Requirements/Assessment Techniques/ Class Rules 4

Subject Overview
Global aim·····························································3
Assessment····························································3
Areas of study··························································3
Requirements/assessment techniques/ class rules·······························4

Assessment
Assessment standards····················································5
Criteria overview························································6
Student profile··························································7

Safety
Introduction····························································8
Safety rules····························································9
Workshop safety test····················································10

Continuity Tester
DOL Unit Overview····················································11
Assessment sheet ······················································12
working drawing·······················································13
Related theory······················································14-15
related homework······················································17

Carryall
DOL Unit Overview····················································18
Assessment sheet ······················································19
working drawing·······················································20
Related theory······················································21-22

Mantel / Desk Clock – Design
DOL Unit Overview····················································24
Assessment sheet ······················································26
Design process······················································27-32
Related homework (appraisal)············································33

Tray
DOL Unit Overview····················································34
Assessment sheet ······················································35
working drawing·······················································36
related theory·······················································37-39
related homework······················································41

The Metal Lathe
Lathe parts····························································42
Jiggle siphon drawings··················································43
Procedure····························································44

Woodturning
Fishing reel···························································45
Basic safety precautions·················································46
Related homework·····················································47

13. Glossary of Terms·························································48

The content of this course is influenced by the learning outcomes stated in the Industrial Technology and Design Education subject Area Syllabus.

GLOBAL AIMS

The course in Industrial Technology seeks to provide meaningful learning experiences in which the students:

(a)develop a knowledge and understanding of a range of materials, tools and processes underlying the subject

(b)develop the ability to design, make and appraise across a range of contexts

(c)develop the skills associated with autonomous as well as cooperative learning

(d)employ safe working practices including the ability to assess risks

(e)develop an ability to communicate effectively within the areas of written and graphical communication

(f)develop and apply literacy and numeracy skills across a range of contexts.

It is envisaged that these aims will be met through effective teaching and

learning in a thematic context.

ASSESSMENT

Students will be assessed utilising criteria based assessment across the assessment criteria of:

Knowledge and Understanding(K&U)

Ways of Working- Investigation & Design(RP)

- Evaluation & Reflection(RP)

- Producing(PE)

The instruments used for assessment will include:

class tests(K&U, RP)

related homework(K&U,RP)

student workbook(K&U, RP)

completed project(PE)

AREAS OF STUDY

1.Woodwork5.Safety

2.Plastics 6.Sheetmetal Work

3.Project Planning and Design7.Surface Finishing

4.Workshop Graphics 8.Art Metalwork.

REQUIREMENTS

(a)Students must wear appropriate footwear at all times whilst in the workshop.

(b)All loose clothing and jewellery must be removed before entering the workshop.

(c)The school will provide all the materials for set projects.

(d)Students must have read, be familiar with and havesigned the relevant safety notes.

ASSESSMENT techniques.

A variety of techniques will be used to assess the objectives of the subject and as a result, to evaluate and assess student achievement. Methods of assessment may or will include the following:

(1)Set Projects - concerned mainly with the achievement of Content and Skill objectives, although in some cases Process skills must also be developed since students may be planning procedures and processes involved in the production of the project and may even be modifying the project. Typical methods of assessment will include:

*quality of construction, assembly and finish of project.

*ability to safely and correctly use the workshop, its machines, equipment and hand tools.

*creative woodwork and metalwork.

(2)Design Projects - concerned mainly with the achievement of Process and Skill objectives. Assessment will be concerned with the realisation and evaluation of the students practical solutions to design problems.

(3)Technology - concerned with the achievement of Content and Process objectives. Typical methods of assessment will include:

*answers to questions based on relevant areas of work

*ability to logically and graphically present information.

*use of appropriate literacy.

*tests involving multiple choice, matching, short answer and essay questions.

CLASS RULES

Virtues – need to display Respect, Responsibility, Self-Discipline, Commitment, Caring,

Honesty, Tolerance

Safety - as per teacher instruction and Workshop Signage.

Standards - workmanship (practical and theory) is to reflect pride in ones own capabilities.

Equipment - all equipment is to be well maintained and treated with the utmost of care.

Additional Information (if necessary) -

TECHNOLOGY

Assessable elements and descriptors of quality for A-E

Assessable elements and descriptors support teacher judgments about the standard a student has achieved.

Assessable elements:* identify the valued features of the key learning area to be assessed

* draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding

* can be used together or independently when designing assessment

Descriptors:* indicate the qualities evident in student work

* use an A-E scale.

CRITERION / A / B / C / D / E
The student work demonstrates evidence of
KNOWLEDGE AND UNDERSTANDING / Comprehensive knowledge and understanding of concepts, facts and procedures / Thorough knowledge and understanding of concepts, facts and procedures / Satisfactory knowledge and understanding of concepts, facts and procedures / Variable knowledge and understanding of concepts, facts and procedures / Rudimentary knowledge and understanding of concepts, facts and procedures
INVESTIGATING AND DESIGNING / Discerning interpretation and analysis of information and evidence to generate well-reasoned design ideas / Logical interpretation and analysis of information and evidence to generate convincing design ideas / Relevant interpretation and analysis of information and evidence to generate credible design ideas / Variable interpretation and analysis of information and evidence to generate design ideas / Rudimentary interpretation and analysis of information and evidence to generate design ideas
EVALUATING
AND
REFLECTING / Perceptive evaluation of products and processes
Perceptive reflection on the impact of technology and on their learning / Informed evaluation of products and processes
Informed reflection on the impact of technology and on their learning / Relevant evaluation of products and processes
Relevant reflection on the impact of technology and on their learning / Narrow evaluation of products and processes
Superficial reflection on the impact of technology and on their learning / Cursory evaluation of products and processes
Cursory reflection on the impact of technology and on their learning
PRODUCING / Controlled and skilful implementation of production processes to make products / Purposeful and effective implementation of production processes to make products / Appropriate and credible implementation of production processes to make products / Variable implementation of production processes to make products / Minimal implementation of production processes to make products

Technology KLA
Essential Learnings – Year 9 / TECHNOLOGY TEST / CONTINUITY TESTER / CARRY ALL / DESIGN - CLOCK / TRAY
Ways of working
Students are able to:
• investigate and analyse specifications, standards and constraints in the development of design ideas /  /  / 
• consult, negotiate and apply ethical principles and cultural protocols to investigate, design and make products / 
• generate and evaluate design ideas and communicate research, design options, budget and timelines in design proposals /  / 
• select resources, techniques and tools to make products that meet detailed specifications /  /  /  /  / 
• plan, manage and refine production procedures for efficiency /  /  /  /  / 
• make products to meet detailed specifications by manipulating or processing resources /  /  /  / 
• identify, apply and justify workplace health and safety practices /  /  /  /  / 
• evaluate the suitability of products and processes against criteria and recommend improvements / 
• reflect on and analyse the impacts of products and processes on people, their communities and environments
• reflect on learning, apply new understandings and justify future applications. /  /  / 
Knowledge and understanding
Technology as a human endeavour
Technology influences and impacts on people, their communities and environments in local and global contexts.
• New products and technologies are designed and developed to meet changing needs and wants of intended audiences, and include artefacts, systems, environments, services and processes /  /  /  / 
• Product design and production decisions are influenced by aspects of appropriateness and by detailed specifications, constraints and standards of production /  /  /  /  / 
• People can influence decisions made about the design, development and use of technology to change the impact on people, their communities and environments at local and global levels / 
Information, materials and systems (resources)
Resources originate from different sources, exist in various forms and are manipulated to meet specifications and standards to make products.
• Characteristics of resources are compared, contrasted and selected to meet detailed specifications and predetermined standards of production to best suit the user / 
• Techniques and tools are selected, controlled and managed to manipulate or process resources to meet detailed specifications and predetermined standards of production /  /  /  /  / 
STUDENT PROFILE - Year 9 Semester 2
INDUSTRIAL TECHNOLOGY / STANDARD ACHIEVED
NAME: ______/ CRITERION / K & U / WAYS OF WORKING
RP / PE
K/U / RP / PE / Knowledge & Understanding / Investigation & Design / Evaluation & Reflection / Producing
CONTINUITY TESTER / * / * / *
CARRYALL / * / *
DESIGN - CLOCK / * / * / *
TRAY / * / * / *
TECHNOLOGY TEST / * / *

NET STANDARDS

SEMESTER 2 LEVEL OF ACHIEVEMENT

TERM 3 REPORT:ACHIEVEMENT: ____EFFORT: _____BEHAVIOUR: _____

SEM. 2 REPORT:ACHIEVEMENT: ____EFFORT: _____BEHAVIOUR: _____

CODED COMMENTS: ______

MINIMUM PERFORMANCE COMPOSITE

AA or better in two criteria one of which is producing and no less than a B in the remaining criteria.

