Human Requirements

Module 11: Technology for the Home

It is expected that students will:

identify the influence of technologies on family life and the home
trace or outline the development of specific home appliances
discuss the changes in lifestyle created by so-called labour-saving appliances in the home
describe the interaction of science and technology in the development of a specific appliance or home technology
identify the impact of the computer or microprocessor on the home and on home technologies and suggest possible future implications
Have students brainstorm all the uses of technology in the home. Create a chart and have students discuss how each of the technologies has influenced family life

Have pairs of students select one home appliance to research and then have them write a report that describes the scientific processes involved in the development of the appliance. Have students present their reports to the class.
Have students collect old and current models of some appliances and then disassemble them to determine changes in technology.
Take students to a historical museum site of the early 1900s to observe differences in home life today because of current technology. Have each student write a report on the visit.
Have students identify the many ways in which computers or microprocessors are incorporated into technologies used at home.
Have students use software to show how homes are designed to meet specific criteria. Then have them design "homes for the future" (computer-generated or scale models).
Have students calculate how many of the activities that usually take place out of the home could be done at home with the aid of computers. Ask: What are the advantages/disadvantages of never having to go outside your home?

Have students assess class presentations on home appliances using a rating scale that has been developed in advance.
Assess students' sketches or designs or models of "homes for the future" in terms of the students' awareness of the roles of technology and science, as well as environmental concerns.
Have conferences with students on the materials included in their portfolios (what I liked, what I learned, ideas for improvement).

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Revised: January 27, 1999