Scheme of Work Planner
Year: 6th / Group: L6th form 1-12 / No of lessons: 9 Duration: 9 hrs 10minProject title: Unit 3 Materials, components and systems – Section A (R301)
Introduction: Key purpose of project / Description of Learners /
This unit is targeted at students of mixed ability at the Uppingham School, a co-educational independent boarding school. Average class size is approx. 12 pupils who are timetabled with three 55 minute lessons per week for this module. The social and economic backgrounds of pupils are above average overall with a few pupils from ethnic minorities.
Students will have had previous experience of completing a DMA project work as well as other modules on industrial and commercial products and practices, product development and are concurrently working on Section B Option R302 Design in Society with another teacher. The key focus for this activity is to review all elements included in the specification.
This module will mix theory based lessons with some practical demonstrations to reinforce key processes and material properties.
See below and next page for full class lists which gives additional special considerations.
L6th from Group JAD class list below
Initial
/ Surname
/ Gen.
/ Medical
/ SEN Need
/ House
/
R / Bennett-Baggs / M / None Known / None
A / Bloomer / M / None Known / None
B / Crowder / M / None Known / None
A / Emmerson / M / None Known / None
R / Gullan / M / None Known / None
P / Harries / M / None Known / None
T / Hounsfield / M / None Known / None
S / Morris / M / None Known / None
H / Peers / M / None Known / None
G / Schmidt-Holzmann / M / None Known / None
J / Sharrock / M / None Known / None
Risk assessment of tools, materials and processes / Resources Required /
Hand Tools:
No direct use anticipated
– students are familiar with full range of hand tools during previous project work
Power Tools:
No direct use anticipated
– students are familiar with Hegner scrollsaw, Pillar Drill, Belt/Disc Sander, Band Saw
Specialised Tools/ Machinery:
Vacuum Former
Electric oven for powder dip coating in fluidizing bath
Casting furnace with area for mould making
Forge for heat treatment, welding, brazing
Metal guillotine and box folder
Oxy-acetylene torch
Materials :
LM4 casting alloy for pouring
Silver Steel bar for heat treatment
Molding sand + pattern for casting
MS 1mm sheet
Polystyrene sheet for vacuum forming
Metal casting pattern and vacuum forming mould
Processes/ Risks:
· Casting
750°C pouring temperature for aluminum during casting => distance
PPE includes full face shield, leather apron, gloves, spats & safety shoes
area prepared with sand bed, ventilation/ extraction, casting tools (ladle, tongs, etc)
TWO adults required to operate casting process – remind students of heat risk
· Heat treatment
Oil quenching bath to be suitably located near ventilation – beware splatter
Use of anvil during informal hardness test => distance + tongs
Max steel temperature approx 1000°C => caution + PPE visor, gloves, apron
Oxy-acetylene torch – remind students of heat risk
· Vacuum forming
forming temperature for polystyrene approx 130°C => no direct handling during forming – knock out mould before cool to avoid shrinkage
· Welding / Brazing
Max steel temperature approx 1000°C => caution + PPE visor, gloves, apron
Oxy-acetylene torch – remind students of heat risk flame temp up to 3500°C – teacher only to adjust regulators + ignite – instruction on rapid shut off for fuel
Ventilation essential + PPE visor (green shield brazing + arc welding face mask) with aprons, gloves, etc. – Reminder arc eye with verbal warning prior to each arc start
Set MIG welder to spot mode (feed 5, timer 5sec, power 5 for trouble free spot welding of two 1mm MS steel sheet pieces => limited duration + success)
· Specialised power tool process to be individually assessed during occasional use.
Reminders on Workshop Risks
· Work shop to be kept clean and tidy.
This means no excess tools, no scrap material left unattended, use brush to clear debris onto floor (do not blow dust)
· If anyone gets into difficulties, press red stop button immediately.
· If in doubt, ask first!
