Basic ProceduresResistant Materials

Lesley PearceTeam Solutions, Auckland University

2011

What does a level 1 basic procedures look like?

Or……

What level?

Summing up basic procedures

Are those that require the student to perform:• A linear sequence of operations (carrying out

techniques as instructed, including measuring) to make an object

• The specifications of the object, the materials to be used

• Step-by-step guide of operations required to be undertaken

Level 6 suggestions

Implement advanced procedures Level 7 suggestions

• Making a laminated chair• Set up a lathe and making a mixed material

object• Making an electric guitar• Building a recreational vehicle (land yacht etc)• Making a surfboard

Implement complex procedures Level 8 suggestions

• Set up a lathe to turn matching table legs• Making an acoustic guitar• Building a powered vehicle (powered by

battery/simple motor)

Back to Curriculum Level 6

• Demonstrate understanding of basic techniques used to build or make objects

• (Where objects include products devices, structures, garments, furnishings etc)

• Basic techniques involved in building or making an object include those associated with:

Measuring such as

Techniques associated with measuring - marking out, using tape, rulers, calipers

Techniques for using and modifying existing patterns – layout, transfer of markings

Sizing/shaping/forming - basic techniques focused on removing bulk amounts - and

Use of a lathe - single axis (facing, parallel

turning, taper turning, drilling, knurling) Milling (rebate/slot), Sawing, chiseling, filing, cutting (scissors, snips,

guillotine etc) Laminating Basic folding

Joining/ Assembly such as

Gluing, clamping Stapling, nailing, screwing, bolting Soldering (soft and hard i.e. braze, silver

solder, lead/tin), Using a jig Fusing

Finishing such as

Dyeing, Brushing Foiling, embossing Painting, oiling, staining Buffing, polishing

Assessment

• AS91057 Technology 1.20 • Implement basic procedures using resistant

materials to make a specified product • 6 credits Internal

Indicators Indicators are examples of the behaviours and capabilities that a

teacher might expect to observe in a student who is achieving at this level.

Evidence of implementation will be shown in:• Completed products.• Using the specifications in guiding the making of a product or

outcome.• Using conventions in patterns and working drawings.• Using suitable measuring equipment. • Selecting relevant equipment, machinery and tools for the task.• Demonstrating machining precision and/or fitting tolerances.• Joining materials and follows an order of assembly of components.• Completing detailing and/or finishing of products and outcomes.

Prior teaching

• What needs trialling so students can work independently?

Specifications• Made from given wood, e.g. recycled rimu• Made within tolerances specified in drawing• Made using leg and rail construction• Finished size as shown in drawings• No machine marks and glue evident• Protective coating applied evenly• Functions for its intended purpose (coffee cups, glasses,

magazines, etc are supported on its surface• Students should be given the opportunity to negotiate

variations in outcome and specifications

Student evidenceStep by step plan

Photo evidence

Applied techniques followed health and safety procedures

Evidence of testing procedures

Showing evidence of independence, accuracy, efficiency

Fix the top rail to the tabletop

What happened/what needed to be done

Fit the corner blocks

Evidence of testing of techniques to Show I Have Reached the Accepted Standard

What Techniques Will I Use to Correctly Join and

Assemble My Coffee Table

What Equipment Will I Use to Correctly Join and

Assemble My Coffee

What Resources Will I Need to Correctly Join

and Assemble My Coffee

How Have I Demonstrated Safe Work

Practices When Assembling My Coffee

Table

Biscuit Joints Here you can take photos and talk about your practice

“Dry Run’

Gluing

Clamping

Photographs of Techniques I have Trialed to Show How I Have Developed My Skill and Knowledge When Making a Coffee Table

Test 1.This is my firstattempt at usingthe biscuit cutter tojoin wood together.When I compared itto the best practicemodel I could see I will have do do another trail to develop the way I ………….

Suggestions On How I Could Use Accuracy to Improve This Technique

Test 2 What Evidence Have I To Demonstrate I Can Correctly Join and Assemble Wood

Self, peer or teacher assessmentWritten of photographic

Use These Trials to Show How You Can Independently Improve the Standard of Your Work.

Evidence To Show How I Used Materials Economically When

Producing My Coffee Table1)One of the ways I showed economical use of materials was to measure with accuracy, this would ensure I didn't have to re-cut wood.2)

Evidence To Show How I Made The Best Use of Time

1)Each day I would write up in my diary what I wanted to achieve that lesson. I will also list the resources I would use. At the end of the lesson I would evaluate what I had achieved and set goals for the next lesson. This meant I was able to…..2)When the teacher was busy I …………..the consequence of this was………..3) I took photos of all my tests and trials. This meant I was clearly able to analyze my progress. The consequence of this was….

Final outcome

Does it meet the specifications?

Teacher judgements

• Justify judgements by providing evidence of classroom observation and discussion

Choices….

• Teacher given brief with specifications plus step by step instructions for implementing basic procedures (1.20 – 6 credits)

• Student brief and specifications (1.1 - 4 credits), teacher checks step by step planning (evidence towards 1.2 – 4 credits) chooses techniques, materials, processes 1.4 – 6 credits) and 1.20 – 6 credits for 1.20 implementing basic procedures

This standard requires the teacher to make judgment on the manner in which the techniques were implemented, as well as the finished product.

This is evident in the step-up from achievement to merit: The student has followed a set of techniques to make a product that meets specifications, showing independence and accuracy in the execution of the

techniques and tests. It is also seen in the step-up for excellence:

The student has followed a set of techniques to make a product that meets specifications undertaking techniques and tests in a manner that economizes time,

effort and materials.

Alternative Assessment Schedule

Success Rubric

Resources

Draft Internal Assessment Resources• http://legacy.tki.org.nz/e/community/ncea/

technology.php• Techlink• http://www.techlink.org.nz/curriculum-suppo

rt/tks/resources/Technological-Context-Knowledge-and-Skills-12-2009.pdf

Contexts• Decoration• Products are often decorated to tell a cultural story, or made more visually pleasing to look at, by the inclusion or addition of aesthetic designing.

Some examples of opportunities to be creative are Kowhaiwhai or tukutuku panels, carved elaborations in furniture, dedicated whakairo work.• Recreation • Having fun, staying fit through exercise and playing games are important activities for all people whether in individual pursuits or as opportunities for

socializing with others. Home gyms, snake-boards, musical instruments like guitars and drums, laminated hoe waka paddles, games tables are just some of the many projects of student interest in this context.

• Safe, secure and sound• Protecting our belongings is important to us all. Whether guarding against theft, protecting outdoor equipment and animals against the

environment, safely storing easily damaged items or creating methods of containment. Students could produce outcomes such as bags, animal covers, surf racks, wine racks, and dart or gun cabinets.

• Furniture • Furniture throughout the ages has progressed to being regarded as essential and often highly specialised. Furniture making is one of the most

popular contexts in wood and metal workshops the world over.. Students can hone skills in making tables, chairs, cabinets, bookshelves and much more.

• Transport • Students could construct frames and chassis for vehicles, motorized skateboards, downhill racers and luges. Students could build small powered

vehicles if they have access to mini-bike and go-kart engines. Other examples could include all terrain kayak wheel systems and mobile massage trolleys, and devices for moving various containers.

• 'Product of Aotearoa'• Create products that reflect New Zealand’s traditions by using materials and techniques sourced from our own natural resources such as fibres,

timber and minerals. • Textiles talk• Clothing often contains text or images that make them stand out or communicate a message. Suitable contexts could include, for example, the

creation of garments with a promotional message, Māori affiliations or fundraiser projects.• Special occasions• Attending or performing at special occasions often creates a need for items that are not for everyday use that may offer scope for students to make

fashion items, garments, kapahaka performance costumes, taiaha and patu.• Taonga• Create meaningful personal gifts, garments or jewellery that provide opportunities for students to explore their own place in Aotearoa New Zealand

and create culturally appropriate taonga

Demonstrate understanding of basic procedures

• Achievement standard 91059 Technology 1.22: Demonstrate understanding of basic concepts used to make products from resistant materials – 4 credits; Internal

• Achievement standard 91060 Technology 1.23: Demonstrate understanding of basic concepts used to make products from textile materials – 4 credits; Internal

Possible context elaborations

• Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement or learning objective.

• The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests.

• These possible contexts may be accessible at levels 6, 7 and 8. The degree of complexity will establish the level. Many contexts can work across several of the learning objectives.

• Kiwi made• Investigate the New Zealand influence on materials and products designed and made in New

Zealand, for example harekeke, (flax weaving), spinning and weaving of natural fibres, production of furniture and machinery.

• Made in NZ• Develop an open ended approach to project selection to resolve real, client based issues which

take into account local materials and New Zealand influences in design and manufacturing techniques. For example, Glowing Sky Merino manufacturing is a local company on Stewart Island with a bright future.

• Taonga• Explore the traditional ways jewellery, garments or common articles were constructed and identify

their processes and techniques.

Students will demonstrate understanding of basic techniques used to build or

make objects.• Describe the use of specifications and their importance

in guiding the making of a product or object.• Describe conventions used in patterns and working

drawings.• Identify suitable measuring equipment. • Explain decisions around joining of materials and order

of assembly of components.• Discuss systems of detailing and/or finishing.• Discuss selection of appropriate tools and equipment.• Discuss machining precision and/or fitting tolerances.

Understanding basic techniques would include explaining:

• Basic techniques (what the technique involves and how it works)

• The impact of the technique on materials involved

• When the technique would be suitable to use