BB or better in two criteria one of which is producing and no less than a C in the remaining criteria.

CC or better in any two criteria and not less than a D in the remaining criteria.

DD or better in any two criteria.

EE in any two criteria.

INTRODUCTION

The most important factor in establishing safe working conditions in the Craft Room is

YOU - the student.

The Education Department provides rooms in which you can work safely, and machines with special safety guards.

Your teachers will instruct you in the correct use of tools and machines, and lay down rules for your behaviour in the room.

Rules and instructions, and safety guards, however, will not prevent accidents if you are careless or irresponsible.

Accidents do not happen - they are caused, and it has been proved that in nearly all cases the cause is not machines or tools, but people.

R E M E M B E R

The most important factor in

S A F E T Y

I S

The StudentYou

The following rules must be obeyed at all times. Failure to heed them may result in injury to yourself or others.

READ THEM CAREFULLY BEFORE SIGNING

SAFETY RULES

1.MOVEMENT IN THE ROOM MUST BE QUIET AND ORDERLY.

Reason:

2.TALKING MUST BE KEPT TO A MINIMUM.

Reason:

3.SCRAPS OF WOOD OR OTHER ARTICLES SHOULD NOT BE LEFT IN DANGEROUS POSITIONS ON THE FLOOR.

Reason:

4.USE ALL TOOLS CORRECTLY AS INSTRUCTED, AND HOLD ALL WORK SECURELY, ESPECIALLY WHEN CHISELLING OR GOUGING.

Reason:

5.THE PROTECTIVE SHIELD OR GOGGLES MUST BE WORN WHILE TURNING OR GRINDING.

Reason:

6.KEEP THE BENCH TOP AS CLEAR AS POSSIBLE. TOOLS MUST BE PLACED SAFELY ON THE BENCH, OR RE-RACKED AFTER USE.

THE VICE HANDLE MUST NOT BE LEFT PROJECTING PAST THE END OF THE BENCH.

BAR CLAMPS MUST ALWAYS BE PLACED FLAT.

Reason:

7.ENTRY TO THE TIMBER ROOM IS PROHIBITED WHEN THE CIRCULAR SAW OR JOINTER IS IN USE. AT OTHER TIMES PERMISSION MUST BE GIVEN BY A TEACHER.

Reason:

8.(1)NO POWER MACHINES, PORTABLE OR FIXED, MAY BE SWITCHED ON OR USED WITHOUT THE PERMISSION OF THE TEACHER.

(2)THIS PERMISSION MUST BE OBTAINED FOR EACH SEPARATE USE OF THE MACHINE, UNLESS YOU ARE TOLD OTHERWISE.

(3)SHOULD A TEACHER BE CALLED FROM THE ROOM IN AN EMERGENCY, WORK ON, OR WITH, A POWER MACHINE MUST CEASE IMMEDIATELY.

Reasons:

I have read the introduction and Safety rules 1-8.Signed ......

TEST ON SAFETY RULES

Name any two areas where scraps of wood on the floor would be a safety hazard.

Why must movement in the workshop be quite and orderly?

Why unnecessary talking could be considered a danger in the workshop.

Give two reasons for injuries occurring while chiselling.

Special rules MUST be followed when using particular machines. What would be two general rules that apply to any power machine?

When would danger to the eyes be most likely to occur?

How do we guard against eye damage?

The teacher has been called out of the room in an emergency and you wish to use the band saw. You have been given instruction on the correct operation and are competent at using the saw. What do you do?

Give two rules regarding clothing.

What area is out of bounds without special permission?

What is the most important factor in establishing safety in the workshop?

UNIT OVERVIEW

UNIT TITLE: CONTINUITY TESTER
YR LEVEL: 9 DURATION: 5 weeks
DEEP UNDERSTANDING:
Students will acquire knowledge of tools, materials, processes and safety relating to working with electrical components and equipment. Students will safely demonstrate correct procedures to acquire desired outcomes.
ESSENTIAL QUESTION:
Can I test to see if there is a circuit and/or power in a circuit?
The following DIMENSION 5 Habits of Mind will be focused on throughout this unit?