· Work must always be held in a suitable vice or clamp
· Before using a machine, visually inspect setup and report any issue you are unsure of
Do not attempt to use machinery unless you know how to use it safely and effectively
(right tool for the job)
· give people room to work, don’t crowd around a machine (use yellow line)
· Always use protective equipment – aprons, goggles, gloves etc. / Tie up loose hair and clothing
Outline of key developments / Key activities to fulfil developments
Classification of materials and components
Working properties of materials
Hand and Commercial processes
Testing Materials / Series of discrete lessons to concentrate on major divisions of metals, plastics + composites, wood and ceramics
Each lesson to include details of microstructure an how this effects properties
Discrete components lesson to draw together knowledge of materials and move to methods of joining them
Integrated as part of classification of materials however separate practical demonstration lessons to cover:
Casting, welding, brazing , heat treatment, vacuum forming, workshop component identification
Covered in working properties plus linking practical examples of products to each process descriptor to reinforce method used
Use total cost graph to explain benefits of one off, batch or high volume/ continuous manufacture and classify process ideally suited to each quantity
Testing reinforced as part of material properties and demonstration of quality ‘check’ points
Describe BS standards and demonstrate VR ICT as alternative to destructive testing.
Performance criteria (NC level or GCSE grade related)
Performance criteria are defined by mock examination during lesson time with this short 4 week unit
Methods of assessment (how and when)
Students are self assessing their progress using extensive home work tasks after each lesson using appropriate handouts and directed reading from textbook – Later in the module students are to do mock exam paper in lesson time to practice knowledge, timing and highlight areas for reinforcement.
Marking scheme for mock paper will be as current board requirements an thus produce predicted grade
Uppingham School / Loughborough University ITT Partnership
E Carroll (2003), Page 3 of 10
Scheme of Work Planner: Week by Week Lesson Descriptions
Year: L6th Form / Group: / Project title: R301 Materials, Components and SystemsWeek / Topic/area of study
(pupils will learn…) / Skills/knowledge acquired (including curriculum links)
(pupils will do better…) / National Curriculum Programme of Study links / Activities
(SMSC/ extension/ differentiation) / Resources/risks /
1 / Explain properties of metals to include composition of alloys, mechanical and physical properties
Method of extraction and refinement of ferrous and non-ferrous metals
Describe micro structure of metals with lattice structures and grain which affects properties including alloys / Respond to Q&A during lesson on material properties both mechanical and physical
Name three different lattice arrangement and link to chemistry for symbols and properties including special property of iron at 910°C
Purposes of alloying and heat treatment to change useful properties / Sources, classification, formation and structure of materials and components
Metals and Alloys, ferrous and non ferrous
- Source and classification of metals with details of structures and manufacturing processes, i.e. the makeup of ferrous metals and the mixtures involves in common alloys
- An understanding of such areas as conductivity, working properties, melting points and common uses of metals
Working properties and functions of materials and components, relating to the composition and structure of materials
- Alloying metals to change properties
- Mechanical properties of materials such as strength, elasticity, plasticity, ductility, hardness and malleability
- Heat treatment, e.g. annealing
- Work hardening, age hardening / - Homework:
Question page to answer reinforcing teaching points
Differentiation:
Properties worksheet and heat treatment guides less able to form notes on properties
SMSC:
Consider uses for metal re. recycling and environmental impact => designer choices on whole of life product issues – costs of extraction vs. alternatives
Dutch banned beer tins re landfill – glass deposit recycling / · List of key points covered in module
· Questions on metals page
· Properties of materials worksheet
· Heat treatment worksheet
Workshop risks:
Minimal in classroom
Explain difference in structure between thermoplastics and thermosets re polymerization and list common uses and types of each
Describe processing methods of each type with applications and key properties of each method (i.e. injection, blow, vacuum, fusion, lamination, extrusion) / Respond to Q&A during lesson on polymer processing and effect of properties on methods of manufacture
Answer questions on handout to reinforce teaching points
Name particular plastics suited to each molding process / Sources, classification, formation and structure of materials and components
Thermoplastics and setting polymers
- The chemical makeup and polymer structure of plastics and the methods of working, i.e. GRP, injection and blow molding, vacuum forming and fusion
Microstructure of materials
Plastics: monomers, polymerization and cross-linking / Homework:
Question page to answer reinforcing teaching points
Differentiation:
Product linking worksheet guides less able to form notes on plastic examples and properties
SMSC:
Consider uses for plastic and environmental - costs of production vs. alternatives e.g. 1.5b PET bottles/annum / · Questions on plastics
· worksheet to link product to plastic and properties
· Common plastics handout
Workshop risks:
Minimal in classroom
1 (contd.) / Process for casting components using sand gravity casting with common faults in casting process demonstrated / Respond to Q&A during lesson on casting process and use worksheet to consolidate knowledge
Sketch sand casting mould and label all key features required therein / Understand how one/off batch and high volume production of products could be achieved using metal casting
Example of self finishing use of VR in pro/desktop on modeling of final casting / Homework:
Question page to answer reinforcing teaching points
Differentiation:
Visual mould identification assists learning
SMSC:
Consider recycling issues in metal casting + evidence in society of use of this technique / · worksheet to explain casting process and prep reinforcement
· casting setup with LM4 alloy, pattern, molding sand, cope & drag, furnace, etc.
Workshop risks
- 750°C pouring temperature for aluminum during casting => distance
- PPE includes full face shield, leather apron, gloves, spats & safety shoes
- area prepared with sand bed, ventilation/ extraction, casting tools (ladle, tongs, etc)
- TWO adults required to operate casting process – remind students of heat risk
2 / Review properties and differences in composition and use of hardwoods, softwoods and manufactured boards
Outline the complete conversion process of timber from felling to commercial timber
List defects in wood and review appropriate finishes / Respond to Q&A during lesson on wood and use review worksheet and application of woods to consolidate knowledge
Answer questions on handout to reinforce teaching points
Name typical woods for different applications and justify their choice / Sources, classification, formation and structure of materials and components
Hardwoods and softwoods, manufactured boards
- Characteristics and faults of woods, i.e. cupping, twisting, reasons for splitting, etc. Source of different types of wood. Conversion, seasoning and distribution.
Micro structure of materials
- Wood: cellular, fibers and grain direction / Homework:
Question page to answer reinforcing teaching points
Differentiation:
Grid assists learning outcomes plus common wood list has answers embedded in it
SMSC:
Consider aesthetic appeal in wood + evidence in society of use of this technique. Toxicity of different finishes in use and end of life / · Questions on woods
grid to reinforce wood types
· worksheet to link product to wood and properties
· Common wood handout
Workshop risks:
Minimal in classroom
2 (contd.) / Explain different types of temporary and permanent fasteners
Review different thread profiles and theory of thread cutting
Describe principles of gears, cams and bushes
Outline typical stock size limitations for natural and manufactured raw materials for designing / Respond to Q&A during lesson on component uses and function using correct terminology
Identify during tour of workshop common thread forms and reason for use
Describe in detail the process of thread cutting using taps and die on a pencil / Sources, classification, formation and structure of materials and components
Classification of components
- Nuts/bolts – thread types and sizes and their various applications, together with the theory of thread cutting
- Rivets – pop and snap (hot and cold)
- Gears – types and applications
- Bushes and bearings and their uses
- Cams – types and applications together with types of followers
- Stock sizes
Hand and commercial methods of preparing, processing, manipulating and combining materials and components to enhance their properties, including associated tools, machinery and equipment including CAD/CAM in relation to:
- Fabrication/ manufacture in resistant materials
- joining – permanent and semi-permanent, mechanical, fusion, adhesives / Homework:
Question page to answer reinforcing teaching points
Differentiation:
Missing word grid to reinforce threading plus diagrams for visual learning
SMSC:
Consider prevalence of mechanical systems to construct structures and do useful work / · Questions on components with principals of gears
· Common fixings and stock shapes handout
· Tap and die set
Workshop risks:
Minimal in classroom
Process for heat treating components using silver steel (0.8% carbon) to normalize, harden and temper
Spot welding plate using MIG arc welding technique
Brazing in forge to join two different metals with spelter and flux paste / Understand and describe heat treatment process using colours to indicate temperatures and correct sequence to heat treat components
Experience spot welding individually to see arc melting metal and thus process of fusion welding
Describe technique of brazing with key differences from welding / Hand and commercial methods of preparing, processing, manipulating and combining materials and components to enhance their properties, including associated tools, machinery and equipment including CAD/CAM in relation to: