A pilot study of children's problem-solving processes

This paper reports the preliminary results of an investigation into the nature of 'problem-solving' activity in technology education. The research focuses on the relationship and potential mismatch between teachers' and children's agendas, aims, and perceptions concerning design and technology activities in the context of the National Curriculum. A case study approach involving in-depth classroom observation is used to chart pupils' and teachers' interactions during design and technology activities at Key Stage 3. Our analysis focused on the influence of teachers' task structuring and interventions on children's problem-solving behaviour. The results so far show that the design process underlying the curriculum is highly complex and not easily communicated. Children encounter different problems, requiring different approaches, according to the kind of task and the stage reached in its solution. The results indicate that 'problem solving' in technology may proceed in a very different way to that characterised by a holistic 'design-and-make' process

Making connections: students using science understanding of electric circuits in design and technology

The requirements of the National Curriculum note the importance of using science (and mathematics) in design and technology activity. Although it is difficult to disagree with this requirement, the nature of the links are not clear. In particular there is little evidence from classroom research that indicates how students use and build upon their scientific understanding. Our previous work indicates that there are difficult problems for both students and teachers and, despite discussions in the design and technology education literature, there is as yet little empirical evidence of how students use science understanding in design and technology activities. We argue here for more research on this issue and analyses of the requirements of design and technology tasks

Design and technology as revelation and ritual

This paper reports one of several case studies of Key Stage 3 pupils involved in designing and making. It explores how a teacher structures tasks, and the impact that has on the pupils' experience of the design process. Although the teacher uses the usual steps in the design process (defining a context, and creating a design brief and specification etc.), this is done in a ritualistic way such that pupils are not made aware of it. Further, in order to control the complexity of the task, the teacher reveals constraints on, and features of, the design, which create problems for the pupils. The explanation for such an approach by the teacher is found in the teacher's view of the design process and in his aims for the particular activity. We would like to acknowledge the work of Sara Hennessy in collecting and analysising data for the research reported here

Bridging the gap: the use of concepts from science and mathematics in design and technology at KS 3

National Curriculum documents note the importance of using science and mathematics in design and technology activity. However, the nature of the links between the subjects remains unclear in classroom practice. We will argue that rather than links between the subjects being obvious and exploited we can identify gaps between mathematical and science concepts as they are developed and used in the three subject areas. In order to build links between the subjects of design and technology, science and mathematics the potential gaps need to be recognised and understood by teachers. We suggest ways in which co-ordination between the subject areas could help to overcome some of these difficulties and in doing so enable students to see their learning in science and mathematics in context and enhance both practical skills and problem solving in design and technology

Compositional Analysis and Advanced Distillation Curve for Mixed Alcohols Produced via Syngas on a K‑CoMoS_<i>x</i> Catalyst

The distillation behavior of mixed alcohols was studied by use of the Advanced Distillation Curve (ADC) methodology. Crude mixed alcohols (oxygenates) were generated from syngas over a potassium-promoted cobalt–molybdenum-sulfide catalyst and assayed for major and minor products. Distillation (boiling) curves were generated for the crude mixed oxygenate products and composition channel data were collected. The crude mixed alcohols consisted primarily of methanol with significant quantities of ethanol, 1-propanol, 1-butanol, methyl acetate, and ethyl acetate. These six species constitute 93.7%–95.8% (mass/mass) of the total product. Ester, ether, and aldehyde impurities were identified, as well as thiols and organic sulfides. Considering just the alcohol products without impurities, these can be blended into gasoline at 8.5% (v/v) and meet the requirements of the Octamix waiver if an appropriate corrosion inhibitor were also included (the blend would contain 3.0%–3.4% methanol, >2.5% higher alcohols (v/v), and a total oxygen content of 3.7% (mass/mass)). Distillation targeted at 50% methanol removal increased the volume of product that could be blended to over 9% (v/v). Methanol, aldehydes, and dimethyl sulfide were the first to vaporize from the mixture, and all C₄₊ alcohols remained within the last 20% of the distilled volume. Other products, including ethanol, propanols, esters, and organic sulfur species distilled over a range of boiling temperatures. ADCs suggest the presence of one or more azeotropes in the distillate, consistent with a large number of known binary azeotropes between components found in the mixed oxygenate product. Enthalpies of combustion were calculated for multiple distilled fractions and ranged from 890 kJ mol^–1 in the first drop of distillate to 1150 kJ mol^–1 in the first drop collected after distilling 80% of the original liquid volume. This energy density is low, compared to 91-octane gasoline at 3700 and 4940 kJ mol^–1 in the first drop and at 80%, respectively. Comparisons of fractional distillation of the mixed oxygenate products showed directional agreement between experiment and simulation with Aspen Plus. This study provides useful insights into mixed oxygenate products derived from a sulfided catalyst, including considerations for process recycle, product constituents and their blending, and the applicability of distillation information from process simulators