Persisting – remain focused, don’t give up, see the task to completion
Managing impulsivity – think before acting, get clear instructions, take your time, be deliberate
Striving for accuracy – check it again, set high standards, find ways to improve

KNOWLEDGE FOCUS – Dims 2, 3 & 4 (state specific knowledge in relation to content and process) (including Literacy)
Declarative knowledge (what facts and information do students need to know to be successful in the unit?) / Procedural knowledge (what skills and processes do students need to be able to use to be successful in the unit?)
Identify/name tools and equipment: wire strippers, soldering iron, drill, screw driver / Demonstrate processes of marking out, drilling, stripping wire, soldering
Identify/name materials: multicore wire, single core wire, DPDT switch, bezel, alligator clip, battery snap, 9V battery, heatshrink / Demonstrate correct and safe use of soldering iron and bench drill
Identify correct symbols for components, open & closed circuits, electrical conductors, types of circuits (parallel & series) / Complete a procedure list for manufacture
Safety in relation to soldering & bench drill / Sketch/draw circuit diagram for tester
Applications of single core and multicore wire

INSTRUMENT: CONTINUITY TESTER CLASSWORK/HOMEWORK

STUDENT: ______

ASSESSMENT CRITERIA STANDARD

A / B / C / D / E
Knowledge and Understanding:
• Product design and production decisions are influenced by aspects of appropriateness and by detailed specifications, constraints and standards of production / Related homework / Comprehensive knowledge of trailer plugs, well presented with appropriate diagrams and terminal functions detailed. All sources correctly displayed in a bibliography. / Thorough knowledge of trailer plugs, presented with appropriate diagrams and terminal functions detailed. Sources noted in bibliography. / Satisfactory knowledge of trailer plugs, presented with diagrams and terminal functions noted. Some source noted in bibliography. / Variable knowledge of trailer plugs, presented with diagrams and some terminal functions. / Rudimentary knowledge of trailer plugs, presented with minimal diagrams and terminal functions.
Ways of Working:
evaluation & reflection:
• reflect on and analyse the impacts of products and processes on people, their communities and environments / Related homework / Perceptive reflection on the reasons for a wiring standard, presented in a well constructed paragraph. / Informed reflection on the reasons for a wiring standard, presented in a well constructed paragraph. / Relevant reflection on the reasons for a wiring standard, presented in a paragraph. / Superficial reflection on the reasons for a wiring standard. / Cursory reflection on the reasons for a wiring standard.
Producing:
• make products to meet detailed specifications by manipulating or processing resources / Finished project - soldering / Controlled and skilful implementation of production processes to safely solder electrical components / Purposeful and effective implementation of production processes to safely solder electrical components / Appropriate and credible implementation of production processes to safely solder electrical components / Variable implementation of production processes to solder electrical components / Minimal implementation of production processes to solder electrical components
• identify, apply and justify workplace health and safety practices / Demonstrated safe use of soldering iron

K/U RP PE

NET STANDARDS

COMMENTS: ______

______

REFERENCE: Junior Workshop A & B, Schlyder

1.Name the electrical components indicated by the symbols shown below.

2.Explain what an open and what a closed circuit is.

3.Name three good conductors of electricity.

a.b.c.

4.Give an example of a poor conductor (insulator).

5.When using power tools, especially in the home environment, what probable unsafe procedures are used by home handymen? Discuss this with your teacher.

a. ______

b. ______

c. ______

d. ______

e. ______

Two common types of electric circuit are:

a. ______b. ______

Draw a schematic diagram of each type of circuit listed above. The sketch must include a battery, switch, fuse and two globes.

List below the steps required to manufacture the complete body of the continuity tester.

______

Draw the circuit diagram of the continuity tester, use the information found in the layout drawing of this book.

GLOSSARY OF TERMS.

YEAR 9INDUSTRIAL TECHNOLOGY

RELATED HOMEWORK ASSIGNMENT Due Date: ______

CONTINUITY TESTER

INTRODUCTION:

Car trailers have their electrics (tail, stop, indicators and other electrical devices) wired to the towing vehicle. This is achieved by using a plug between the trailer and the towing vehicle. The number of connections within the plug and the style of the plug can differ depending on the application.

REQUIREMENTS:

Research three (3) different types of trailer plug connections.
Draw a diagram for each type.
Indicate the purpose of each terminal within the plug.
Why is a standard required for the wiring of trailer plugs?

ASSESSMENT CRITERIASTANDARD

COMMENTS: