Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Senior Secondary navigation


RSS

Section menu

AO/LOs

Curriculum strands

Specialist strands

AOs/LOs by level

Technological practice (TP)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Technological knowledge (TK)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Nature of technology (NT)

6-1 | 6-2

7-1 | 7-2

8-1 | 8-2

Design in technology (DET)

6-1 | 6-2

7-1 | 7-2

8-1/2

Manufacturing (MFG)

6-1 | 6-2

7-1 | 7-2

8-1/2

Technical areas (TCA)

8-1 

Construction and mechanical technologies (CMT)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7

8-1 | 8-2 | 8-3 | 8-4

8-5 | 8-6 | 8-7

Design and visual communication (DVC)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Digital technologies (DTG)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7 | 6-8

6-9 | 6-10 | 6-11 | 6-12

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7 |  7-8

7-9 |  7-10 |  7-11 |  7-12

8-1 | 8-2 | 8-3 | 8-4

8-5 |  8-6/7 | 8-8 | 8-9

8-10 |  8-11 | 8-12

Processing technologies (PRT)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1/2 | 8-3


Knowledge of machines CMT 8-6

Machines consist of fixed and moving parts that modify mechanical energy and transmit it in a more useful form. A simple machine such as a lever, a pulley, or an inclined plane alters the magnitude or direction, or both, of an applied force. Complex machines have internal energy systems such as electric motors, steam engines, turbines, combustion engines, solar energy systems, nuclear systems that combine with levers, inclined planes and/or screws to enable the machine to perform their intended function/s.

Learning objective: CMT 8-6

Students will:

  • demonstrate understandings of complex concepts related to machines.

Indicators

  • Explains how complex machines work, using technical language, diagrams, and symbols as appropriate.
  • Discusses how the components enable complex machines to achieve their function/s.
  • Discusses the energy efficiency of complex machines and how this impacts on the requirements for the machine’s energy system.
  • Evaluates the energy efficiency of complex machines and justify possible ways of increasing their energy efficiency.

Progression

Initially students learn about simple machines such as levers, inclined planes, and screws, and how when combined with mechanical components they are able to achieve a mechanical advantage and motion. This should progress to students learning how to explain the functionality of complex machines using technical language, diagrams, and symbols, and being able to evaluate such machines in terms of their energy efficiency in order to suggest ways of improving this.

Teacher guidance

To support students to understand complex concepts related to machines at level 8, teachers could:

  • guide students to explain how complex machines work, using technical language, diagrams and symbols as appropriate
  • support students to discuss how components enable complex machines to achieve their function/s
  • support students to discuss the energy efficiency of complex machines and how this impacts on the requirements for the machine’s energy system
  • provide opportunity for students to evaluate the energy efficiency of complex machines and determine possible ways of increasing their energy efficiency.

Contexts for teaching and learning

Students will gather and analyse information about the mechanical components that comprise a complex machine, including information about their function(s) and how they combine to allow the machine to function. Students are required to demonstrate how well they understand the components, functions, and energy efficiency of the machine.

Before students begin the assessment activity, they should be provided with opportunities to explore and investigate a range of complex machines as part of the teaching and learning programme so that they can learn:

  • the components and their functions within complex machines
  • how to use technical language, diagrams, and symbols to explain how complex machines work
  • how required energy efficiencies are obtained for complex machines, and how this impacts on a machine’s energy system.

Literacy considerations

Students will need to be able to:

  • explore, research, and gather information related to a chosen complex machine
  • explain and discuss the the components and their functions within complex machines
  • use technical language, diagrams, and symbols to explain how complex machines work
  • how required energy efficiencies are obtained for complex machines, and how this impacts on a machine’s energy system
  • discuss, evaluate, and justify aspects relating to the energy efficiency of a complex machine
  • evaluate and present written evidence to demonstrate their understanding.

Resources to support student achievement

The Internal Assessment Resource for Construction and Mechanical Technologies Level 3, Achievement Standard 91625: Demonstrate understanding of a complex machine suggests the following resources:

Assessment for qualifications

The following achievement standard could assess learning outcomes from this learning objective:

  • AS91625 Construction and mechanical technologies 3.25: Demonstrate understanding of complex machines

Key messages from the standard

The teacher may select or negotiate with students a suitable complex machine for them to investigate. The machine could be one that a student(s) has designed and/or manufactured, or one selected by teacher and or students.

Regardless of the approach taken and the context for learning a complex machine refers to a machine with an internal energy system, and levers, inclined planes and/or screws working together to enable the machine to perform its intended function(s), and internal energy systems include but are not limited to: electric motors, steam engines, turbines, combustion engines, solar energy systems.

Last updated June 8, 2018



Footer: