John Paul College Technology & Enterprise and...bandsaw biscuit joiner ... identify, remove and...

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John Paul College

Technology & Enterprise

Year 12 General Materials Design and Technology

2017 Course Outline

Unit package Unit 3—Design for the consumer

Unit 4—Design for a client, audience or target market Context: Wood

Project: 1 Occasional Table Project: 2 Lathe Turning

This unit package contains: Teaching program

Assessment outline Student tasks and marking keys

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Rationale The Materials Design and Technology General course is a practical course. The course aims to

prepare all students for a future in a technological and material world by providing the foundation

for lifelong learning about how products are designed and how materials are developed and used.

Unit 3

Students develop an understanding of the elements and fundamentals of design and consider

human factors involved in the design, production and use of their projects. They develop creative

thinking strategies and work on design projects within specified constraints. Students learn about

the classification and properties of a variety of materials and make appropriate materials selection

for design needs.

Students learn about manufacturing and production skills and techniques. They develop the skills

and techniques appropriate to the materials being used and gain practice in planning and managing

processes through the production of design project. They learn about risk management and ongoing

evaluation processes.

Course outcomes The Materials Design and Technology General course is designed to facilitate achievement of the

following outcomes.

Outcome 1 – Technology process

Students apply a technology process to create or modify products, processes or systems in order to

meet human needs and realise opportunities.

In achieving this outcome, students:

investigate issues, values, needs and opportunities

devise and generate ideas and prepare production proposals

produce solutions and manage production processes

evaluate intentions, plans and actions.

Outcome 2 – Understanding the use of materials

Students understand how the nature of materials influences design, development and use.


understand the structure of materials

understand the relationship between the structure and properties of materials

understand how to select appropriate materials based on their structure and properties, and

understand how these characteristics influence design, development and usage.

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Outcome 3 – Using technology skills

Students create material products safely and efficiently to specified standards.


plan and manage resources to create products within constraints

select and apply appropriate techniques and procedures when creating and modifying

technologies

manipulate equipment and resources safely to meet defined standards.

Outcome 4 – Understanding materials, society and the environment

Students understand interrelationships between people, the environment and the use of materials.


understand how values and beliefs influence materials selection, design and technology

understand the impact and consequences on society and the environment when selecting and

using materials, designs and technologies

understand strategies for safe and sustainable practices when developing and using materials,

designs and technologies.

Organisation of content

The course content is organised into common content and context specific content. Students must

study all of the common content and at least one of the contexts.

The course content areas cover:

Materials: * Nature and properties of materials, *Materials in context

Design: *Design fundamentals and skills – investigate – devise - evaluate

Use of technology: * Skills and techniques – information and communication technology (ICT) –

drawing – materials selection

Safety, Production management, product manufacture, ongoing evaluation

Wood Context Content

Materials

Nature and properties of materials

wood types and classification

natural wood

o hardwood – jarrah, Australian oak

o soft wood – radiata pine, Douglas fir

man-made board

o plywood - interior, exterior, marine

o medium density fibreboards – plain, veneered

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o particle board

difference between rough sawn and DAR timbers

identification of common timber sizes, lengths, widths and thicknesses

physical properties

durability flexibility

strength dimensional stability

abrasion resistance shrink resistance

classification of adhesives for timber

PVA

epoxy

cyanoacrylate

latex/rubber based

Materials in context

the uses and classification of the major timber types for:

furniture products

building and construction materials

consumer products

the environmental impact of producing timber

growth/harvesting

milling/conversion

end-of-life of a product – recycling and safe disposal

Use of technology

Skills and techniques

ICT skills related to design development and presentation

demonstrate drawing skills

drawing, reading and interpreting plans/ patterns/templates

isometric and pictorial hand sketches for project development

dimensioned orthogonal drawing in 3rd angle for working drawing

select and safely apply technical skills using a range of tools and machinery that could include:

bandsaw biscuit joiner

drill press domino joiner

various grinders or carving tools table saw

sanding machines mortise machine

portable or fixed routers wood lathe

radial arm saw or drop saw or compound mitre saw

use hand tools and/or machinery to fabricate at least two of the following joints

widening joint housing joint

finger joint mortise and tenon

cross-halving joint bridle joint

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dovetail joint biscuit joint

select and use the correct type and grade of abrasive paper

prepare correctly a surface for finishing

apply appropriate finishing techniques using brush or cloth and/or spray gun

Unit 4

Unit description

Students learn about the nature of designing for a client, target audience or market. Students learn

about the nature, properties and environmental impacts related to a variety of materials, and

production techniques. Students apply an understanding of the elements and fundamentals of

design and consider human factors involved in their design projects. They develop creative thinking

strategies, work on design projects within specified constraints and consider the environmental

impacts of recycling of materials.

Students extend their understanding of safe working practices and contemporary manufacturing

techniques, and develop the knowledge, understanding and skills required to manage the processes

of designing and manufacturing.

Defined contexts

Three different contexts have been defined in this course:

Metal

Textiles

Wood.

Students can enrol in more than one context in this course.

Students will study the unit common content and the content of their chosen defined context.

Unit content

This unit builds on the content covered in Unit 3.

This unit includes the knowledge, understandings and skills described below.

Common content

Design

Design fundamentals and skills

investigate

needs, values and beliefs of the designer/developer

needs, values and beliefs of the client/target audience/market

performance criteria related to needs, values and beliefs of the end user

application of design fundamentals and factors affecting design

o aesthetics o critical measurements

o function o environmental impact and considerations

o cost o safety

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devise

communication and documentation techniques

o sketching and drawing

o rendering

o annotating

o sampling

o modelling

applying of elements and principles of design where applicable in context

rapid concept development techniques, images and annotation

design development

o review and justification of best ideas using design brief and performance criteria

o best ideas developed using annotated hand or computer generated graphics (front, back

views and detailed sketches as necessary)

o 2D illustrations (working/technical drawings)

o 3D illustration (presentation drawings)

o inspiration/concept/storyboard development and presentation

production plan

o materials list

o estimated and actual costing for all materials and components

o production plan and time line

evaluate

design and production processes

production plan/journal/diary and accompanying photographic evidence to record ongoing

evaluation

product against design brief, initial design and performance criteria related to needs, values

and beliefs of the end user

Use of technology


ICT, portfolio development and communication skills

client and market research techniques

client presentation techniques

photography – ongoing record of progress and processes used and final product

documenting presentations and evaluations

develop context appropriate drawings and relevant technical information to produce the final

product

sketching rapid concept developments

3D presentation drawings

2D working drawings or using templates

inspiration/concept or storyboard development and presentation

design and making specification sheets

use workroom/studio terminology appropriate to context

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select appropriate materials and calculate the correct amount required to order and purchase

materials to complete the project

operate machinery and tools appropriate to context

identify, remove and report blunt, dull or damaged tools and machinery appropriate to context

Safety

correct use of personal protective equipment (PPE) where applicable

conduct risk assessment for using specific tools/machinery

demonstrate occupational safety and health (OSH) practices appropriate to tasks being

undertaken in workshops

apply risk management strategies in the workshop/studio

recognise need and purpose of materials safety data (MSD) with regard to storage and handling

of hazardous substances and hazardous operations appropriate to situation

Production management

production planning

maintain a detailed production plan

maintain time management while using tools, equipment and machinery to complete

production

o adhere to sequential instructions

o apply safety and risk management

record changes to materials lists or costing

record regular journal/diary entries

ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record

ongoing progress/decision changes made to the project

Wood context content

Materials

Nature and properties of materials

properties and characteristics of Western Australian hardwoods

jarrah

marri

karri

sheoak

the properties of timbers

density figure

hardness and softness texture

durability grain

weight moisture content

relationship between properties and end uses of timbers

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types and classification of finishes: water-based, turps (oil) based, solvent-based, epoxy base,

oils, waxes and polishes to include:

physical appearance

physical properties

chemical properties

identification of methods of application and uses of finishes


identification of examples of re-cycling methods for different wood materials

Use of technology


ICT, portfolio and communication skills

apply drawing skills

handle and store timbers and material correctly

demonstrate correct procedures for setting up, adjusting and safely operating machinery

identify and use correctly fitted dust extraction and safety guards

identify and use different methods of fastening timbers

permanent fastening

semi-permanent/knock down fittings

identify and use correct grades of abrasive necessary for a task

demonstrate the basic operation and maintenance of a spray gun

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School-based assessment The Western Australian Certificate of Education (WACE) Manual contains essential information on

principles, policies and procedures for school-based assessment that needs to be read in conjunction

with this syllabus.

Teachers design school-based assessment tasks to meet the needs of students. The table below

provides details of the assessment types for the Materials Design and Technology General Year 12

syllabus and the weighting for each assessment type.

Assessment table – Year 12

Type of assessment Weighting

Design (Practical portfolio)

Students apply a design process to develop a product or project.

Students are assessed on how they:

investigate products or projects

devise, develop and modify design solutions throughout the technology process

present their findings in written, oral or multimedia form.

Types of evidence can include: images, observation checklists, evaluation tools (self or peer), journal, design

proposal and project proposal, using a range of communication strategies.

25%

Production (Practical)

Extended and manufacturing project(s) where students control, evaluate and manage processes.

Students are assessed on their:

understanding, confidence and competence when using skills in manufacturing processes and when

managing production plans

manufactured product in terms of quality and finish.

Types of evidence can include: manufactured products, journal, observation checklists and evaluation tools

(self or peer) and on-balance judgements.

50%

Response (written)

Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following

formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

10%

Externally set task

A written task or item or set of items of one hour duration developed by the School Curriculum and

Standards Authority and administered by the school.

15%

Teachers are required to use the assessment table to develop an assessment outline for the pair of

units.

The assessment outline must:

include a set of assessment tasks

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include a general description of each task

indicate the unit content to be assessed

indicate a weighting for each task and each assessment type

include the approximate timing of each task (for example, the week the task is conducted, or the

issue and submission dates for an extended task).

All assessment types must be included in the assessment outline at least twice with the exception of

the externally set task which only occurs once.

The set of assessment tasks must provide a representative sampling of the content for Unit 3 and

Unit 4.

Assessment tasks not administered under test/controlled conditions require appropriate

validation/authentication processes.

Externally set task

All students enrolled in the Materials Design and Technology General Year 12 course will complete

the externally set task developed by the Authority. Schools are required to administer this task in

Term 2 at a time prescribed by the Authority.

Externally set task design brief – Year 12

Time One hour

Format

Written

Conducted under invigilated conditions

Typically between two and five questions/items

Content The Authority informs schools during Term 3 of the previous year of the Unit 3 syllabus

content on which the task will be based

Refer to the WACE Manual for further information.

Grading

Schools report student achievement in terms of the following grades:

Grade Interpretation

A Excellent achievement

B High achievement

C Satisfactory achievement

D Limited achievement

E Very low achievement

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The teacher prepares a ranked list and assigns the student a grade for the pair of units. The grade is

based on the student’s overall performance as judged by reference to a set of pre-determined

standards. These standards are defined by grade descriptions and annotated work samples. The

grade descriptions for the Materials Design and Technology General Year 12 syllabus are provided in

Appendix 1. They can also be accessed, together with annotated work samples, through the Guide to

Grades link on the course page of the Authority website at www.scsa.wa.edu.au

To be assigned a grade, a student must have had the opportunity to complete the education

program, including the assessment program (unless the school accepts that there are exceptional and

justifiable circumstances).

Refer to the WACE Manual for further information about the use of a ranked list in the process of

assigning grades.

http://www.scsa.wa.edu.au/

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Grade descriptions Year 12

A

Design Independently uses a clearly identifiable design process to devise and generate original ideas and

develop solutions for others.

Documentation displays clear design progression, using concept sketches that are annotated with

appropriate terminology and show the development of several ideas.

Includes evidence of investigation into, and explanation of, design considerations: function, cost, safety,

aesthetics and environmental factors.

Portfolio contains fully-developed, dimensioned working drawings, including, the use of 2D and 3D

where applicable, and a justification of materials selection against design considerations. A clear and

detailed sequence of manufacture, and a detailed evaluation of project process and the end product

against the requirements of the design criteria.

Production Independently interprets and implements a detailed set of plans and uses correct operational procedures

to fabricate a product. Provides documentary evidence of regular, ongoing evaluation of processes and

implements changes and modifications derived from this evaluation.

Achieves a high standard of finish in the fabrication of the product.

Efficiently manages time and the working environment.

Independently organises and uses tools and equipment with concern for the safety of self and others.

Response Clearly and concisely presents fully-referenced research information using appropriate terminology and a

variety of suitable formats, including pictures, tables and photographs.

Comprehensively details the impact of task design decisions and materials on society and the

environment, including justified conclusions and personal interpretations.

Comprehensively details the effects of processing and manufacturing on the properties of materials,

including justified conclusions and personal interpretations.

Identifies a range of common materials and their properties and gives examples of practical applications

in context.

B

Design Uses a clearly identifiable design process but requires guidance to devise and generate individual ideas

and develop solutions for others.

Documentation displays clear design progression, using concept sketches that are annotated with

appropriate terminology, and show the development of several ideas.

Evidence of investigation into design considerations: function, cost, safety, aesthetics, environmental

factors. Portfolio contains fully-developed, dimensioned working drawings, including, the use of 2D and

3D where applicable in context, an explanation of materials against the design considerations, sequence

of manufacture and an evaluation of project process and the end product against the requirements of

the design criteria.

Production Interprets and implements a detailed set of plans and uses correct operational procedures to fabricate a product. Provides documentary evidence of ongoing evaluation of processes, and with assistance implements changes and modifications derived from this evaluation. Achieves a high standard of finish in the fabrication of the product. Requires occasional direction with time management. Uses tools and equipment with concern for the safety of self and others.

Response Uses industry related terminology in the presentation of research information and data, including

pictures, tables and photographs. Includes references for some sources.

Outlines some issues of materials in context and effects on society and the environment, including some

justified conclusions and personal interpretations.

Outlines some effects of processing and manufacturing on the properties of materials, including some

justified conclusions and personal interpretations.

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Identifies some common materials, their practical uses and properties.

C

Design

With guidance, chooses and applies an identifiable design process, and with some assistance devises and

generates ideas to develop solutions with consideration for others.

Documentation displays some design progression, using concept sketches that are partially-annotated

with common technical terms and which show the development of one idea.

Evidence of investigation into design considerations: function, cost, safety, aesthetics, environmental

factors, is limited. Portfolio contains dimensioned working drawings, including, the use of 2D and 3D

where applicable in context, a list of materials, ongoing evaluation with assistance against the design

considerations, a simple sequence of manufacture and comments or brief notes on the final design.

Production

Implements a set of plans, but requires guidance in the use of correct operational procedures to

fabricate a product.

Provides limited documentary evidence of ongoing evaluation of processes. Requires guidance and

assistance to implement changes and modifications derived from this evaluation.

Achieves a satisfactory standard of finish in the fabrication of the product.

Requires regular direction with time management.

With assistance, uses tools and equipment with concern for the safety of self and others.

Response

Uses basic technical language and terminology in the presentation of research information with relevant

data supported by unclear statements. Includes pictures, tables and photographs with little evidence of

referencing.

Gives examples of materials and their effects on society and the environment. Includes some

conclusions.

Describes some of the effects of processing and manufacturing on the properties of materials. Includes

some conclusions.

Identifies some common materials and lists a number of uses.

D

Design

Uses a highly-scaffolded question and answer design process, devises and generates ideas and develops

a solution.

Documentation displays limited design progression for one idea, with limited use of concept sketches.

Sketches are partially-annotated with little use of common technical terms.

No evidence of investigation into design considerations: function, cost, safety, aesthetics, demand,

environmental factors.

Working drawings are poorly-dimensioned and detailed.

With assistance, includes a list of materials against the design considerations and a simple sequence of

manufacture.

Production

Requires guidance to implement a highly-scaffolded set of plans, and regular direction to use correct

operational procedures to fabricate a product. Provides no documentary evidence of ongoing evaluation

of processes. Requires guidance and direction to implement given changes and modifications.

Achieves a poor standard of finish in the fabrication of the product.

Requires supervision with time management.

Requires supervision to use tools and equipment with concern for the safety of self and others.

Response

Uses basic technical language and terminology with little evidence of current knowledge in the

presentation of limited, non-referenced research information.

Lists examples of materials in context and some of the effects on society and the environment.

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Describes some processing and manufacturing techniques, but is unclear about how these may affect the

properties of the materials. Identifies some common materials and lists their uses.

E

Design

Provides no evidence of having used a design process.

Documentation displays no individual ideas, solutions, plans, evaluation of the final design or sequence

of manufacture. Makes no use of graphical and technical language.

Production

Has not interpreted plans sufficiently to complete the production of the task.

Requires continual supervision to use tools and equipment with concern for the safety of self and others.

Response

Shows no current knowledge or use of technical language or terminology and minimal evidence of

reporting/research skills.

Produces inadequate examples of materials in context and does not present any of the effects on society

and the environment.

Displays little or no knowledge of processing and manufacturing techniques and of how these may affect

the properties of materials.

Produces limited or no evidence of common materials or their uses.

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JOHN PAUL COLLEGE 2017

Assessment outline

Materials Design and Technology – General Year 12

Unit 3 and Unit 4

Assessment type and

weighting

Assessment

task weightin

g

When/ duration

Assessment task

Design 25%

5%

Semester 1 Week 1–2

Task 1: Design project one (Investigate types of occasional tables) Investigate and develop a design portfolio to include: statement of intent

needs, values and beliefs of the designer/developer

sources of design inspiration

performance criteria for products

application of design fundamentals and factors affecting design

5%


Task 3: Design project one (Investigate types of occasional tables) – devise a solution; through concept drawings, working drawings, patterns or templates. Present:

final drawn proposal

drawing of proposed solution – rendered pictorial 3D drawing, either CAD or hand-drawn

production plan, materials lists and costing/ordering in the design portfolio

5%


Task 7: Design project two(Lathe turning) – apply a design process Determine design brief Investigate and develop ideas from: needs, values and beliefs. Performance criteria. Historical, social and cultural sources of design inspiration. Specific design characteristics/features of; products, designers and industries. Application of design fundamentals and factors affecting design

10%


Task 9: Devise a solution to project two Lathe turning – developing a solution through concept drawings, working drawings, patterns or templates. Present:

annotated pictorial drawings of ideas to a final drawn proposal including: annotated orthographic concept drawings, either CAD or hand-

drawn

working drawings – detailed orthogonal drawings

lists of materials, parts and components

production plan on a timeline

Assessment type and

weighting

Assessment

task weightin

g

When/ duration

Assessment task

Production 50%

5%


Task 4: Pre-production skills Develop production skills; apply safety and practice task/s to develop practical hand and machine skills; modelling, prototype or toile

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Assessment type and

weighting

Assessment

task weightin

g

When/ duration

Assessment task

20%


Task 5: Production of proposed project one – (Investigate types of occasional tables) manufacture of proposed product; using prepared production plan, materials and available equipment; record progress in design portfolio

25%


Task 10: Production of proposed project two( Lathe turning) – manufacture of proposed product; using prepared production plan, materials and available equipment; record progress in design portfolio

2% Semester 1 Week 14

Task 6: Evaluation of completed project one (Investigate types of occasional tables)

complete a written report on, and provide photographs of, the completed product

6%


Task 8: Investigate materials suitable for the development of a solution, and report on:

nature and properties of materials

recycling methods and processes

2%


Task 11: Evaluation of completed project two Lathe turning)

complete a written report on, and provide photographs of, the completed product

Externally set task

15% 15%

Semester 1 Week 13

Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority based on the content from Unit 3 and administered by the school.

Total 100%

JOHN PAUL COLLEGE 2017

Course outline

Materials Design and Technology – General Year 12

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Unit 3 and Unit 4

Semester 1

Week Key teaching points

1–2

Overview of unit and assessment requirements

Introduction to design process


investigate: designs in practice needs, values and beliefs of the designer/developer sources of design inspiration performance criteria for products application of design fundamentals and factors affecting design

Task 1: Design project one

development of a design portfolio

statement of intent, and investigation

3–4


the uses and classification of the types of materials within context

the environmental impacts as per context: raw material extraction and processing end-of-life of a product – recycling and safe disposal

5–7

Apply skills and techniques listed in Unit 3 of the General Syllabus to devise and present a design

solution.

Task 3: Devise a solution for project one to include:

annotated pictorial drawings of ideas to a final drawn proposal

annotated, orthographic concept drawings, either CAD or hand-drawn




7–8


use workroom/studio terminology appropriate to context

select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project

with supervision, operate machinery and tools appropriate to context Safety

correct use of personal protective equipment (PPE), where applicable

occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops

apply risk-management strategies in the workshop/studio

assess the condition of tools and machinery Task 4: Pre-production skills

develop production skills; apply safety and practical task/s to develop hand and machine skills; modelling, prototype or toile

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9–14

Production management

production planning: maintain a production plan maintain time management while using tools, equipment and machinery to complete production:

o follow instructions from plans o maintain safety requirements

record changes to materials lists or costing record regular journal/diary entries ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project

Task 5: Production of proposed project one; using prepared production plan, materials and available

equipment; record progress in design portfolio

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Externally set task

All students enrolled in the Materials Design and Technology General Year 12 course will complete the

externally set task developed by the Authority.

Schools are required to administer this task in Term 2 at a time prescribed by the Authority.

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evaluate: final product against design brief, initial design and performance criteria related to needs,

values and beliefs of the end user Task 6: Evaluation of completed project one; written report on, and photographs of, completed product

1

Overview of Unit 4 and assessment requirements

Re-introduction to design process, and development of a design portfolio


investigate: needs, values and beliefs of the designer/developer needs, values and beliefs of the client/target audience/market performance criteria related to needs, values and beliefs of the end user application of design fundamentals and factors affecting design


ICT, portfolio development and communication skills: client and market research techniques client presentation techniques photography – ongoing record of progress and processes used and final product documenting presentations and evaluations

develop context-appropriate drawings and relevant technical information to produce the final product

Task 7: Design project two

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15–16 Apply a design process:

determine design brief

investigate and develop ideas

Semester 2


1–2


identification of examples of recycling methods for different materials in context Task 8: Investigate materials Research and report on materials and recycling methods suitable for the

development of a solution.

3–5


devise: communication and documentation techniques applying of elements and principles of design where applicable in context rapid concept development techniques, images and annotation design development production plan materials list estimated and actual costing for all materials and components production plan and time line

Task 9: Devise a solution for project two to include:

annotated pictorial drawings of ideas to a final drawn proposal




6–11

Safety

correct use of personal protective equipment (PPE) where applicable

conduct risk assessment for using specific tools/machinery

demonstrate occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops

apply risk-management strategies in the workshop/studio

recognise need and purpose of materials safety data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation

Production management :production planning:

maintain a detailed production plan maintain time management while using tools, equipment and machinery to complete production:

o adhere to sequential instructions o apply safety and risk management

record changes to materials lists or costing record regular journal/diary entries

ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project

Task 10: Production of proposed project two; using prepared production plan, materials and available

20


equipment; record progress in design portfolio

11–12


evaluate: design and production processes production plan/journal/diary and accompanying photographic evidence to record ongoing

evaluation product against design brief, initial design and performance criteria related to needs, values and

beliefs of the end user Task 11: Evaluation of completed project two; written report on, and photographs of, completed product

Assessment task—Unit 3

TYPE: Design

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OUTCOMES: Outcome 1: Technology process; Outcome 2: Understanding the use of materials; Outcome 4: Understanding materials, society and the environment

CONTENT: Design fundamentals; Designing skills; Nature of materials; Properties; Skills and techniques

UNIT LEARNING CONTEXT: Wood

Task 1: Investigate types of occasional tables (27 marks) (5%) Investigate existing styles and types of table designs to enable you to create your own design using sketching techniques and skills learnt in class. Look for ideas and investigate shapes, styles and types with regards to simple proportion and ergonomics. Time for the task Two weeks What you need to do Task 1: Develop the first part of a design portfolio, including all of the following: 1. Acknowledge all sources of information, using either in-text referencing or an appropriately set

out reference list (3 marks) 2. statements of problem and intent (3 marks) 3. investigate (using available resources):

design criteria, design needs limitations

available materials and equipment time available your skill level/skills you need to develop safety considerations other (5 marks)

4. apply the design fundamentals to research: existing designs (correctly reference all pictures and information) different materials that are available to you materials based on the relationship of material properties to design fundamentals:

aesthetics, function, safety and cost (4 marks) 5. identify which materials and finishes could be used to construct your project (4 marks) 6. devise and develop concept design sketches incorporating the elements of design:

adapt design ideas using annotated graphics and sketches (8 marks)

What needs to be submitted for assessment Due date

Statements of problem and intent

Research on existing ideas/concepts

Investigation of materials and finishes

Choice of materials and finishes

Annotated concept sketches showing concept development

Marking key Task 1 – Unit 3

Design portfolio – statement, investigate and devise Maximum possible

mark

Allocated mark

22


TYPE: Design

Referencing

regular, correct in-text referencing and/or appropriately set out reference list

limited referencing or no reference list provided

2–3 0–1

/3

Provides statements outlining situation or problem defining a need or purpose for the product:

includes clear and detailed statements about intended function, need, uses and environment

includes general statements about the likes and dislikes

covers broad areas of the design problem in limited general terms only

3 2 1 /3

Provides information about existing products:

carefully selected number of different examples and images, with source referencing, using the design fundamentals to make detailed comparisons

comparisons between a carefully selected number of different examples and images against the design fundamentals

a number of different examples with notes describing the differences

a selection of ideas of a single example with limited annotation about likes and dislikes

collection of dissimilar images and few notes

5 4 3 2 1 /5

Provides referenced information on a variety of different materials, using internet, print media and other sources:

detailed comparisons, using design considerations, between a selected number of different materials, supported by images

a number of different examples with notes describing the differences

a selection of ideas of a single material with some notation about likes/dislikes

collection of materials, dissimilar images and few notes

4 3 2 1

/4

Provides information about choice of materials and finishes:

logical choice and justification of different materials, with appropriate selection of a finish

combination of different materials, with suitable choice of a finish

limited information about choice of materials, some notation about likes/dislikes

limited choice of materials and few notes of explanation

4 3 2 1

/4

Completes sketches of possible shapes, joins, specific features, likely dimensions and notes on likely finishes:

detailed, well-proportioned sketches showing progression from concept ideas to specific ideas; parts, showing relevant joining methods with appropriate specific dimensions; other materials and finishes

well-shaped sketches that show concept ideas, including other materials, joining and appropriate overall dimensions

sketches that show development of mainly a single concept idea, some materials and joining, some dimensioning

collection of dissimilar sketches, limited design progression and few notes

7–8

5–6

3–4 1–2 /8

Total /27

23




Task 3: Task 3: Design a table project (23 marks) (5%) Narrow down design proposals and ideas for a table. Sketch ideas and develop a single solution. Produce a cutting/costing list and production procedure.

What you need to do Develop the second part of a design portfolio, including the following: 1. prepare and present a three dimensional rendered sketch of final solution, including any

likely applied finish (6 marks) 2. create 3. or select pattern:

use conventions suitable to context select and show methods of joining (6 marks)

4. select and list materials: calculate simple cutting/costing list/s (6 marks)

5. produce a basic plan and timeline for production (5 marks)


Final three dimensional sketch of proposed solution

Working drawings or template or pattern for product

Materials/parts list, costing and order form

Work schedule/production plan

24

Marking key Task 3 – Unit 3

Devising project one; proposed solution and pre-production

Maximum

possible mark

Allocated mark

Final three dimensional rendered sketch of proposed solution showing any relevant likely finish:

well-drawn, correctly proportioned, three dimensional, colour-rendered representation of the proposed product, showing clear development from the concept stage

well-drawn representation of solution

representation of solution, but with minor errors or missing detail

5–6 3–4 1–2 /6

Presentation of working drawing/s or template or selected pattern:

well-drawn, correctly labelled view/s with clear accurate dimensioning

well-drawn views with correct major dimensions

views with majority of correct dimensions, but with minor errors

5–6 3–4 1–2 /6

Completed list of materials and order form (plus any additional parts if applicable):

logical presentation of a complete and correct naming of materials, list of all individual parts with accurate sizes, correct total cost, and completed order form

clear list of materials and parts with correct sizes, costing completed

list of materials with approximate sizes and calculated approximate cost

list of materials with approximate cost

list of materials with other details missing or incorrect

incomplete list of parts

6 5 4 3 2 1

/6

Proposed steps for manufacturing:

most efficient production sequence of preferred methods for making and fitting the parts of the project together with correct tools and correct safe procedures over a timeline

sequential list of preferred methods for making and fitting the parts of the project together with correct tools and correct safe procedures

correct procedures listed with available tools for making the project

outline, with limited detail about procedures and tools for making the project

partial list of procedures and tools

5 4 3 2 1

/5

Total /23

25

Assessment task—Unit 3 TYPE: Production

OUTCOMES: Outcome 2: Understanding the use of materials; Outcome 3: Using technology skills

CONTENT: Skills and techniques; Safety

UNIT CONTEXT: Wood Task 4: Practical work skills exercises (30marks) (5%) Complete a range of skill exercises to introduce the use of various wood working tools, machinery and equipment appropriate for the production of the occasional table. TASK 4: Workshop safety (10 marks) Time for the task 3–4 weeks What you need to do

Complete these tools and machining exercises following OSH practices: setting up and using a dowel jig and drill press setting up and using the biscuit joining machine setting up, changing bits and using a router using the bandsaw

Complete the following joining exercises using a piece of dressed pine: 600 x 42 x 19 mm in size

Produce these four joints in a square frame arrangement: dowel mortice and tenon corner halving biscuit joint

Joining exercises may be produced in conjunction with machining exercises.


□ Completed skills sample project

\ Marking key—Unit 3 Student name: ___________________________________________________________

26

Task 4: Practical work skills exercises Maximum possible

mark

Allocated mark

Marking out of pieces and timber

accurately marked out all joints on sides and edges

marked out all joints on side and edges, but remarking required

errors in marking requiring corrections

3 2 1 / 3

Setting up and using hand tools and machinery

set up and used hand tools and all machinery safety

set up and used hand tools safety, but required assistance with machinery

required assistance to set up and use hand tools safety, errors occurred

3 2 1 / 3

Finished biscuit joint

accurately fitted joint, assembles and disassembles easily

joint fits together, but timber edges or side misaligned

joint fits together, but gaps in joint

joint fits together, but gaps and timber edge or side misaligned

joint does not fit together without modification

5 4 3 2 1

/ 5

Finished mortice and tenon






5 4 3 2 1 / 5

Finished corner halving






5 4 3 2 1 / 5

Finished dowel joint






5 4 3 2 1 / 5

Finished assembled frame

frame has all four corners square, with flush faces

frame has three corners

frame has two corners

frame not assembled

4 3 2 1 / 4

Task 4.B Workshop safety 1-10 /10

Total /10 / 30

Teacher comments:

Signature: _____________________________________ Date: _________________

27

Example of jointed frame

29


TYPE: Production

OUTCOMES: Outcome 1: Technology process; Outcome 3: Using technology skills

CONTENT: Skills and techniques; Safety; Production management

UNIT CONTEXT: Wood

Task 5: Manufacture occasional table using design folio plans (28 marks) (20%) Using skills previously learnt and following OSH practices, manufacture the occasional table from the drawings and production plans prepared. Time for the task Four weeks What you need to do

Manufacture the occasional table using the production procedure in your design folio. Refer to cutting and costing sheets and your working drawings

Use and operate tools and machinery in a safe manner

Evaluate each stage and document your daily progress

When possible take photographs of the stages of production

Present the finished project to your teacher.


□ Production procedure/daily work log in folio

□ Stage photos in folio

□ Ongoing evaluation

□ Completed occasional table

30

Marking key Unit 3 Student name: ___________________________________________________________

Task 5 : Manufacture table using design folio plans Maximum possible

mark

Allocated mark

Standard of notes and contents of daily log/journal/work diary

clear, accurate, frequent notes, explaining each procedure in detail

simplistic regular notes, explaining each procedure

few irregular entries and notes, or poor explanation of procedures

3 2 1 / 3

Accuracy of marking and cutting the parts for the project

all parts marked accurately and independently and safely cut to size

all parts marked accurately, assistance needed when cutting to size

most parts marked accurately, assistance needed when cutting to size

most parts required re-marking and/or incorrect cut parts replaced with additional materials

4 3 2 1 / 4

Accuracy of joins and how they fit

all parts assembled and disassembled well

all parts fit, joins require some adjustment

most parts fit, but required assistance to fit some joins

some parts fit, others require re-cutting of joint from other materials

4 3 2 1 / 4

Surface appearance of each part

all surfaces clean and smooth

majority of smooth surfaces

pencil marks and other unnecessary surface marks

3 2 1 / 3

Success in fitting and assembling the various parts

parts hold together as designed

parts hold together as designed after adjustments

parts hold together, but not as designed

parts do not hold together without permanent fixing

4 3 2 1 / 4

Overall appearance of assembled project

assembled project clearly resembles and functions as per design

assembled project resembles design with only minor dissimilarities

assembled project has some clear dissimilarities

project correct, but has immediately recognisable major differences

project is poorly assembled/unfinished

9–10 7–8 5–6 3–4 1–2 / 10

Total

/ 28

Teacher comments:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Signature: _____________________________________ Date: _________________

33

Assessment task Unit 4

TYPE: Response

OUTCOMES: Outcome 4: Understanding materials, society and the environment

CONTENT: Nature of materials; Materials in context

UNIT CONTEXT: Wood

Task 8: Investigate materials and processes 3% (50 marks) Investigate the uses of two hardwoods and one softwood timber types, focusing on the following: furniture products building and construction materials consumer products Time for the task Two weeks What you need to do You are to: investigate, gather and report on specific information about major and specific materials

within your selected context (8 marks) Suggested sections of the research report and illustrated table should include: brief opening description of the task: (8 marks)

opening description of the broad categories found within the chosen product area

specific material title/name create a report in table form that explains and illustrates the nature and properties of

materials and their uses (11 marks) for each material: (10 marks)

associated common trade or commercial names of materials list of available forms description of appearance and/or suitable image methods of identification specific properties range of uses

for environmental impacts of production/industry: (10 marks) outline and summarise, using dot points, the important environment impacts with

production of materials and associated industries acknowledge all sources of information, using either in-text referencing or an appropriately

set out reference list (3 marks) Your report should be approximately 1,500 words in length and include features to enhance its presentation (images, subheadings, dot points, diagrams, graphs).

It should be submitted in a written and illustrative form (digital or hard copy – check with your teacher) and include a bibliography of all references used.

You are encouraged to gather information from various sources (internet, written text and your environment) to complement your work.

Progress through the assignment should be in stages, and your teacher may direct you to present and discuss researched information in the early stages of your study, with other sessions to discuss draft investigation notes and methods of setting out the report.

34


Collected information

Relevant investigations and notes

Draft report

Final report

Marking key Unit 3 Task 8: Investigate materials and processes Student name: ___________________________________________________________

Investigate and report/present (in table form) on material uses and classifications, and outline the environmental impacts of production/industry

Maximum

possible mark

Allocated mark

Investigation and information gathering: accurate, detailed information on each category of material type

within each product area, supported by collection of relevant clear images

collection of main broad points about the material types within each product area, with little or no use of images

collection of information about the material types for each product, but majority of statements copied directly from source or single reference

critical information missing

7–8

5–6

3–4 1–2

/8

Report presentation – introductory description: introductory description of the task is clearly written description of the task written in general broad or unclear terms Use of terminology and presentation techniques: clear correct terminology and uncluttered setting out of

presentation confused terminology and/or presentation below standard

3–4 1–2

3–4 1–2

/8

Table of contents has the following accurate complete information: correct specific material titles/name/s combined with associated

common trade or commercial names (all five) accurate list of available forms with description and/or suitable

images list of available forms with images, but with small errors or some

detail missing incorrect and/or critical information missing from chart

1–5

5–6 3–4 1–2

/5

/6

Report on methods of identification, specific properties and range of uses of materials: accurate explanation of identification, properties and uses complete explanation of identification, properties and uses complete explanation of identification, properties and uses, but

with small errors or some detail missing relevant content, but errors and missing detail in specific sections

9–10 7–8

5–6 3–4 /10

35

content incorrect and/or critical information missing 1–2

For environmental impacts of production/industry: outline and summarise, using dot points, the important environment impacts with production of materials and associated industries: detailed summaries of relevant environmental, production and

industry issues, supported by relevant images collection of relevant points about environmental, production and

industry issues, supported by some relevant images collection of main broad points about environmental, production

and industry concerns, with little or no use of images collection of information about topics on environmental and

production issues, but majority of statements copied directly from source or single reference

critical information missing

9–10

7–8

5–6

3–4 1–2

/10

accurate, complete and extensive in text referencing or reference list

relevant, but limited range of references partial or incomplete in text referencing or reference list

3 2 1

/3

Total /50

36


TYPE: Design




Task 7: Investigate and design a lathe turning project (75 marks) (5%) Investigate existing styles and types of projects that have been turned on a wood lathe. Investigate shapes, styles and types with regards to simple proportion and function. Narrow down the suitable images, and sketch ideas, then develop a single solution and create a template for the shape. Produce a cutting/costing list and production procedure. Time for the task Two weeks What you need to do Develop your design folio for the lathe project and include the following: Task 7:

Statement of problem/intent listing: where the project may go who may use it why or what it is being used when or how often will be used

Limitations: dimensions are determined by the capacity of your wood lathe to turn lathe blanks

Investigation and research ideas: comment on shapes and styles comment on simple proportion and the function of the project include sources of all ideas and images

Narrow down design proposals and ideas for the project considering: favourite ideas combination of ideas

Develop 2d side views of the project to show: size and shape of a cross section through the project timber parts that make up the cross section

Produce full size template/s with notation to show: shape and size, if a bowl, both inside and outside accuracy in finished timber thicknesses full overall finished dimension any notes indicating special features

Prepare a simple assembly plan

Prepare a cutting list with costing

Investigate and choose type and method of finishing. Develop a production procedure/project diary in a logical process i.e. what you plan to do in each step of production, including tools and processes:

marking out and cutting timber

37

preparing lathe blank mounting on lathe rough turning forming outer shape forming inner shape fine shaping cleaning up surface finishing steps in applying coats of finish.


□ Design folio statement of intent

□ Investigation and research

□ Concept design sketches

□ Working templates and notes

□ Cutting list/costing list

□ Production procedure/daily project diary

38

Marking key—Unit 4

Student name___________________________________________________________

Task 7: Investigate and design a lathe turning project Maximum possible

mark

Allocated mark

Clear, detailed responses awarded 2 marks. 1 mark for responses lacking relevant detail.

Statement of intent includes:

clear statement of use and function

suitable general comments about ideas for project

1–5 1—5 / 10

Collected investigations and research includes:

comment on shapes and styles

comment on simple proportion and the function of the project

list of sources of all ideas and images

1–5 1–5 1–5

/ 15

Selected design proposal and ideas for the project show:

annotated favourite ideas

annotated combination of ideas

1–5 1–5

/ 10

2D views and template of the project includes:

template shows size, shape and thickness of project

timber parts show make up the cross section

full overall finished dimensions

notes on special features

1–5 1–5 1–5 1–5 / 20

Materials lists includes:

correct cutting list with costing

selected method of finish

1–5 1–5 / 10

Production procedure/daily project diary includes:

logical setting out of process

description highlighting all steps in process

1–5 1–5 / 10

TOTAL / 75

Teacher comments:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Signature: _____________________________________ Date: _________________

41

Assessment task 9 Unit 4

TYPE: Design




Conditions

Period allowed for completion of the task: three weeks

Task weighting

10% of the school mark for this pair of units

TASK 9 Devising project two: LATHE PROJECT (23 marks)

Students are to use a design process to prepare drawings, patterns or templates, and then develop a

production plan to manufacture the product.

What you need to do

Develop the second part of a design portfolio, including the following:

6. prepare and present a three dimensional rendered sketch of final solution, including any likely applied finish (6 marks)

7. create simple working drawing/s or develop a template or select pattern: use conventions suitable to context select and show methods of joining (6 marks)

8. select and list materials: calculate simple cutting/costing list/s (6 marks)

9. produce a basic plan and timeline for production (5 marks)


Final three dimensional sketch of proposed solution

Working drawings or template or pattern for product

Materials/parts list, costing and order form

Work schedule/production plan

42

Marking key assessment task 9 – Unit 4

Devising project 2; proposed solution and pre-production

Maximum

possible

mark

Allocated

mark

Final three dimensional rendered sketch of proposed solution showing any relevant

likely finish:

well-drawn, correctly proportioned, three dimensional, colour-rendered representation of the proposed product, showing clear development from the concept stage

well-drawn representation of solution

representation of solution, but with minor errors or missing detail

5–6

3–4

1–2

/6

Presentation of working drawing/s or template or selected pattern:

well-drawn, correctly labelled view/s with clear accurate dimensioning

well-drawn views with correct major dimensions

views with majority of correct dimensions, but with minor errors

5–6

3–4

1–2 /6

Completed list of materials and order form (plus any additional parts if applicable):

logical presentation of a complete and correct naming of materials, list of all individual parts with accurate sizes, correct total cost, and completed order form

clear list of materials and parts with correct sizes, costing completed

list of materials with approximate sizes and calculated approximate cost

list of materials with approximate cost

list of materials with other details missing or incorrect

incomplete list of parts

6

5

4

3

2

1 /6

Proposed steps for manufacturing:

most efficient production sequence of preferred methods for making and fitting the parts of the project together with correct tools and correct safe procedures over a timeline

sequential list of preferred methods for making and fitting the parts of the project together with correct tools and correct safe procedures

correct procedures listed with available tools for making the project

outline, with limited detail about procedures and tools for making the project

partial list of procedures and tools

5

4

3

2

1 /5

Total /23

43


TYPE: Production

OUTCOMES: Outcome 1: Technology process; Outcome 2: Understanding the use of

materials; Outcome 3: Using technology skills

CONTENT: Skills and techniques; Properties; Safety; Production management


Task 10: Manufacture of the turned bowl (50 marks) (25%)

Develop skills in the following areas:

OSH practice and techniques safety sheets

marking out

use of lathe and lathe tools

appropriate joining techniques

timber preparation for finish

applying the finish.

Complete the stages of production to make your turned bowl:

record the production of your bowl.

Time for the task 8 weeks

What you need to do

1. Set out a daily log/journal/work dairy to record your progress.

2. Under the instruction of your teacher, learn and practise setting up and operating the lathe and lathe tools required to make your project.

3. Follow the suggested procedure to complete the project, with your additional work added in at the appropriate time.

4. After each stage of production, report to your teacher and record your progress in your daily log.

What needs to be submitted for assessment? Due date:

□ Finished turned bowl

44

Student name________________________________________________________

Task 10: Manufacture of the turned bowl

Maximum

possible

mark

Allocated

mark

Standard of comments made in daily log/journal/work dairy 5

Success in planning and assembling timbers of the bowl 5

Accuracy of marking and cutting the shape of the bowl 5

Accuracy and neatness of final cut

5

Operating tools and machinery safely

5

Accuracy in making and fitting additional parts 5

Appearance before finish is applied 5

Successful application of a finish to the bowl 5

Presentation of finished bowl 10

Total / 50

45


TYPE: Response

OUTCOMES: Outcome 1: Technology process

CONTENT: Designing skills; Nature of materials


Task 11: Evaluation of finished lathe project (post) (15 marks) (2%) Evaluate your finished lathe project by responding to evaluation questions. Time for the task One week What you need to do Write clear statements that answer the following:

Describe the aesthetic appeal of: final colour, pattern and finish of timber the size and shape of the finished project

Briefly comment on any changes to the appearance or production you would do to improve the project, for example: change to shape or size, or type of timber production processes—outside turning and/or inside turning, sanding and finish

Evaluate the function and usefulness of the project.


□ Completed evaluation

46

Marking key—Unit 4 Student name: ___________________________________________________________

Task 11: Evaluation of finished lathe project (post) Maximum possible

mark

Allocated mark

Description of aesthetic appeal of the size and shape of the table

clear detailed explanation of effect of final colour, timber pattern, finish of timber, and the size and shape

satisfactory comments on colour, finish of timber, and the size and shape

limited comments about the main features

5–6 3–4 1–2 / 6

Brief comments on any changes to the appearance or production to improve the project

logical comments to changes of appearance and production of the project

satisfactory comments to changes of appearance and production steps

limited comments to changes of appearance and production

3 2 1 / 3

Evaluation of function and usefulness of the lathe project

clear detailed explanation about the function and usefulness

satisfactory comments about the function and usefulness limited comments about the function and usefulness

5–6 3–4 1–2 / 6

Total / 15

Teacher comments:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Signature: _____________________________________ Date: _________________

47

Assessment task 6—Unit 3

TYPE: Response

OUTCOMES: Outcome 1: Technology process

CONTENT: Designing skills; Nature of materials


Task 6: Evaluation of finished occasional table (15 marks) (10%) Evaluate your finished occasional table by responding to evaluation questions. Time for the task One week What you need to do Write clear statements that answer the following:

Describe the aesthetic appeal of: final colour and finish of timber the size and shape of the table.

Briefly comment on any changes to the appearance or production you would make to improve the project, for example: change to shape or size, or type of timber production processes—machining, joints, assembly or finish

Evaluate the function and usefulness of the table.


□ Completed evaluation

48

Marking key—Unit 3 Student name: ___________________________________________________________

Task 6: Evaluation of finished occasional table Maximum possible

mark

Allocated mark

Description of aesthetic appeal of the size and shape of the table

Clear detailed explanation of effect of final colour, finish of timber, and the size and shape of the table

Satisfactory comments on colour, finish of timber, and the size and shape of the table

Limited comments about the main features of the table

5–6

3–4 1–2 / 6

Brief comments on any changes to the appearance or production you would make to improve the project

Considered, reflective comments to changes of appearance and production of the table

Satisfactory comments to changes of appearance and production of the table

Limited comments to changes of appearance and production of the table

3

2 1 / 3

Evaluation of function and usefulness of table

Clear detailed evaluation of the function and usefulness of table

Satisfactory comments about the function and usefulness of table

Limited comments about the function and usefulness of table

5–6 3–4 1–2 / 6

Total / 15

Teacher comments:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

John Paul College Technology & Enterprise and...bandsaw biscuit joiner ... identify, remove and...

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