Assessment 2 David Kass

Contents
Scope and Sequence……………………………………………………………………………………………………………………………………2
Assessment Schedule……………………………………………………………………………………………………………………………………3
Assessment Task Notification……………………………………………………………………………………………………………….………4
Unit Outline……………………………………………………………………………………………………………………………………………….…7
HSC Relational Table………………………………………………………………………………………………………………………………..…13
Pre-Lesson………………………………………………………………………………………………………………………………………………….14
Link to Online Comparative Study………………………………………………………………………………………………………………18
Post-Lesson 1……………………………………………………………………………………………………………………………………………..19
Post-Lesson 2……………………………………………………………………………………………………………………………………………..23
Justification ……………………………………………………………………………………………………………………………………………….27
Bibliography……………………………………………………………………………………………………………………………………………….29
Scope and Sequence
Course 12.01 (year 11) 12.02 (Year 11-12) 12.03 12.04
HSC Design And Topic: Innovation and Topic: Major Design Topic: Major Design Topic: Major Design
Technology Emerging Technologies Project Project Proposal Project Project Project Project
Development and Project Evaluation
Realisation
Syllabus outcomes: H2.1, Syllabus outcomes: H4.1,

Syllabus outcomes: H1.2,
H2.2, H3.1, H3.2, H5.2, H4.2, H5.1, H5.2, H6.1 H3.2, H4.2, H5.1, H5.2, Syllabus outcomes: H1.1,
H6.2 H6.1 H2.2, H4.3, H5.2
Duration in weeks and

Duration in weeks and hours: 12 weeks, 48 Duration in weeks and Duration in weeks and
hours: 6 weeks, 24 hours. hours hours: 12 weeks, 48 hours: 10 weeks, 40
hours
hours
Assessment Schedule
12.01 12.02 12.03 12.04 Trial Total

HSC
Topic Innovation and Major Design Major Design Major Design
Emerging Project Project Project Project Project
Technologies Proposal Development Project
and Project Evaluation
Realisation
Date Due Term 4, Week 5 Term 1, Week Term 2, Week Term 3, Term 3,
7 10 Week 9 Week 4
Outcomes H2.1, H2.2, H4.1, H4.2, H1.2, H3.2, H1.1, H2.2, H1.1,
H3.1, H3.2, H5.1, H5.2, H4.2, H5.1, H4.3, H5.2 H2.1,
H5.2, H6.2 H6.1 H5.2, H6.1 H2.2,
H3.1,
H6.2
Weighting 20% 20% 20% 20% 20% 100%
12.01 ASSESSMENT NOTIFICATION
COMPARATIVE STUDY – “INTERNET OF THINGS” GADGETS VS
“BIOHACKER” GADGETS
OUTCOMES
ASSESSMENT TASK DESCRIPTION
H2.1 explains the influence of trends
in society on design and production CLASSWORK
H2.2 evaluates the impact of design You will be completing tasks in which you interact with this Unit of
and innovation on society and the Work’s website:
environment http://designtech12innovation.weebly.com/
H3.1 analyses the factors that
influence innovation and the success
of innovation
These tasks will help you prepare for the take-home task, which will be
H3.2 uses creative and innovative an essay comparing the merits of two related industries.
approaches in designing and
producing TAKE–HOME TASK – ESSAY
H5.2 selects and uses appropriate Drawing on what you have learned in class, you are to select two
research methods and products; respectively from the Internet of Things industry and the
communication techniques industry surrounding the Biohacking movement. You will have a lot less
H6.2 critically assesses the
choice when it comes to the Biohacking industry.
emergence and impact of new
technologies, and the factors
affecting their development You would do well to choose products which are similar in some respects
so they are easy to compare.
In a 1000 word essay, you are to discuss the merits and shortfalls of both
COMPLETION AND the industry that supports the Biohacking movement and the industry
surrounding the phenomenon of the Internet of Things and compare the
SUBMISSION two with specific reference to the two products you have chosen as
examples.
Weighting: 20%
Due Date: Lesson 4 Week 5
Submission: Class Tasks to be

submitted as per the requirements
of individual tasks. Take–Home
Essay to be submitted in hard copy.
Marking Criteria Outcome Marks A B C D E
Allocated
Take-Home Task - Essay (60 marks)
Explains the social implications of the H2.1 12
products chosen and the influence of social
norms on the implementations of the
products in question.
Evaluates the potential impact of the H2.2 12
products chosen and possible future
developments of the same technologies on
society and the environment.
Discusses and compares the factors H3.1 12
influencing the success of the respective
products chosen.
Research is conducted using appropriate H5.2 12
sources and properly referenced. Essay
written in academic style with paragraphs,
correct grammar and spelling.
Assesses the importance of the products H6.2 12
chosen and evaluates the factors affecting
their development.
Class Tasks (40 Marks)
Task 1 – Comparative Study Questions (12 Marks)
Question 1 H2.1, H3.1, 3
H5.2, H6.2
Question 2 H2.2, H5.2 3
Task 2 – Individual Design Idea (12 Marks)
Design is appropriate for its chosen H3.1 3
purpose.
Design is a creative and original solution to H3.2 6
the identified need.
Research on the design is carried out in an H5.2 3
academically rigorous manner.
Task 3 – Group Design Idea and Presentation (16 Marks)
Design is appropriate for its chosen H3.1 5
purpose.
Design is a creative and original solution to H3.2 6
the identified need and addresses all the
criteria.
Research on the design is carried out in an H5.2 5
academically rigorous manner, the poster is
presented in a professional manner.
UNIT OUTLINE
Subject: Design and Technology Course: HSC Number of Weeks: 6
Unit title: Innovation and
Emerging Technologies
Key Concepts/ Big Ideas The importance of this learning
Examples of innovation and emerging technologies Innovation and emerging technologies are the future of the Design and technology world. Hence,
– the “Internet of Things” and technology used by these topics are essential to students’ education in the subject.
the “Biohacking” movement contrast one another
as different approaches to adding additional
functionality to users’ everyday lives.
Unit context within Scope and Sequence Syllabus Outcomes

The unit is the last unit undertaken before studentsH2.1 explains the influence of trends in society on design and production
begin their Major design Project. H2.2 evaluates the impact of design and innovation on society and the environment
H3.1 analyses the factors that influence innovation and the success of innovation
H3.2 uses creative and innovative approaches in designing and producing
H5.2 selects and uses appropriate research methods and communication techniques
H6.2 critically assesses the emergence and impact of new technologies, and the factors affecting
their development
Literacy Focus Numeracy Focus ICT Focus Differentiation
Technical language, Understanding of mark Understanding of systems Additional support in reading and comprehension of
comprehension, research, allocation in Exams. connecting devices in order assessment task, class handouts and other material as
communication. to expand the functionality necessary.
of said devices beyond the
physical.
Week Lesson Syllabus Content Teaching and Learning Strategies Resources
1 1 H2.1, H2.2 Teacher to introduce the Unit of Work and outline the Computer Lab, Assessment Task
big ideas to be covered in the Unit. Notification, Unit Website.
Assessment Task Notifications to be distributed and

read through with the class.
Teacher to lead discussion on students initial

impressions of the content.
2 H2.1, H6.2 Lesson on innovation – What is innovation? – What are Computer Lab, Unit Website.
the practical issues surrounding innovation? – What are
the ethical issues surrounding innovation?
3 H2.1, H2.2, H3.1 Introductory lesson on Biohacking and the community it Computer Lab, Unit Website, Websites,
is built around. Examples to be shown including projector or smartboard.
subdermal magnetic and RFID implants and some more
wacky biohacks like LEDs under the skin. Biohacking
discussion forums to be shown to students to
demonstrate the nature of Biohacking as a movement
championed by amateur enthusiasts. Dangerous Things
website and Biohacker discussion forums to be shown
to students.
4 H2.1, H3.1 Introductory lesson on the Internet of Things and the Websites, projector or smartboard,
products which benefit from its existence – examples to Internet of Things technology examples to
be shown. Teacher to demonstrate at least one actual be demonstrated.
example using a smartphone app, eg. Windows remote
access app or a garage/front door opening/closing app
function or turn on/off air conditioning remotely, even
if this happens to be using another Teacher’s
smartphone/product at home with remote access.
2 1 H2.2, H3.1, H5.2 Pre Lesson Focus Computer Lab, Unit Website.
Unit of Work’s website to be introduced to the class.
Teacher to guide the class through all the pages and go
through the tasks which are part of the website.
Teacher to lead a discussion on what Biohacking and
the Internet of Things are, which leads into a
brainstorm to come up with some weird and wacky
ideas for Biohacks and Internet of Things devices as a
transitional activity.
Students to begin the first of the tasks on the Unit

Website. This involves analysing and comparing the two
respective case studies on the website.
2 H2.2, H3.1, H5.2 Students continue with their individual tasks, teacher to Computer Lab, Unit Website.
offer guidance as necessary.
3 1 H2.2, H3.1, H5.2 Students continue with their individual tasks, teacher to Computer Lab, Unit Website.
2 H3.2, H5.2 Students to begin the second of the activities on the Computer Lab, Unit Website.
Unit Website. This involves the creation of two original
design ideas, one of which is a viable biohack and one
of which is a device which is connected in the manner
of the Internet of Things, both of which address the
same need or a similar need.
3 H3.2, H5.2 Students continue with their individual tasks, teacher to Computer Lab, Unit Website.
4 H3.2, H5.2 Students continue with their individual tasks, teacher to Computer Lab, Unit Website.
4 1 H3.2, H5.2 Students continue with their individual tasks, teacher to Computer Lab, Unit Website.
2 H2.2, H3.1, H3.2, H5.2 Students to form groups of three to four and create an Computer Lab, Unit Website, stationery
original design for a device which combines traits from and materials for posters.
the Biohacking movement and the industry surrounding
the Internet of Things. The group is to create a poster
showing their design, its purpose/s, the challenges that
will be faced in order to produce it and its advantages
and disadvantages and prepare a five minute
presentation to be performed for the class, about their
design and their poster.
3 H2.2, H3.1, H3.2, H5.2 Groups to continue preparing their posters and Computer Lab, Unit Website, stationery
presentations. and materials for posters.
4 H2.2, H3.1, H3.2, H5.2 Groups to continue preparing their posters and Computer Lab, Unit Website, stationery
5 1 H2.2, H3.1, H3.2, H5.2 Groups to continue preparing their posters and Computer Lab, Unit Website, stationery
2 H2.2, H3.1, H3.2, H5.2 First half of lesson, students are to add the finishing Computer Lab, Unit Website, stationery
touches to their posters and their presentations, for the and materials for posters.
second half, posters are to be submitted and
presentations are to begin.
3 H2.2, H3.1, H3.2, H5.2 Presentations to continue.
4 H2.2, H3.1, H3.2, H5.2 Take – Home Task (Essay) to be handed in. All
remaining presentations are to be made this lesson.
6 1 H2.1, H3.1, H6.2 Post Lesson Focus 1 ‘Literature Review” material from Unit
“Literature Review” activity in which teacher gives Website, past papers.
examples of gadgets from science fiction novels and
films and leads the class in discussion as to whether the
gadgets in question are Internet of Things devices,
Biohacks, or a bit of both.
Three previous HSC questions to be answered by

students – 2013 Q4 and Q7, 2015 Q5 (1 mark each).
Students to then be given marking criteria and teacher

to go through how the marking process works.
Teacher goes through an example of how to mark using
the marking criteria.
Students to swap their answers and mark their

partners’ according to the marking criteria.
Teacher to take students through the “clues” in the
question that show how the marking criteria work.
2 H2.2, H6.2 Students to answer one previous HSC question - 2013, Past papers.
Q15(a) (6 marks).
Marking Criteria given and students swap answers and

mark one another’s questions.
Teacher to lead discussion on why different answers

scored well and others didn’t. Common “traps” are to
be deconstructed.
Whole process to be repeated with 2014 Q12.
Students to be warned that in the next lesson they will

be doing another previous HSC question under test
conditions and teacher to explain what this means.
(teacher not to reveal what question it will be).
3 H3.1, H6.2 Post Lesson Focus 2 Past papers, Relational Table.
Students to spend 1st half of lesson answering Q14 from
the 2016 Design and Technology HSC paper under full
exam conditions.
Remainder of lesson to be spent deconstructing the

sample answer and going over how the marking criteria
are applied here.
Teacher to distribute HSC Relational Table

4 H3.1, H6.2 Any remaining work on deconstructing the sample Past papers.
answer for 2016 Q14 to be completed this lesson.
Teacher to give advice on the answering of questions

such as this one based on the particularities of
students’ own answers from the previous lesson’s
completion of the question.
HSC Relational Table
Past Question Marks Outcomes

Paper Allocated
2013 15a 6 H3.1, H6.2
2013 7 1 H3.1
2013 4 1 H3.1
2014 12 6 H2.2, H6.2
2015 5 1 H2.1, H6.2
2016 14 15 H3.1, H6.2
Lesson_Plan
Topic area: Innovation and Stage of Learner: 6 Syllabus Pages:

Date: Week 2, Lesson 1 Location Booked: Computer Lab Lesson Number: 5/24
Time: 60 minutes Total Number of students: 20 Printing/preparation
Outcomes Assessment Students learn about Students learn to

SYLLABUS OUTCOMES: H2.2, H3.1, Written task started Innovation and emerging Compare and contrast the pros
H5.2 this lesson will be technologies. and cons and implications of
assessed as part of the differeing technological
“Classwork” advances and innovative
component of the industries.
Assessment Task.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Critical and creative thinking. Innovation and emerging technologies.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
INTELLECTUAL QUALITY 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
QUALITY LEARNING ENVIRONMENT 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
SIGNIFICANCE 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.3, 1.5 Ethical considerations arise with both the Internet of Things and the Biohacking movement,
this is problematic knowledge. Both use jargon. This is metalanguage.
2.2, 2.5 The subject matter is chosen for the purpose of engagement. “Class Task 1” is a self
regulated task.
3.2 As a movement championed by amateur enthusiasts, Biohacking is very much a cultural
phenomenon.
Time Teaching and learning actions Organisation Centred
T/S
5 Class to come inside and find seats. Teacher to mark roll and Teacher: Getting class settled and T
head count to ascertain matching numbers once class is marking roll.
settled.
Student: Organising their own books
and stationery
Resources: Roll
10 Teacher to reintroduce the Unit website: Teacher: Go through the website with T
http://designtech12innovation.weebly.com/ students, answer questions.
(students have seen the website already but haven’t been Student: Pay attention, take notes if
taken through every page in class). Home page to be read desired, ask questions.
through together. Students have already been introduced to
what the Internet of Things and Biohacking are, this will Resources: Unit Website, Smartboard
serve as revision. or projector.
15 Case Study 1 from the Unit Website to be read through Teacher: Go through the website with T
together and discussed from the perspective of usefulness. students, answer questions.
Student: Pay attention, take notes if

desired, ask questions.
Resources: Unit Website, Smartboard

or projector.
20 Case Study 2 from the Unit Website to be read through Teacher: Go through the website with T
together and discussed from the perspective of usefulness. students, answer questions.


or projector.
25 Teacher to lead discussion in which students are invited to Teacher: Lead discussion. T/S
come up with the most ambitious ideas they can come up
with for IoT and/or Biohacked devices. Teacher to steer Student: Participate in discussion.
discussion on said ideas in the direction of implications for
society, impact on society and the environment and factors Resources:
affecting success.
30 Discussion on super ambitious and wacky IoT and Biohacked Teacher: Lead discussion. T/S
devices to continue.
Student: Participate in discussion.
Resources:
35 Class task 1 from the Unit Website to be read through in Teacher: Go through the website with T/S
detail, any questions to be answered and students to be students, answer questions.
instructed to begin with the task.

or projector.
40 Students commence Class Task 1. Teacher to offer guidance Teacher: Offering assistance and S
and extra support as necessary. guidance as necessary.
Student: Working on Class Task 1
Resources: Unit Website, Internet

Access.
45 Students continue Class Task 1. Teacher to offer guidance Teacher: Offering assistance and S

Access.
50 Students continue Class Task 1. Teacher to offer guidance Teacher: Offering assistance and S

Access.
60 Teacher instructs students to pack up and prepare to leave. Teacher: Making sure students don’t T
Computers to be logged out and/or shut down etc. Class to take off early and that they have
be informed of location of next lesson (Computer Lab again) understood all they need to know.
and informed that they will be continuing with the same
task. Student: Organising their own
equipment.
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The decision making involved with the writing of lesson plans has become much easier for me.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

H2.2 Marking of “Class Task 1”
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
2.1 Content taught is important for understanding of the current state of the
industry.
4.2 Timing of activities is given careful attention.
5.1 Informal Assessment
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to
be applied in this lesson?
Electrical equipment presents fire risks and the risk of electrical shock if used improperly. Students
will accordingly be warned of said risks and instructed in the proper use of said equipment.
Resources Attached:
Unit Website: http://designtech12innovation.weebly.com/
Link to Online Comparative Study
http://designtech12innovation.weebly.com/
Lesson_Plan

Date: Week 6, Lesson 1 Location Booked: Workshop Lesson Number: 21/24
Time: 60 minutes Total Number of students: 20 Printing/preparation: HSC
Relational Table. Previous
papers (2013 and 2015) and
marking guidelines.

SYLLABUS OUTCOMES: H2.1, H3.1, Ongoing informal How exam questions are Decipher the “code” used in
H6.2 assessment. marked. exam questions.
Literacy - comprehension Deciphering requirements of exam questions.
and among students.

element
1.4 The mental agility required in the “Literature Review” activity constitutes higher order
thinking. Decoding of Exam questions constitutes use of metalanguage.
2.1 Teaching how to meet the expectations of exam questions constitutes explicit quality
criteria.
3.5, 3.6 The “Literature Review” activity constitutes both connectedness and narrative.
T/S
settled.
and stationery
Resources: Roll
10 “Literature Review” activity to commence, in which teacher Teacher: Leads discussion. T/S
shows class various devices from Science Fiction novels and
films and the class discusses whether said devices are Student: Participates in discussion
Internet of Things devices, Biohacks or a bit of both and
whether they are, in fact, viable and potentially useful ideas Resources: Activity section on Unit
today or if they could be designed in a more effective form Website (Class Tasks page).
factor or with greater capabilities today.
15 “Literature Review” activity to continue. Teacher: Leads discussion. T/S
Student: Participates in discussion
Resources: Activity section on Unit

Website (Class Tasks page).
20 “Literature Review” activity to continue. Teacher: Leads discussion. T/S
Student: Participates in discussion
Resources: Activity section on Unit

Website (Class Tasks page).
25 Previous HSC papers to be distributed by chosen student – Teacher: Supervising, instructing. T
this can be a student who appears to be becoming unsettled
in order to curb potential behaviour issues. Students to be Student: Working on questions.
instructed to complete specific questions: 2013 Q4 and Q7,
2015 Q5. Resources: Past papers.
30 Students to complete specified questions. Teacher: Supervising, instructing. S
Student: Working on questions.
Resources: Past papers.
35 Student to be chosen to distribute marking guidelines for the Teacher: Instructing, supervising. T
two papers used. Again, this can be a student who is
becoming unsettled in an attempt to avoid potential Student: Marking partners’ papers.
behaviour issues. Teacher to explain to the class how the
marking criteria work, using the worked examples in the Resources: Previous papers and
marking guidelines. corresponding marking guidelines.
40 Students to swap papers and mark one another’s work Teacher: Instructing, supervising. S
according to the marking guidelines.
Student: Marking partners’ papers.
Resources: Previous papers and

corresponding marking guidelines.
45 Students to complete marking one another’s work and Teacher: Instructing, supervising. T/S
teacher to then briefly go through the questions and point
out how the wording of the questions relate to the marking
guidelines and how students may use this knowledge to their Student: Marking partners’ papers,
advantage. listening to Teacher re: marking
guidelines.
Resources: Previous papers and

corresponding marking guidelines.
50 Student to be chosen to distribute HSC Relational Tables – Teacher: Explains how Relational Table T/S
this can be a student who is becoming unsettled – to avoid works
potential behaviour issues. Teacher to explain to students
how the Relational Table works and how it can be used as a Student: Listening.
guide for individual study.
Resources: Relational Table.
60 Teacher to wrap up the class and let students know the Teacher: Making sure students don’t T
location of the next class (workshops again) and notify them take off early and that they have
that the next class will involve more work on past HSC paper understood all they need to know.
questions for the sake of revision.
Student: Organising their own
equipment.
Resources:
Reflection
I am getting much more proficient at writing lesson plans.

H2.1 Informal assessment of “Literature Review” activity.

Standards
industry.
WHS
Resources Attached:
Unit Website: http://designtech12innovation.weebly.com/ “Literature Review” activity to be found on the
“Class Tasks” Page. The references for this activity’s content are included on the same page.
HSC Past Papers in Design and Technology: 2013 and 2015. Corresponding marking guidelines.
Lesson_Plan

Date: Lesson 3, Week 6 Location Booked: Workshop Lesson Number: 23/24
Time: 60 minutes Total Number of students: 20 Printing/preparation: HSC Past

Paper – 2016 and marking
guidelines.

SYLLABUS OUTCOMES: Ongoing informal How exam questions are Bring their knowledge to bear
H3.1, H6.2 assessment – answers marked. in an exam situation.
to question to be
marked but no
weighting applied.
Literacy – comprehension. Understanding and completing exam questions.
and among students.

element
1.2 The experience of answering a question on the contents of the Unit of Study under full
exam conditions encourages deep understanding of the experience of exam conditions.
2.1 Teaching how to meet the expectations of exam questions constitutes explicit quality
criteria.
3.3 Students’ knowledge specific to the Unit of study is connected to new knowledge in
effective answering of exam questions.
T/S
settled.
and stationery
Resources: Roll
10 Student to be chosen to distribute past papers (2016) – this Teacher: Supervising and instructing. T
can be a student who appears to be becoming unsettled in
order to curb potential behaviour issues. Students instructed Student: Preparing for “exam.”
that they will have 30 minutes to answer Q14 only. They are
to work under full exam conditions, this means silence. Resources: 2016 HSC paper.
15 30 minutes to answer question to commence. Students to Teacher: Supervising. S

begin working on 2016 Q14.
Student: Working on “exam.”
Resources: 2016 HSC Paper.
20 Students to continue working on 2016, Q14. Teacher: Supervising. S
35 Students to continue working on 2016, Q14. Teacher to give Teacher: Supervising. S

five minute warning.
40 Students to finish working on 2016 Q14, Teacher to inform Teacher: Supervising. S

students when time is up.
45 Students to retain their answers but are told not to write any Teacher: Explains and discusses the T
more this lesson. Teacher to choose student to distribute the workings of the marking guidelines.
marking guidelines (again, this can be a student who appears
to be becoming unsettled). Teacher to begin going over how Student: Listening to teacher’s
explanation.
the marking criteria are applied, with reference to the
worked example. Resources: 2016 HSC Paper marking
guidelines.
50 Teacher to continue explanation of how marking guidelines Teacher: Explains and discusses the T
are used for this question. workings of the marking guidelines.
Student: Listening to teacher’s

explanation.
Resources: 2016 HSC Paper marking

guidelines.
60 Another student is to be chosen to collect students’ answers Teacher: Giving information on T
to be given to the teacher. Teacher explains that the next following lesson.
lesson will include some feedback specifically tailored after
the class’s own answers to the exam question. Students Student: Packing up equipment.
retain their copies of the marking guidelines. Students to
pack up their own equipment and are dismissed by the Resources:
teacher.
Reflection
I am becoming much faster at writing effective lesson plans.

H3.1 Marking of in class completion of previous exam question.
H6.2 Marking of in class completion of previous exam question.

Standards
industry.
WHS
Resources Attached:
2016 Design and Technology HSC exam paper and accompanying marking guidelines.
HSC Relational Table from this Unit of Work.

Justification
This unit attempts to educate students on the topic of Innovation and Emerging Technologies in a
manner that is both rigorous and engaging. The choices of case studies from the contrasting fields of
the Internet of Things and the industry surrounding the Biohacking community, were deliberately
calculated to push boundaries and promote engagement among students. As an “industry” that is
very much in its infancy but nonetheless pushes many boundaries with its functional body
modifications (Xu, 2016), Biohacking seemed a perfect choice for a case study exploring innovation
because of its unorthodox applications of technology and its ready embrace of new technologies.
For the purpose of promoting student engagement, the nature of Biohacking as reminiscent of
futuristic, Science Fiction/Cyberpunk-esque technology was perceived to be appealing and hence
was chosen. As a contrast to the nature of Biohacking as being championed by amateur enthusiasts
(Bihani et al, 2015), the very product oriented, fully fledged industry surrounding the Internet of
Things, which is projected to grow into a 7.1 trillion dollar market in the next three years (Wortmann
and Flüchter, 2015), was the logical counterpoint because of its nature of having the similar goal of
adding additional functionality to people’s everyday lives. Unlike the industry surrounding the
phenomenon of Biohacking, the Internet of Things is already well established . The two create an
interesting contrast in which the opposing elements share some similarities but have some
fundamental differences at the same time. Because the Unit of Work is the last Unit to be
undertaken before the Major Design Project dominates all of the students’ time, the complexity of
the subject matter is justifiable, provided that previous learning prepares students sufficiently for
the rigour of this Unit of Work.
The products chosen for the two case studies on the Unit Website are deliberately rather pedestrian
(no pun intended) so that students may choose more exciting items for the 2nd Class task, in which
students research products of their own choosing to compare and contrast, such as the subdermally
implanted magnets and RFID chips mentioned in passing on the case study for the North Paw.
The Pre-Lesson chosen as a focus aims to promote enthusiasm for the subject matter at hand with
the activity in which students are encouraged to brainstorm marvellously ambitious ideas for
Biohacked devices or devices that are connected in the manner of the Internet of Things. The
teacher, however, is instructed in the Lesson Plan to steer this conversation towards discussion of
practical and ethical matters surrounding the brainstormed devices, as per the requirements in the
syllabus for understanding of such issues. The other components of the Lesson ease students into
the initial task to be completed over the next four lessons in which they are to compare and contrast
the two case studies on the Unit Website.
Inbetween the Pre-Lesson and the two Post-Lessons, students complete two more tasks which are
built with the intention of engaging students with the subject matter at hand in increasingly complex
ways to promote deep understanding of the issues surrounding the nature of the two industries and
the innovative manner in which they make use of various emerging technologies.
The first of the two Post-Lessons combines some revision on the subject matter of Biohacking and
the Internet of Things with other activities that prepare students for answering exam questions
effectively. This links the students’ new knowledge with syllabus requirements in a regulated
manner and helps prepare them for the exams that lie ahead of them. The first activity has students
engage with the subject matter in a manner calculated to be fun and hence engaging but, as with
the brainstorming task in the Pre-Lesson, this task is not just a frivolous activity, it has actual value.
The task has the teacher present examples of devices from Science Fiction novels and films for
students to identify as being either Internet of Things devices or Biohacks (or sharing elements of
both) and identify the viability and practical and ethical issues that might surround the creation of
the same device or a similar device in reality today. The following task is calculated to ease students
into the process of improving their understanding of how exam questions are marked and how to
answer them to achieve best results. Over the course of the next three lessons, the class continues
with similar activities which progressively increase in complexity.
The following lesson has students answer two more complex questions from past papers and mark
each other’s work using the marking guidelines, as shown by the teacher. The second Focus Post-
Lesson has students complete a long response question under full exam conditions. Although the
students will have done exams before, this practice is important. Having done the aforementioned
work on shorter questions in the last two lessons, hopefully students are able to learn a lot from this
experience. Similarly to the previous tasks, the question is then deconstructed with reference to the
marking guidelines and students are shown the “clues” in the question pointing towards how their
answer should have been constructed. Students can compare this new knowledge with their actual
experience answering the question to gain some understanding of where they stand.
In the following lesson, the teacher gives some targeted feedback based on having read the
students’ responses handed in at the close of the second focus lesson, which is hopefully helpful.
With this Unit of Work, I have tried to create engaging and rigorous learning experiences by way of
the selection of subject matter which is both interesting and has the complexity to challenge
learners when viewed through the lens of the Design and Technology Syllabus.
Bibliography
Bihani , Sipra, Hartman , Michael, Sobiegalla, Florian and Rosenberg, Amanda. (2015).
COMPARING NETWORK STRUCTURES OF COMMERCIAL AND NON-COMMERCIAL
BIOHACKING ONLINE-COMMUNITIES. Chicago. IIT Stuart School of Business, University of
Bamberg.
Board of Studies NSW. (2009). Design and Technology Stage 6 Syllabus. Sydney. Board of
Studies NSW. Retrieved from:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/design-technology-st6-
syl.pdf
BOSTES. (2014). Australian Professional Standards for Teachers. 1-25. Sydney, NSW,
Australia. Retrieved from:
www.nswteachers.nsw.edu.au/DownloadDocument.ashx?DocumentID=1122
David, Rowan. (2014). My sensors detect an Internet of Stupid Things. Campaign. (Oct 31,
2014): p25.
Davies, Russel. (2014). The smart businesses are investing in things that will make your
clients obsolete. Campaign. (Apr. 4, 2014): p23.
Hameed , Jawish, Harrison, Ian, Gasson, Mark N., Warwick, Kevin. (2010). A Novel Human-
Machine Interface using Subdermal Magnetic Implants. Reading. International Conference
on Cyberntic Intelligent Systems, Sept. 2010, pp.1-5.
Wortmann, Felix and Flüchter, Kristina. (2015). Internet of Things - Technology and Value
Added. Switzerland. Catchword, 221-224.
Xu, Shuai. (2016). The emerging trend of biohacking—self-implanted devices for human
enhancement. AB30. Chicago. Journal of the American Academy of Dermatology. Volume
74, Issue 5, Supplement 1.

Assessment 2 David Kass

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Contents

Scope and Sequence……………………………………………………………………………………………………………………………………2

Assessment Task Notification……………………………………………………………………………………………………………….………4

HSC Relational Table………………………………………………………………………………………………………………………………..…13

Link to Online Comparative Study………………………………………………………………………………………………………………18

Syllabus outcomes: H2.1, Syllabus outcomes: H4.1,

Duration in weeks and

12.01 12.02 12.03 12.04 Trial Total

Due Date: Lesson 4 Week 5

Submission: Class Tasks to be

Unit context within Scope and Sequence Syllabus Outcomes

Assessment Task Notifications to be distributed and

Teacher to lead discussion on students initial

Students to begin the first of the tasks on the Unit

Three previous HSC questions to be answered by

Students to then be given marking criteria and teacher

Students to swap their answers and mark their

Marking Criteria given and students swap answers and

Teacher to lead discussion on why different answers

Whole process to be repeated with 2014 Q12.

Students to be warned that in the next lesson they will

Remainder of lesson to be spent deconstructing the

Teacher to distribute HSC Relational Table

Teacher to give advice on the answering of questions

Past Question Marks Outcomes

Topic area: Innovation and Stage of Learner: 6 Syllabus Pages:

Time: 60 minutes Total Number of students: 20 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

Student: Pay attention, take notes if

Resources: Unit Website, Smartboard

Student: Pay attention, take notes if

Resources: Unit Website, Smartboard

Resources: Unit Website, Smartboard

Resources: Unit Website, Internet

Student: Working on Class Task 1

Resources: Unit Website, Internet

Student: Working on Class Task 1

Resources: Unit Website, Internet

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Topic area: Innovation and Stage of Learner: 6 Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

Student: Participates in discussion

Resources: Activity section on Unit

Student: Participates in discussion

Resources: Activity section on Unit

30 Students to complete specified questions. Teacher: Supervising, instructing. S

Student: Working on questions.

Resources: Past papers.

Resources: Previous papers and

Resources: Previous papers and

I am getting much more proficient at writing lesson plans.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Topic area: Innovation and Stage of Learner: 6 Syllabus Pages:

Time: 60 minutes Total Number of students: 20 Printing/preparation: HSC Past

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

15 30 minutes to answer question to commence. Students to Teacher: Supervising. S