THE GOVERNMENT OF THE REPUBLIC OF TRINIDAD AND TOBAGO

MINISTRY OF EDUCATION

NATIONAL CERTIFICATE OF SECONDARY

EDUCATION 2010
(Level 1)

TECHNOLOGY EDUCATION

STUDENT’S SCRIPT
NATIONAL CERTIFICATE OF SECONDARY EDUCATION (NCSE) 2010
(LEVEL I)

TECHNOLOGY EDUCATION

GUIDELINES FOR TECHNOLOGY EDUCATION EXAMINATION

This examination consists of two parts, Part one and Part two. The total time of this
examination is 3½ hours.

Part one consists of a one (1) hour planning session. During this session your teacher will
assign you to a group. Your group will then select ONE of the five challenges outlined on
pages 5 to 9.

Part two which takes place two weeks later lasts for 2½ hours. In the first two hours, your
group will be expected to complete the activity and test the solution. The final ½ hour is
for you to complete your portfolio entries.

Read the following instructions carefully before proceeding:

PART ONE: Planning session (one hour)

1. Read all five challenges. Identify and define the problem in these challenges.

2. Record questions and the responses generated.

3. Select ONE challenge for further investigation.

4. Draw up the schedule for group meetings during the two week interval.

5. Decide on times to meet with your group and teacher to prepare for Part two.

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PART TWO: COMPLETION OF ACTIVITY (2½ HOURS)

During this part, you are to:

1. Complete the solution to the challenge.

2. Observe necessary safety precautions while working on the solution.

3. Test or evaluate the final solution.

4. Identify and list possible modifications to improve the solution.

At the end of the examination, you are required to submit the following:

1. Your individual portfolio containing the final solution (include pictures of the

solution in your portfolio).

2. Your group’s final product (pictures of solution if it will decompose) bearing the

names of the group members.

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THE TWO-WEEK INTERVAL BETWEEN PART ONE AND PART TWO

During this part, you are expected to carry out the activities listed below and show
evidence in your portfolio:

1. Research, investigate and identify the challenge.

2. Identify and list possible solutions to the challenge.

3. Investigate and assess each solution.

4. Select the best solution and give reasons for your choice.

5. Assign specific tasks to each group member.

6. Produce a drawing showing dimensions necessary for production of the solution.

7. List the materials and resources necessary to develop the chosen solution.

8. List the procedures/steps to produce the solution.

9. Observe all safety rules.

10. Prepare materials as necessary.

At the scheduled times, you are to meet with your teacher. At these meetings you may
ask questions, record responses and request any additional equipment, tools and materials
that you may require.

You are also to meet with your group members regularly.

You are reminded that any media preparation e.g. brochures, advertisements, power point
presentations and video may be carried out during this two week period.

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EVALUATION

Your team will be assessed using the following criteria:

TEAM WORK
Participates willingly and constructively 0 1 2 3 4 Total
while sustaining positive interaction within x3
the group
SAFETY
Safety practices were observed 0 1 2 3 4 Total x 2

PROCESS / PROCEDURE
0 1 2 3 4 Total
Collection of data /use of data
Use of technology
Efficient use of time
Manipulation of tools
PRODUCT
0 1 2 3 4 Total
Meets the design objectives
Product reflects neat orderly work/
aesthetically pleasing
Product reflects the plan developed
Creativity /innovation
Product completed
Efficient use of materials
PRESENTATION (COMMUNICATION)
0 1 2 3 4 Total
Use of media and/or technology
Creativity and innovation
Effectiveness of presentation
PORTFOLIO ENTRIES
0 1 2 3 4 Total
Evidence of research
Define the problem (The problem is clearly
stated)
Possible solutions and rationale
Chosen solution and rationale
Development work (procedure)
Testing / critical assessment of solution
Evaluation / modification of solution

No /Minimal Performance - 0
Limited Performance - 1
Adequate Performance - 2
Competent/Proficient Performance - 3
Exemplary/Superior Performance - 4

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CHALLENGE 1: Advertisement

CONTEXT:

When starting a new business it is extremely important that clients are informed about what the
business has to offer. Businesses often choose from a wide range of communication media to present
their information. The media they choose depends on the type of business, the clients, and the cost.

