). Neem is widely
used in India, palm oil is commonly used in South East Asia and Africa. Olive
oil is used across the whole Mediterranean.
http://www.sheainstitute.com/index.php/training-and-education/consumerawareness/21-reasons.html
http://en.wikipedia.org/wiki/Shea_tree
http://en.wikipedia.org/wiki/Shea_butter
Cullinary uses of Shea - Food technology - students could investigate
various culinary uses of shea
Food Technology/History
Investigate various ways of putting food in your mouth across the world.
Investigate the etiquette of different ways of eating ( which hand to hold a
knife and fork; types of chops sticks and how to use – blunt or pointed;
eating with your hand – which hand to use and why; where forks are used
when can you politely eat with your fingers – drum sticks, corn on the cob).
Investigate the history of eating utensils in the West.
A History of Eating Utensils in the West: A Brief
http://www.hospitalityguild.com/History/Timeline_of_Eating_Utensils.htm
Investigate the types of receptacles food is eaten from wooden boards in
Scandinavia, bowls, plates, banana leaves.
What did people in medieval England eat off?
Why did children drink beer for breakfast in medieval England?
Why do people in some parts of the world eat with a knife and fork?
When did the fork become accepted as an eating utensil in England?
What are: Split spoon, Spork, Spife, Knork and Spork?
Design a new style of eating utensil
Design a new style of eating dish
Food technology/RE – Olive oil
The Romans settling in Britain brought olive oil with
them, there is also evidence of continuing use of olive
oil after the Roman occupation. Fragments of
amphora used for transporting olive oil have been
found in Anglo-Saxon settlements.
Students can research the historical and current uses of olive oil: culinary,
cosmetic and medicinal. Olive oil is also used for religious purposes in
Judaism, Christianity and Islam. Students can research where it is produced.
Students could sample refined and virgin oils simply with bread and for frying
possibly comparing with other vegetable oils. Students could research recipes
from countries traditionally growing olives where olive oil is an essential
ingredient. They could choose a recipe to make them selves. Students could
make a display with a focus on representing cultural diversity.
Other oils that have culinary and other uses could be investigated (coconut
oil, palm oil, sesame oil, sunflower oil).
http://www.oliveoilsource.com/
http://en.wikipedia.org/wiki/Olive_oil
http://www.organicfacts.net/organic-oils/organic-coconut-oil/health-benefitsof-coconut-oil.html
http://en.wikipedia.org/wiki/Palm_oil
Resistant Materials/Art The Olmec
The Olmec produced massive sculpted heads and smaller
sculptures. Some of these a very realistic others are
representational. Some of the sculptures have a great deal of
detail. How could they have produced these sculptures
without the use of hard metals?
Students could be presented with picture of some of the massive heads and
smaller sculptures, accompanied by information of what they are thought to
represent along with the materials they are made from and the source of
those materials. They could then be given a statement about the absence of
metallurgical skills in this period – so how could they have made these? This
could be accompanied by some exploration of mark making on various types
of rock without the use of iron.
http://www.crystalinks.com/olmec.html
Technology
A simple machine that changed my life
An inspirational example of a 14 year old teaching himself how to make a
windmill, this helped his family to make it through a famine.
When using this video the teacher should put it in context of some parts of
Africa being very developed but often in rural areas people lead simple life
styles. The young man had a thirst for learning and largely taught himself
technology to overcome the problems facing his region. This could be used to
explore the notion of appropriate technology.
http://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wind.h
tml
Mobile phones irrigate fields
India has problems with generating enough electricity for
industry, commerce, homes and for agriculture. In parts of
the country there are often power cuts. If a farmer walks
several miles to his fields to water his crops only to find
there is no power to pump the water he has wasted a huge
amount of time and he cannot predict when the power will be on
again.
Students could be posed this as a problem, How could a farmer solve the
problem using cheap available technologies?
An Indian farmer came up with the idea of using mobile phones.
http://www.pcworld.com/businesscenter/article/168895/indian_farmers_use_
mobile_phones_to_control_irrigation.html
http://www.mis-asia.com/news/articles/indian-farmers-use-mobile-phones-tocontrol-irrigation
http://springwise.com/telecom_mobile/nanoganesh/
Textiles Carpets
England has a tradition of carpet making dating back to the
Huguenot weavers who fled from France setting up weaving
workshops where they settled. Investigating the history of
carpet making and contemporary carpet making will reveal its
rich diversity. .
Articles on the origins of carpets
http://www.carpetinfo.co.uk/all_about_carpet/history_of_carpet.htm
http://muslimheritage.com/topics/default.cfm?ArticleID=402