Traditional tales and imaginary contexts in primary design and technology: a case study

Working with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 “should work in a range of relevant contexts” (DfE, 2013: 193); suggested contexts including “home and school, gardens and playgrounds, the local community, industry and the wider environment”. Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing “creative spaces” in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers’ development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the Billy Goats Gruff, as they seek assistance to cross the river. Data was gathered through semi-structured interviews and document analysis of children’s design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom simulate and nurture design thinking, dialogue and critique

EXAFS study of nickel tetracarbonyl and nickel clusters in zeolite Y

Adsorption and thermal decomposition of Ni(CO)4 in the cage system of zeolite Y have been studied with EXAFS, electron microscopy and IR spectroscopy , Ni(CO)4 is adsorbed as an intact molecule in both cation - free zeolite Y and NaY. Symmetry changes of the molecule in NaY are assigned to the formation of Na—OC-IMi bridges. Thermal treatment of the Ni(CO)4/NaY adduct leads to loss of CO concomitant with the formation of a binodal Ni phase. A major part of the forms clusters with diameter between 0.5 and about 1.5 nm, in addition to larger crystallites (5-30 nm), sticking at the outer surface of the zeolite matrix., The Ni-Ni scattering amplitude indicates increasing average particle size with increasing temperature

Contractor-Furnished Compaction Testing: Searching for Correlations Between Potential Alternatives to the Nuclear Density Gauge in Missouri Highway Projects

The Missouri Department of Transportation’s (MoDOT) past and present Quality Control and Quality Assurance programs for construction are examined. MoDOT’s present Quality Management program along with a small number of grading projects has lowered the number of Quality Assurance (QA) soil compaction tests completed in the past two years. The Department would like to rid itself of using the Nuclear Density Gauges because of burdensome Federal regulations, required training, security and licensing fees. Linear and multiple regression analysis was performed to see if a correlation between nuclear density gauge dry densities values and Light Weight Deflectometer modulus values/ Clegg Hammer Clegg Impact Values exist. These relationships or lack thereof will determine the technology used by construction contractors to perform compaction quality control testing if MoDOT moves away from using nuclear density gauges for soil density verification

Quantum phase transition modulation in an atomtronic Mott switch

Mott insulators provide stable quantum states and long coherence times to due to small number fluctuations, making them good candidates for quantum memory and atomic circuits. We propose a proof-of-principle for a 1D Mott switch using an ultracold Bose gas and optical lattice. With time-evolving block decimation simulations -- efficient matrix product state methods -- we design a means for transient parameter characterization via a local excitation for ease of engineering into more complex atomtronics. We perform the switch operation by tuning the intensity of the optical lattice, and thus the interaction strength through a conductance transition due to the confined modifications of the "wedding cake" Mott structure. We demonstrate the time-dependence of Fock state transmission and fidelity of the excitation as a means of tuning up the device in a double well and as a measure of noise performance. Two-point correlations via the $g^{(2)}$ measure provide additional information regarding superfluid fragments on the Mott insulating background due to the confinement of the potential

Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity

The hierarchal status of academic disciplines, what defines valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored. © 2017 British Educational Research Association

Cultural and historical roots for design and technology education: why technology makes us human

In the continuing context of curriculum change within English education, this paper explores the cultural and historical roots of design and technology, as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing and outside of the discipline. The authors revisit the original intention of design and technology as a national curriculum subject and within the contemporary challenges, highlight the historical and social importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners tend to focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism. The aim is to add to the literature and debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a socio-technological perspective; recognising the value of the subject as cultural rather than a merely technical or as an economic imperative

Nonequilibrium quantum dynamics of partial symmetry breaking for ultracold bosons in an optical lattice ring trap

A vortex in a Bose-Einstein condensate on a ring undergoes quantum dynamics in response to a quantum quench in terms of partial symmetry breaking from a uniform lattice to a biperiodic one. Neither the current, a macroscopic measure, nor fidelity, a microscopic measure, exhibit critical behavior. Instead, the symmetry memory succeeds in identifying the point at which the system begins to forget its initial symmetry state. We further identify a symmetry energy difference in the low lying excited states which trends with the symmetry memory

Pupil's perceptions of Design & Technology education in England and Wales: Emergent Findings

The curriculum for Design and Technology in secondary schools in England and Wales has been under review. With policy makers questioning not only the position the subject occupies within the curriculum, but also the value Design and Technology holds. As a result, Design and technology's future, as a subject, is uncertain. Set against a background of policy and curriculum change, this paper presents the findings of a research study designed to elicit the perceptions of, and gain an insight into the way Key Stage 3 pupils (11 - 14 years) view Design and Technology. Utilising the concept of the original PATT Tool (Raat & de Vries, 1986), and building upon the work of previous studies undertaken nationally or globally (de Vries, 1988; de Klerk Wolters, 1989; Bame & Dugger, 1993; Volk & Yip 1999; Van Rensburg, Ankiewicz & Myburgh, 1999; Ankiewicz & Van Rensburg 2001; Becker & Maunsaiyat 2002; Chikasanda, Williams, Otrel-Cass & Jones, 2011; Gaotlhobogwe, 2010; Ardies, De Maeyer & Gijbels, 2012, 2013), the fundamental aim of the research at inception was to investigate the perceptions of pupils with respect to their understanding of what is technology education. Although simplistic in origin, the findings presented illustrate that this is far from the case. Framed epistemologically within a social practice lens (Suchman, Blomberg, Orr & Trigg, 1999), the research tool used was a questionnaire comprising of a series of open and closed questions. Administered by teachers who recorded both electronically and in hard copy, the sample was drawn randomly via those choosing to respond. Responses were gathered from 173 schools throughout England and Wales with data being collected over an eight month period commencing in July 2012. Analysis of the data elicited a number of key findings which are presented here. Although exclusively based on the perspective of school pupils in England and Wales, it is anticipated that the findings will provide both stimulus and a starting point for researchers working under similar curriculum constraints or revisions. Given the nature of the curriculum changes which have occurred, the research team intend to develop the tool further and expand it to include pupils in the post compulsory age bracket (16 - 18 years) and the primary education age bracket