CHALLENGE:

Your group is required to choose a business in or around your school community and design and
produce an advertisement, using any one communication medium to inform students about the
business. The advertisement you produce should be:

 attractive
 informative
 effective in reaching at least 60% of the target audience

MATERIAL AND RESOURCES:

 Computer with Publisher/Word

 Colour printer
 Paper, Ink
 Access to information on the Internet, library, etc
 Markers, water colours, crayons
 Spray paint
 Bristol board
 Stencil set
 Pencils, pens, erasers, rulers
 Scissors
 CDs, DVDs
 Audio recorder
 Digital camera
 Guillotine
 Any other materials or resources approved by the teacher

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CHALLENGE 2: Growing Media

CONTEXT:

Many farmers and home gardeners in Trinidad and Tobago use the grow box method for cultivating
vegetables. In this method of farming, bagasse is mixed with sharp-sand to produce a soilless growing
media. With the closure of Caroni (1975) Ltd. however, bagasse is no longer available and grow box
farmers are looking for a suitable material to replace bagasse.

CHALLENGE:

Your group is required to design and produce a soilless growing media that does not contain bagasse.
The material you use to replace bagasse should:

 be biodegradable
 support healthy plant growth for at least 7 days
 cost less than $30.00 per bag (50 kg)

MATERIALS AND RESOURCES:

 Sharp sand
 Fertiliser e.g. 12:12:17:2 (N.P.K)
 15 cm plastic plant container
 Vegetable seedlings
 Bucket
 Garden trowel
 Plant label/masking tape
 Digital camera
 Computer with colour printer
 Access to information on the internet, library etc.
 Any other materials and resources approved by the teacher

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CHALLENGE 3: Food Item

CONTEXT:

During intense physical activity the human body uses a considerable amount of minerals. If these
minerals are not replaced, the body cannot function properly. For example, it is not uncommon for
athletes and persons doing manual work to complain of cramps. Food items, drinks and beverages can
replace minerals that are used up during intense physical activity.

CHALLENGE:

Your group is required to design and prepare a food item that can replace minerals that are lost during
intense physical activity. The item should:

 be tasty
 be made from at least two local agricultural produce or products
 have a shelf life of at least 7 days
 cost no more than $15.00 to produce, per serving.

MATERIALS AND RESOURCES:

 Local agricultural produce or products

 Sugar and salt
 Rehydration salt, e.g. Gesol, Prolyte, Genhydrate
 Spices and condiments
 Common kitchen equipment and utensils
 Digital camera
 Computer with colour printer
 Access to information on the Internet, library, etc
 Any other materials or resources approved by the teacher

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CHALLENGE 4: Chair Item

CONTEXT:

Many secondary school students find that the chairs provided for them to sit on are hard and
uncomfortable. This situation can lead to reduced student attentiveness in the classroom.

CHALLENGE:

Your group is required to design and produce an item to increase the seating comfort of chairs in your
classroom. The item should:

 Fit the standard size secondary school chair

 Be comfortable
 Be durable
 Costs no more than $30.00 to produce

MATERIALS AND RESOURCES:

 Fabric
 Leatherette
 Fabric glue
 Padding material
 Fasteners
 Scissors
 Needles
 Thread
 Sewing machine
 Digital camera
 Computer with colour printer
 Access to information on the Internet, library, etc
 Any other materials or resources approved by the teacher

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CHALLENGE 5: Transport Device

CONTEXT:

In many mechanic shops, engine parts are cleaned in a wash area and then transported by hand to an
assembly area, where the engine is mounted up. Sometimes the parts slip out of the mechanic’s hand
during transport, resulting in damage to the parts. Additionally, several trips must be made to transport
all the parts from the wash to the assembly area.

CHALLENGE:

Your group is required to design and produce a working model of a transportation device that will
move engine parts from the wash area to the assembly area. The device should:

 be mobile
 be able to make a 90O degree turn
 transport the parts securely and safely

MATERIALS AND RESOURCES:

 Sheet metal
 Wood
 Castors
 Common wood working tools and equipment
 Common metal working tools and equipment
 Access to information on the Internet, library, etc
 Any other materials or resources approved by the teacher

END OF PAPER