CONTENTS · Web viewGlobal Aims / Area of Study 2 Assessment / Workshop Regulations / Class Rules 3 Safety Introduction 4 Safety rules 4(5 Assessment Essentials overview 6 Assessment

1. Subject Overview Global Aims / Area of Study........................................................................................2 Assessment / Workshop Regulations / Class Rules ....................................................3

2. Safety Introduction..................................................................................................................4 Safety rules................................................................................................................45

3. Assessment Essentials overview......................................................................................................6 Assessment standards...................................................................................................7 Student profile..............................................................................................................8

4. Desk Calendar DOL Unit Overview.....................................................................................................9 Drawing......................................................................................................................10 Assessment sheet........................................................................................................11 Related theory & Glossary of terms......................................................................12-14 Assignment............................................................................................................1516

5. Dust pan DOL Unit Overview...................................................................................................17 Workshop drawing.....................................................................................................18 Assessment sheet........................................................................................................19 Working drawing........................................................................................................20 Related theory & Glossary of terms......................................................................21-23 Assignment.................................................................................................................25

6. Mechanical toy DOL Unit Overview...................................................................................................27 Assessment sheet........................................................................................................29 Working drawing........................................................................................................30 Related theory & Glossary of terms......................................................................31-35

7. Nut Bowl DOL Unit Overview...................................................................................................36 Assessment sheet........................................................................................................38 Related theory & Glossary of terms......................................................................39-42 Assignment.................................................................................................................43

8. Tool Identification Assignment............................................................................................................4546

9. Repousse DOL Unit Overview...................................................................................................47 Assessment sheet........................................................................................................49 Related theory & Glossary of terms......................................................................50-51 Assignment.................................................................................................................52

10. Trouble light DOL Unit Overview...................................................................................................53 Assessment sheet........................................................................................................55 Working drawing........................................................................................................56 Related theory & Glossary of terms......................................................................57-59 Assignment.................................................................................................................61

11. Related technology Plastics...................................................................................................................6465 Drilling.......................................................................................................................66 Sheet metal products.............................................................................................6769 P.V.A. glue.................................................................................................................70 Fasteners nails..........................................................................................................71

12. Glossary of terms

CONTENTS

1

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

GLOBAL AIMSThe 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.

AREAS OF STUDY

1. Woodwork

2. Plastics

3. Project Planning and Design

4. Workshop Graphics

5. Surface Finishing

6. Safety

7. Sheet metal Work

8. Fitting and Fabrication

9. Basic Electrics

10. Art Metalwork

SUBJECT OVERVIEW

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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)

WORKSHOP REGULATION

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

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

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

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

Special safety requirements apply to the use of machines and the use of hand tools.

These requirements you shall be made aware of as each different project introduces you to new procedures.

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.

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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 YIS

The Student You

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: Running, pushing or unnecessary movement; or the throwing of anything, may result in a serious injury because someone using a sharp tool may be distracted or jolted.

2. TALKING MUST BE KEPT TO A MINIMUM.

Reason: Unnecessary and/or foolish talking not only wastes time, but also distracts other students. A serious accident may occur through lack of concentration.

SAFETY

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3. SCRAPS OF WOOD OR OTHER ARTICLES SHOULD NOT BE LEFT IN DANGEROUS POSITIONS ON THE FLOOR.Reason: These, particularly near power machinery, could cause stumbling and a serious

accident.

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

Reason: Material held insecurely, or with the hand instead of clamp, vice or bench hook, may result in injury to hand or body. The only safe way to use tools or machines is the correct way.

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

Reason: Flying particles may cause injury to unprotected eyes.

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

Reason: A falling object may cause injury to a leg or foot.

7. ENTRY TO THE TIMBER ROOM IS PROHIBITED UNLESS ACCOMPANIED BY A TEACHER.

Reason: Any distraction may result in injury to teacher or student.

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: (1) No student is permitted to use a power machine without special instruction in its use, and until he has shown that he is capable of using the machine efficiently and safely.

(2) Even after instruction, it is essential that the machine should not be used without adequate supervision.

I have read the Introduction and Safety rules 1-8.

Signed...........................................

...........................................

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Technology KLA Essential Learnings – Year 8

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Ways of workingStudents 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 understandingTechnology as a human endeavourTechnology 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

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TECHNOLOGYAssessable 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.

CRITERIONA 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

EVALUATINGAND

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

PRODUCINGControlled 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

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STUDENT PROFILE - Year 8

MANUAL ARTS (INDUSTRIAL TECHNOLOGY)

STANDARD ACHIEVED

NAME: ___________________________________________CRITERION K & U WAYS OF WORKING

RP PE

K/U RP PE Knowledge & Understanding

Investigation & Design

Evaluation & Reflection

Producing

DESK CALENDAR * * *

DUSTPAN * * *

MECHANICAL TOY * *

NUT BOWL * * *

REPOUSSE * *

TROUBLE LIGHT * *

TECHNOLOGY TEST *

NET STANDARDS

LEVEL OF ACHIEVEMENT

TERM REPORT: ACHIEVEMENT: ____ EFFORT: _____ BEHAVIOUR: _____

SEM. REPORT: ACHIEVEMENT: ____ EFFORT: _____ BEHAVIOUR: _____

CODED COMMENTS: ____________________________________________________

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MINIMUM PERFORMANCE COMPOSITE

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

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

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

D D or better in two criteria.

E E in any two criteria.

UNIT OVERVIEW

UNIT TITLE: DESK CALENDAR

YR LEVEL: 8 DURATION: 4 weeksDEEP UNDERSTANDING:Students will acquire knowledge of tools, materials, processes and safety relating to working with acrylic and timber and will safely demonstrate correct procedures to acquire desired outcomes.

ESSENTIAL QUESTION: How many different processes are required to manufacture a functional, aesthetic desk calendar?

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: coping saw, tenon saw, rule, try square, template, files, buffing machine, sander, strip heater

Accurately demonstrate processes of marking out, cutting out, filing, sanding, buffing and joining of acrylic

Identify/name materials: acrylic, hoop pine, abrasive paper, acrylic solvent, buffing rouge

Demonstrate correct and safe use of sander, buff and strip heater

Difference between thermoforming and thermosetting plastics

Correctly order and present steps (procedure) to produce a highly polished edge on acrylic

Safety in relation to using buff, sander, strip heater and acrylic solvent

Applications of acrylic

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10

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INSTRUMENT: DESK CALENDAR CLASSWORK/HOMEWORK

STUDENT: ___________________________________

ASSESSMENT CRITERIA STANDARD

A B C D E

KNOWLEDGE AND UNDERSTANDING :• Techniques and tools are selected, controlled and managed to manipulate or process resources to meet detailed specifications and predetermined standards of production

Assignment - Appropriate use of diagrams. Correct sequence of procedure.

Comprehensive knowledge of procedures, correctly sequenced with appropriate diagram to enable manufacture

Thorough knowledge of procedures, correctly sequenced with appropriate diagram to enable manufacture

Satisfactory knowledge of procedures, sequenced with appropriate diagram to enable manufacture

Variable knowledge of procedures, some sequencing and diagrams to enable manufacture

Rudimentary knowledge of procedures to enable manufacture

WAYS OF WORKING :INVESTIGATION & DESIGN: • investigate and analyse specifications, standards and constraints in the development of design ideas

Design of alternate ends – Q8






EVALUATION & REFLECTION: • evaluate the suitability of products and processes against criteria and recommend improvements

Evaluation of alternate ends – Q9

Perceptive reflection & evaluation of alternative ends.

Informed reflection & evaluation of alternative ends.

Relevant reflection & evaluation of alternative ends.

Superficial/ narrow reflection & evaluation of alternative ends.

Cursory reflection & evaluation of alternative ends.

PRODUCING :• plan, manage and refine production procedures for efficiency

Workmanship of finished project & observation of student’s workshop practise.

Controlled and skilful implementation of production processes to make desk calendar

Purposeful and effective implementation of production processes to make desk calendar

Appropriate and credible implementation of production processes to make desk calendar

Variable implementation of production processes to make desk calendar

Minimal implementation of production processes to make desk calendar• identify, apply and justify

workplace health and safety practices

K/U RP PE

NET STANDARDS

COMMENTS: __________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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DESK CALENDAR THEORY:Acrylic is the most common plastic used in the Industrial technology workshop, because it is easy to work with hand and machine tools, it is readily available in a variety of colours and can be easily moulded. Acrylic can be heat-formed, hot-air welded, solvent welded, cemented, turned, drilled, tapped, polished and if necessary, painted.

Acrylic sheet is easily worked with basic tools. A pencil, a fine-tooth piercing saw, a hand smooth file, a half-round file, a scraper, a few sheets of wet and dry abrasive paper and a buffing machine are all you need to achieve most simple work.

Acrylic being a thermoplastic, changes from a rigid state to a rubber like material when heated to approximately 150. In this soft pliable state it can be formed by bending, stretching or compressing to almost any shape. If held in the required shape while cooling, sheet acrylic will retain its new form and revert to its rigid shape.

Some common uses for cast acrylic are light fittings, tail light assemblies, advertising signs, instrument housings, tap knobs, etc.

Q1. Is Acrylic a thermosetting or a thermoforming plastic?

Q2. Briefly describe a “thermoplastic” material?

Q3. Name another thermoforming plastic?

Q4. Is plastic a Natural, Synthetic or Composite material? _________________________________

Q5. Most plastics are made from natural products. Can you name two (2) of these products?

Q6. List three (3) safety precautions when working with plastic.

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Q7. Name the following tools.

___________________________ __________________________

Q8. List two (2) points you would need to consider if you were going to redesign the end shape.

Design two (2) alternate end shapes.

Q9. Evaluate your designs. (Comment on function, will they perform the required task,

appearance, ease of manufacture etc.)

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

GLOSSARY OF TERMS.

Compile a list of relevant terms (tools, materials, processes etc.) as you are working on your project.

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ALDRIDGE STATE HIGH SCHOOL

YEAR 8 INDUSTRIAL TECHNOLOGY ASSIGNMENT

INTRODUCTION:

Today, many things we buy are sold in kit form. Manufacturers do this to save transportation and assembly costs. To assemble articles of this type you need clear instructions on how to do so. Usually they come with an instruction booklet a mixture of notes and illustrations.

REQUIREMENTS:

Identify other reasons why instructions are necessary (class discussion).

What aspects make for a good set of instructions?

Utilising the catch phrases and illustrations below, write out a list of instructions (procedure) for the shaping and finishing of one end of the desk calendar.

NOTE: Use sentences to convey your instructions.

Select and identify appropriate words within the sentences.

STEPS (not in order):

Mark out shape Buff File to shape Cut out shape Emery edge File to finish

DESK CALENDAR

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WORDS:

Template Cross filing Draw filing Fine tooth saw Security Hand smooth file Correct method Grit size (180+)


A B C D E

KNOWLEDGE AND UNDERSTANDING :


Appropriate use of diagrams.

Correct sequence of procedure.

Comprehensive knowledge of procedures, correctly sequenced with appropriate diagram to enable manufacture

Thorough knowledge of procedures, correctly sequenced with appropriate diagram to enable manufacture

Satisfactory knowledge of procedures, sequenced with appropriate diagram to enable manufacture



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UNIT OVERVIEW

UNIT TITLE: DUSTPAN

YR LEVEL: 8 DURATION: 2 weeksDEEP UNDERSTANDING:Students will acquire knowledge of tools, materials, processes and safety relating to working with sheetmetal and will safely demonstrate correct procedures to acquire desired outcomes.

ESSENTIAL QUESTION: Can you successfully turn a piece of galvabond into an object to hold dust and rubbish?








Identify/name tools and equipment: scriber, dresser, tinsnips, scratch gauge, pop rivet gun, rivet set, parallel pin punch, bick iron, hatchet stake, square bar, pan brake

Accurately demonstrate processes of marking out, cutting out, folding and riveting of material

Identify/name materials: tinplate, galvabond, zincanneal, aluminium, pop rivet

Demonstrate correct and safe use of pan brake

Identify/name: folded edge, double folded edge, standing folded edge, lapped seam

Sketch and notate the steps to produce a folded edge.

Safety in relation to sheetmetals

Applications of various sheetmetals

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INSTRUMENT: DUSTPAN CLASSWORK/HOMEWORK

STUDENT: ___________________________________


A B C D E


Answers to Q 4 - 9Comprehensive knowledge and understanding of concepts, facts and procedures





WAYS OF WORKING :EVALUATION & REFLECTION: • reflect on and analyse the impacts of products and processes on people, their communities and environments

Assignment - Varied selection and correct name of materials.

Varied selection, all correctly identified. Perceptive reflection on uses of each material

Varied selection, all correctly identified. Informed reflection on uses of each material

Varied selection, most correctly identified. Relevant reflection on uses of each material

Varied selection, some correctly identified. Superficial reflection on uses of materials

Varied selection, a few correctly identified. Cursory reflection on uses of some materials

PRODUCING :• make products to meet detailed specifications by manipulating or processing resources

Workmanship of finished project & observation of student’s workshop practises.

Controlled and skilful implementation of production processes to make dustpan

Purposeful and effective implementation of production processes to make dustpan

Appropriate and credible implementation of production processes to make dustpan

Variable implementation of production processes to make dustpan

Minimal implementation of production processes to make dustpan


K/U RP PE

NET STANDARDS

COMMENTS: __________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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DUST PAN THEORY:Your Dust Pan has been made from Galvabond. Galvabond consists of a thin sheet of mild steel that is coated with the metal zinc. The coating with its characteristic spangled pattern has excellent adherence and will permit a wide range of forming operations without peeling or flaking. Soldering and welding, if carried out according to recommended practices, present no difficulties. The zinc coating prevents rusting of the metal. Galvabond is recommended for use in Meter boxes, Motor housings, Ducting, Cable Trays, Containers, Garbage cans and Poultry feeding equipment.

Q1. Galvabond consists of a thin sheet of mild steel coated with:-

a) Zincb) Leadc) Tind) Aluminium

Q2. Why can’t galvabond be used in the construct of kitchen utensils?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Q3. Why do we have to be careful not to overwork galvabond?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Q4. List three (3) uses of galvabond, other than a Dust Pan.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Q5. Name the tools shown.

______________________ ____________________ ___________________

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Q6. Sketch the steps necessary to achieve a folded edge.

Q7. Give three (3) reasons why we use folded edges in sheet metal.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Q8. Name two (2) types of rivets commonly used to join sheet metal.

________________________________________________________________________________

________________________________________________________________________________

Q9. When do we use the two (2) different types of rivets from question 8?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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GLOSSARY OF TERMS.


24

25



INTRODUCTION:

A material is ‘that from which a thing is or can be made, stuff, fabric …’ (the Oxford School Dictionary.) Think about one part of today. Can you count up the number of different materials you were ‘in contact’ with. Materials are usually divided into two categories: organic and inorganic.

Refer to a dictionary (or other source) to obtain the definition of organic and inorganic materials.

Organic: ________________________________________________________________________

________________________________________________________________________________

Inorganic: _______________________________________________________________________

________________________________________________________________________________

REQUIREMENTS:

Using an A3 size sheet of paper, create a display illustrating the everyday use of different materials.

Your display must show at least 8 different types of materials. These illustrations maybe pictures, sketches or computer generated drawings.

Identify (correctly name) each material and give some examples of its use.


A B C D E

REASONING PROCESS :

• reflect on and analyse the impacts of products and processes on people, their communities and environments

Varied selection and correct name of materials.

Varied selection, all correctly identified. Perceptive reflection on uses of each material

Varied selection, all correctly identified. Informed reflection on uses of each material

Varied selection, most correctly identified. Relevant reflection on uses of each material

Varied selection, some correctly identified. Superficial reflection on uses of materials

Varied selection, a few correctly identified. Cursory reflection on uses of some materials

COMMENTS:

________________________________________________________________________________

________________________________________________________________________________

DUST PAN

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________________________________________________________________________________

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UNIT OVERVIEW

UNIT TITLE: MECHANICAL TOY

YR LEVEL: 8 DURATION: 5 weeksDEEP UNDERSTANDING:Students will acquire knowledge of tools, materials, processes and safety relating to working with timber and will safely demonstrate correct procedures to acquire desired outcomes.

ESSENTIAL QUESTION: Can you effectively transfer motion to make another piece move?








Identify/name tools and equipment: coping saw, tenon saw, rule, try square, pedestal drill, files, warrington hammer, sander, jig, hole saw

Accurately demonstrate processes of marking out, cutting out, filing, sanding, drilling and joining of timber

Identify/name materials: dowel, hoop pine, abrasive paper, PVA glue, bullet head nail

Demonstrate correct and safe use of sander and pedestal drill

Identify/name a range of woodworking joints Sketch and evaluate two suitable alternative shapes to the dog

Safety in relation to using pedestal drill, sander, PVA glue

Write a well constructed paragraph discussing/justifying your selection of the appropriate joint for the frame construction.

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INSTRUMENT: MECHANICAL TOY CLASSWORK/HOMEWORK

STUDENT: ___________________________________


A B C D E


Glossary of termsComprehensive knowledge and understanding of tools, materials and processes

Thorough knowledge and understanding of tools, materials and processes

Satisfactory knowledge and understanding of tools, materials and processes

Variable knowledge and understanding of tools, materials and processes

Rudimentary knowledge and understanding of tools, materials and processes

WAYS OF WORKING :INVESTIGATION & DESIGN: • generate and evaluate design ideas and communicate research, design options, budget and timelines in design proposals

Design alternative shapes & evaluation






EVALUATION & REFLECTION: • reflect on learning, apply new understandings and justify future applications.

Q 11 – valid points within paragraph. Construction of paragraph.

Perceptive reflection, evaluation & justification of suitable joint for frame.

Informed reflection, evaluation & justification of suitable joint for frame.

Relevant reflection & evaluation of suitable joint for frame.

Superficial/ narrow reflection & evaluation of suitable joint for frame.

Cursory reflection & evaluation of suitable joint for frame.


Finished projectControlled and skilful implementation of production processes to make mechanical toy

Purposeful and effective implementation of production processes to make mechanical toy

Appropriate and credible implementation of production processes to make mechanical toy

Variable implementation of production processes to make mechanical toy

Minimal implementation of production processes to make mechanical toy

K/U RP PE

NET STANDARDS

COMMENTS: __________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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MECHANICAL TOY

MATERIALS LIST

FULL SIZE

Lifter (E) 110 longShaft (E) 105 long

Optional back 3 ply

front acrylic

PART NO. REQ’D

SIZE MATERIAL

A 2 100 42 19 hoop pine

B 2 66 42 19 hoop pine

C 1 100 80 12 hoop pine

D 1 30 5 ply plywood

E 1 235 6 dowel

F 1 40 12 12 hoop pine

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MECHANICAL TOY DESIGNING YOUR SHAPE!!

Use the rectangles below to design two (2) alternative shapes to the dog.

Constraints that must be considered are: Needs a flat base to attach to the frame Be able to cut jaw line (head) Needs a 6mm hole for lifter to operate the head movement Ability to manufacture.

Each of the above constraints will affect how functional your toy will be. ie. How well it will work.

Briefly evaluate your two designs.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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MECHANICAL TOY THEORY:

Listed below are some helpful hints when using nails:

Here is an order for nails:

1 kg 30 1.6 bullet-head steel wire nails

When nailing two pieces of timber of unequal thickness, it is better to nail the thin piece to the thicker piece.

Timber has a grain. If nails are placed too close to each other along the grain, the timber may split. Therefore you have to be very careful when nailing near the end of a piece of timber.

Nails are made in a variety of lengths. To select the correct length of nail, you need to know the thickness of the material to be nailed into place.The general rule is to select a nail length at least three times this thickness. On no account should the nail length be less than twice this thickness.

By driving nails perpendicularly, you rely on the grain fibres to hold the nail into the timber.By sloping the nails in opposite directions, two pieces of timber can be held together much more strongly. This is called “skew” nailing.

Q1. When ordering nails, there are five important factors to keep in mind. What are they?

1. 4.

2. 5.

3.

Q2. List the metals from which nails are made:

1. 3.

2. 4.

Q3. Is diagram A or diagram B the correct way to join the two pieces of timber? Circle your answer.

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Q4. Sketch in the grain on both pieces of timber in diagrams C and D. Which of the two diagrams shows the correct method of nailing? (Circle you answer.)

Q5. There are other methods of avoiding splitting when nailing close to the end of a piece of timber. Research two methods and describe them?

Q6. In the diagram below, circle the size of nail that should be used to fix piece A to piece B.

Q7. On this diagram, draw nails to show what “skew” nailing means.

Q8. Why do we drive the heads of bullet-head nails below the surface of the timber?

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Q9. These pictorial drawings show some common joints used in carcase construction (i.e. in box-like constructions). Use the word bank to name each joint shown.

Q10. From the illustrations name (4) other possible joints that may have been used for this project:

1. 3.

2. 4.

Class discussion on merits of joints.

Q11. From the class discussion select the joint you consider the most appropriate. Write a well-constructed paragraph discussing the reasons for your choice.

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WORD BANKBox pinButtCleatDovetailKnocked upLap seamMitredPeined downRebated buttStopped housingThrough housing

GLOSSARY OF TERMS.


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UNIT OVERVIEW

UNIT TITLE: NUTBOWL

YR LEVEL: 8 DURATION: 5 weeksDEEP UNDERSTANDING:Students will acquire knowledge of tools, materials, processes and safety relating to working with aluminium sheet and will safely demonstrate correct procedures to acquire desired outcomes.

ESSENTIAL QUESTION: Can you turn a piece of aluminium sheet into a free-standing, aesthetic and functional bowl to hold small items such as nuts?








Identify/name tools and equipment: spring dividers, scriber, bossing mallet, tinsnips, pop rivet gun, parallel pin punch, dishing block, mushroom stake, ball pein hammer, buffing machine

Accurately demonstrate processes of marking out, cutting out, shaping and decorating bowl

Identify/name materials: tinplate, galvabond, zincanneal, aluminium, pop rivet

Demonstrate correct and safe use of buffing machine

Identify/name processes: dishing/ hollowing, plenishing, work hardening

Sketch and evaluate two suitable designs for a base for your bowl

Safety in relation to sheetmetals

Applications of aluminium and its properties

36

37

INSTRUMENT: NUT BOWL

CLASSWORK/HOMEWORK

STUDENT: ___________________________________


A B C D E

KNOWLEDGE AND UNDERSTANDING :• Characteristics of resources are compared, contrasted and selected to meet detailed specifications and predetermined standards of production to best suit the user

Answers to questions 1 - 8

Comprehensive knowledge and understanding of concepts, facts and procedures





WAYS OF WORKING :INVESTIGATION & DESIGN: • investigate and analyse specifications, standards and constraints in the development of design ideas

Base designs & constraints

Comprehensive list of constraints & neat suitable sketches

Thorough list of constraints & neat suitable sketches

Satisfactory list of constraints & suitable sketches

Limited list of constraints & sketches

Rudimentary constraints & sketches


Assignment – realism & neatness

Discerning interpretation presented through a very neatly rendered sketch

Logical interpretation presented through a neatly rendered sketch

Relevant interpretation presented through a rendered sketch

Variable interpretation presented through a sketch

Rudimentary interpretation presented through a sketch

EVALUATION & REFLECTION: • evaluate the suitability of products and processes against criteria and recommend improvements

Evaluate base in relation to finished project

Perceptive evaluation of your designed base of nut bowl

Informed evaluation of your designed base of nut bowl

Relevant evaluation of your designed base of nut bowl

Narrow evaluation of your designed base of nut bowl

Cursory evaluation of your designed base of nut bowl



Controlled and skilful implementation of production processes to make nut bowl

Purposeful and effective implementation of production processes to make nut bowl

Appropriate and credible implementation of production processes to make nut bowl

Variable implementation of production processes to make nut bowl

Minimal implementation of production processes to make nut bowl


K/U RP PE

NET STANDARDS

COMMENTS: __________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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ALUMINIUM NUT BOWL

MATERIAL

Body - 130 130 Aluminium

Base - 70 70 Aluminium

NUT BOWL THEORY:Your Nut Bowl has been made from aluminium. Aluminium is produced from a reddish clay-like material known as bauxite that is generally mined using the open-cut method in Weipa, Queensland. It is then transported and further refined to alumina at Gladstone.

Aluminium is a greyish silvery coloured metal. It is very light in comparison with other structural metals and is corrosion resistant, non-magnetic, and non-sparking, has high reflectivity and can be highly polished. Aluminium has good thermal and electrical conductivity and is easy to work with normal tools and metalworking machinery.

Pure aluminium is extremely soft and requires the addition of other elements to form alloys which are much more useful to industry than the pure metal. The elements usually used to produce aluminium alloys are copper, zinc, manganese, magnesium and silicon.

Aluminium is used in the production of windows and doors, shop fronts and fittings, roofing, wall cladding, gutters and down-pipes, kitchen utensils, boats, aircraft, electrical wiring and in the automotive industry, to name just a few of the applications of this versatile metal.

Q1. List six characteristics or properties of the metal aluminium.

A.

B.

C.

D.

E.

39

F. Q2. Is aluminium a ferrous or non-ferrous metal? Why?

Q3. What other elements go into the production of aluminium alloys.

A.

B.

C.

Q4. List three uses of aluminium.

A.

B.

C.

Q5. Name the raw material aluminium is made from.

Q6. Name the technique (process) used to shape your nut bowl.

____________________________________________________________________________

Q7. Name the two (2) main tools / pieces of equipment used in this process.

____________________________________________________________________________

Q8. What world famous structure was made using the same techniques as was used on the nut bowl construction.

DESIGNING A BASE.

List the important factors (constraints) that need to be considered when designing the base.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

40

__________________________________________________________________________________

__________________________________________________________________________________

In the spaces provided below, sketch/draw two suitable shapes for the base of your nut bowl.

When your nut bowl is complete, write a paragraph to evaluate your base. You need to discuss: shape,

appearance, safety, function, reason for shape selected etc.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

41

GLOSSARY OF TERMS.


42



INTRODUCTION:

Sketching is a quick form of visual communication. (Thoughts and ideas) Whether you want to doodle, solve a problem or share an idea, your ability to communicate will improve with sketching.

REQUIREMENTS:

In the space below draw a neat freehand 3D sketch of your design. (Render for presentation).

HINT: To help with visualisation, place the bowl in front of you and try to copy it.


A B C D E

REASONING PROCESS :


Realism and neatness.

Discerning interpretation presented through a very neatly rendered sketch

Logical interpretation presented through a neatly rendered sketch

Relevant interpretation presented through a rendered sketch

Variable interpretation presented through a sketch

Rudimentary interpretation presented through a sketch

COMMENTS:

________________________________________________________________________________

________________________________________________________________________________

NUT BOWL

43

________________________________________________________________________________

44



INTRODUCTION:

If you are a woodworker with experience you will already have a set of tools, but if you are starting this pleasurable journey, you will need to begin by purchasing some basic tools. The tools illustrated below are a reasonable starting point.

REQUIREMENTS:

Look at the tools shown in this drawing. In the circles provided, place numbers from the word bank to identify the tools.

TOOL IDENTIFICATION

45

Now put the name of each tool from the word bank in the correct column of the table of tool families below. (Five examples have been given.)

TOOL FAMILIESMarking/measuring tools

Cuttingtools

Clamping and holding tools

Percussion (impact) tools

Torsion (twisting) tools

Rule Tenon saw G-clamp Mallet Screwdriver

46


A B C D E



Correct name of tool.

Comprehensive knowledge & identification of tools

Thorough knowledge & identification of tools

Satisfactory knowledge & identification of tools

Variable knowledge & identification of tools

Rudimentary knowledge & identification of tools

REASONING PROCESS :


Correct classification of tool.

Almost all tools correctly classified

Majority of tools correctly classified

Some tools correctly classified

A few tools correctly classified

Minimal number of tools correctly classified

COMMENTS:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

UNIT OVERVIEW

UNIT TITLE: REPOUSSE

YR LEVEL: 8 DURATION: 4 weeksDEEP UNDERSTANDING:Students will acquire knowledge of tools, materials, processes and safety relating to working with shim copper and will safely demonstrate correct procedures to acquire desired outcomes.

ESSENTIAL QUESTION: How aesthetically pleasing, impressive and creative is my art metalwork creation?

The following DIMENSION 5 Habits of Mind will be focused on throughout this unit?

47

Persisting – remain focused, don’t give up, see the task to completion Managing impulsivity – think before acting, get clear instructions, take your time, be







Identify/name tools and equipment: tinsnips, scriber, push sticks, dresser, bick iron

Accurately demonstrate processes of marking out, cutting out, shaping and finishing of PVC parts

Identify/name: shim copper, MDF, steel wool, CLR, plaster of paris, clear lacquer

Demonstrate persistence, patience & finesse to press out (shape) desired picture

List the properties & uses of copper Demonstrate necessary processes through the production of a flow chart using suitable diagrams and text

Safety in relation to CLR & clear lacquer

48

49

50

INSTRUMENT: REPOUSSE CLASSWORK/HOMEWORK

STUDENT: ___________________________________


A B C D E

WAYS OF WORKING :EVALUATION & REFLECTION: • reflect on learning, apply new understandings and justify future applications.

Assignment – flow chart

Comprehensive knowledge of procedures, correctly sequenced with appropriately presented diagrams to enable manufacture

Thorough knowledge of procedures, correctly sequenced with appropriate diagrams to enable manufacture

Satisfactory knowledge of procedures, sequenced with appropriate diagrams to enable manufacture




Completed project

Controlled and skilful implementation of production processes to make repousse

Purposeful and effective implementation of production processes to make repousse

Appropriate and credible implementation of production processes to make repousse

Variable implementation of production processes to make repousse

Minimal implementation of production processes to make repousse

K/U RP PE

NET STANDARDS

COMMENTS: __________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

51

REPOUSSE THEORY:Q1. Name the sheet material used to make this job and give one reason why it was a good choice

of material.

Q2. Briefly explain how to get your design onto the material.

Q3. List the tools / equipment or material necessary to give your design some depth.

Q4. Is there a limit to the depth you can get your design? If so, why?

Q5. What is the purpose of filling the back of your job?

Q6. After your job was cleaned and / or coloured it was sprayed with Incralac (clear Lacquer). Why?

52

GLOSSARY OF TERMS.


51



INTRODUCTION:

Flow diagrams are used to show how a process works. This one shows how water comes from a reservoir to your tap. It is not a realistic picture, but you can see how the steps in the process follow one another.

Sometimes, a process cannot be shown this way. Here is a flow diagram for ‘washing up’. Each step is in a box, called a ‘node’. There are arrows between the nodes. The arrows show which node comes first in the process.

Do you see how symbols are used on some of these diagrams to label the parts?

How many symbols can you find?

REQUIREMENTS:

Using an A3 size sheet of paper produce a flow chart depicting the processes necessary to complete a repousse artefact.

Your flow chart is to clearly illustrate the processes in a logical sequence. Make best possible use of diagrams and rendering to enhance presentation.


A B C D E

REASONING PROCESS :


Clear and logical interpretation of processes.

Use of presentational techniques.

Comprehensive knowledge of procedures, correctly sequenced with appropriately presented diagrams to enable manufacture

Thorough knowledge of procedures, correctly sequenced with appropriate diagrams to enable manufacture

Satisfactory knowledge of procedures, sequenced with appropriate diagrams to enable manufacture



REPOUSSE

52

COMMENTS:

UNIT OVERVIEW

UNIT TITLE: TROUBLE LIGHT

YR LEVEL: 8 DURATION: 4 weeksDEEP UNDERSTANDING:Students will acquire knowledge of tools, materials, processes and safety relating to working with PVC (sheet & pipe) and basic electrical components and will safely demonstrate correct procedures to acquire desired outcomes.

ESSENTIAL QUESTION: How many different tools and pieces of equipment will be (are) used to manufacture the trouble light?








Identify/name tools and equipment: spring dividers, scriber, files, hot-air welder, oven, moulds, soldering iron

Accurately demonstrate processes of marking out, cutting out, shaping and finishing of PVC parts

Identify/name materials & components: pvc sheet, pvc pipe, filler rod, solder, light socket, bulb, cig lighter plug, multi-core wire

Demonstrate correct and safe use of hot-air welder and soldering iron.

Identify/name processes: cutting, filing, shaping, welding, soldering, drilling, gluing

Demonstrate correct and safe use of electric oven & metal lathe (drilling)

Safety in relation to hot-air welding, use of oven, metal lathe and soldering iron

Write well constructed paragraphs identifying specific safety concerns related to hot-air welding

Identify: series and parallel circuits, electrical component symbols

Applications of single core and multi-core wire

53

Applications and properties of PVC

54

55

INSTRUMENT: TROUBLE LIGHT

CLASSWORK/HOMEWORK

STUDENT: ___________________________________


A B C D E

KNOWLEDGE AND UNDERSTANDING :• 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

Assignment – safety concerns

Comprehensive knowledge and understanding of safety in relation to hot-air welding

Thorough knowledge and understanding of safety in relation to hot-air welding

Satisfactory knowledge and understanding of safety in relation to hot-air welding

Variable knowledge and understanding of safety in relation to hot-air welding

Rudimentary knowledge and understanding of safety in relation to hot-air welding

WAYS OF WORKING :PRODUCING :• make products to meet detailed specifications by manipulating or processing resources


Controlled and skilful implementation of production processes to make trouble light

Purposeful and effective implementation of production processes to make trouble light

Appropriate and credible implementation of production processes to make trouble light

Variable implementation of production processes to make trouble light

Minimal implementation of production processes to make trouble light• identify, apply and justify

workplace health and safety practices

K/U RP PE

NET STANDARDS

COMMENTS: __________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

56

TROUBLE LIGHT

MATERIAL1 BODY 50 290 PVC PIPE1 COVER 50 110 PVC PIPE1 END 53 53 3 PVC FLAT2 PLUGS 75 75 3 PVC FLAT1 BULB 12V, 5W1 BULB HOLDER2.4 m FIGURE 8 FLEX1 CIGARETTE LIGHTER PLUG

57

TROUBLE LIGHT THEORY:Q1. Plastics are welded through the application of “heat and pressure”.

Sound welding depends on the preparation of the joint which should be

and to allow the inclusion of the .

Having prepared the joint and secured the pieces so that they cannot be moved accidentally, the

welding operation is commenced by heating both the weld bed and the filler rod at a uniform rate.

The welding tip is oscillated _____________________________ and as the parent material and

outside of the filler-rod soften, the rod is forced into the by .

Overheating is indicated by and before further runs can

be made both surfaces will need to be . Under-heating produces a faulty

weld and can be recognised by ____________________________ or ________________________

of the _________________________ and poor ______________________________.

WORD LIST clean, filler rod, vertically, tearing, browning or yellowing, cleaned, weld bed,

stretching, Veed, slight pressure, filler rod, penetration.

Q2. List four (4) general safety areas related to hot air welding.

Q3. Electrical cable is usually wire insulated with plastic. There are two types of cables: single core, and multi-core.

Give examples of where each type of cable is used.

Single core

Multi core

What is the main reason for multi-core cable?

58

Q4. Name the electrical components indicated by the symbols shown below.

Q5. Shown below are two electrical circuits. Identify them as being either a series / parallel circuit or state why?

Circuit Circuit

Q6. If I remove bulb A from both circuits above, what will happen?

Circuit 1

Circuit 2

Q7. A cold solder joint is a term used to describe the situation where

Heat has resulted in the solder not properly to the joint.

59

GLOSSARY OF TERMS.

Compile a list of relevant terms (tools, materials, processes etc.) as you are working on your project

60

61



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.

REQUIREMENTS:

Using an A4 sheet of paper, you need to identify specific safety concerns about hot air welding and write a short paragraph about them. Use the four areas discussed in question 2 of page 45 in the Trouble Light theory to assist in identifying the safety concerns.

Your paragraphs should be well constructed and use correct full sentences.


A B C D E


• 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

Answers to safety concerns.

Comprehensive knowledge and understanding of safety in relation to hot-air welding

Thorough knowledge and understanding of safety in relation to hot-air welding

Satisfactory knowledge and understanding of safety in relation to hot-air welding

Variable knowledge and understanding of safety in relation to hot-air welding

Rudimentary knowledge and understanding of safety in relation to hot-air welding

COMMENTS:

TROUBLE LIGHT

62

63

RELATED

TECHNOLOGY

64

Man-made (Synthetic) Plastics were invented early this century. However natural plastics (horn, shellac and resin), have always existed.

Synthetic plastics are made from chemicals that come from coal, oil and gas.

Research chemists are still developing new plastics to suit our needs.

There are 2 main types of syntheticplastics in use today.

THERMO SETTING

These harden when hot but do not softenwhen reheated.

THERMOFORMING PLASTICS

These harden when cool and can besoftened when reheated.

GENERAL:

Most plastics are made from natural products such as water, oil, air, and salt, but complicated chemical plant is needed to combine these in the correct way and to process the resulting chemicals into the granules, powders and resins which are the raw materials of the plastics industry.

There are two basic types of polymer chain formation and each behaves differently when heated. This difference allows us to separate plastics into two main groups.

THERMOFORMING PLASTICS and THERMOSETTING PLASTICS.

1. THERMOFORMING PLASTICS:

These plastics are made up on lines of molecules with very few cross linkages. This allows them to soften when heated so that they can be bent into different shapes, and to become stiff and solid again when cooled. This process can be repeated over and over again.

2. THERMOSETTING PLASTICS:

These plastics are made up on lines of molecules which are heavily cross-linked. This results in a rigid molecular structure. Although they soften when heated the first time, and therefore be shaped, they then become permanently stiff and solid and cannot be reshaped.

SUPPLY:

Plastic materials can be supplied in the following forms. Resins, powders, granules, rod, tube and sheet.

PLASTICS

65

Examples of Common Thermoforming plastics

Polystyrene: used for packaging, insulation in refrigerators, etc.

Polyethylene (Polythene): ‘plastic’ bags, covering of electrical wires, household articles, etc.

Polyvinyl Chloride (P.V.C.): water pipes, records, hoses, raincoats, foam cushions, etc.

Polymethyl methacrylate: (acrylics) car lamp lenses, electric light fittings, windows, baths, etc.

Nylon stockings, combs, clothing, bearings, etc.

Polypropylene: brush ‘hair’, coverings of furniture, tableware, etc.

Examples of common Thermosetting Plastics

Phenolic Resin. electrical switch covers, telephones, door handles, bottles, etc.

Polyester Resin: boat and car body construction (usually reinforced with glass fibre).

Polyurethane: insulation, buoyancy, etc.

Melamine-Formaldehyde Resin: decorated laminate veneers, trays and other tableware, etc.

Epoxy Resin: adhesive, castings, etc.

SAFETY:

When working with plastics:

1. there must be plenty of fresh air - good ventilation.

2. burning or heating can cause them to give off unpleasant, even dangerous fumes.

3. chips of some of them, e.g. acrylics and laminates, may fly off when they are being cut. Wear goggles as directed.

4. all traces of chemicals should be washed off the skin as quickly as possible.

5. which involves heating you should take the usual precautions when working with hot materials.

6. you should dispose of materials only in the way you are told as certain reactions produce great heat.

NOTE: Protective glove and goggles should be worn when necessary.

Never break a safety rule If in doubt .............ask!

66

DRILLING:

(Both lips in full contact with moulding before chisel breaks through)

Holes can be drilled in thermoplastic sheet with standard drilling equipment using ordinary fluted drills Ideally the drills should be ground as shown above (included angle of 140).

The drilling speeds adjusted to avoid an excessive temperature rise in the material, and the feed of the drill kept fairly slow for the same reason.

Cleaning - Up And Finishing Plastics

The following instructions apply particularly to acrylic, but will be found suitable for most hard plastics. Take care to avoid scratching the surface of plastics at all times. Leave the protective paper covering on, where supplied, for as long as possible.

After removing the paper the last traces of adhesive can be washed off with warm, soapy water.

Stage 1

After cutting, plane, file or sand the edges to remove saw marks. If using a disc or belt sander on thermoplastics, use a coarse abrasive and light pressure to avoid overheating. If filing, finish by draw filing.

Stage 2:

After filing, use a scraper and then a fine grade of wet and dry paper. Finish by using a metal polish.

Note: If machine polishing thermoplastics, keep the work moving lightly against a soft mop coated with a mild abrasive.

67

Thin sheets of mild steel form the base of many of the common sheet metals used in industry today. The sheets are usually coated with another metal, plastic film or paint to prevent the surface from rusting.

TinplateTinplate consists of a thin sheet of mild steel coated with a very fine layer of tin on both sides. Tinplate is usually produced by:

Hot dip tin coating of the sheet steel in a continuous line process in which steel strip is passed through a pot of molten tin.

Electro-plating in a continuous line process where a very thin, smooth coating of high purity tin is applied by electrolysis.

Tinplate is very easy to work but dents easily. Tinplate should not be used in situations where exposure to moisture is prolonged. The tin coating on the steel tends to slow the rusting process but does not prevent it. The main uses of tinplate are in food and drink packaging (cans) and in the production of some kitchen utensils (eg. cake tins).

Sheet metals such as tinplate are said to have 'grain' but it should not be inferred that the 'grain' in metals is similar to the grain in wood. The term 'grain' refers to the crystalline structure of the metal. When sheet metal is rolled from a large slab the crystals align themselves with the direction in which the sheet was rolled. If the sheet is then formed into a curve it bends forming a series of small flats or kinks. To prevent this happening the metal is rolled first one way and then the other several times to disturb the grain structure of break the grain. The metal is then rolled out straight and shaped to the form desired.

GalvabondGalvabond consists of a thin sheet of mild steel which is coated with the metal zinc. Galvabond is manufactured by either of the methods described for tinplate above.

Hot-dip zinc coating (galvanising) of sheet steel is a continuous line process in which steel strip is heat treated to develop suitable forming properties and then coated with zinc as it passes through a vat of the molten metal. The galvanising (zinc coating) solidifies uniformly as the coated steel strip emerges from the vat of molten zinc.

Electro-galvanising of sheet steel is also a continuous line process where a thin coating of high purity zinc is applied by electrolysis.

The thin sheet of galvabond usually used in Manual Arts workshops is a material which is relatively easy to work by hand or machine. Overworking will, however, cause the galvanising to flake off the steel sheet. The zinc coating prevents rusting of the metal. Galvabond is used mainly in plumbing applications such as roofing, guttering, down pipes, tanks and air-conditioning ducts.

ZincannealZincanneal is made by heating sheets of galvanised iron (galvabond) in a furnace to a temperature of 340C and re-rolling. This causes the zinc coating and the surface metal to alloy and prevents the coating from flaking if bent sharply.

SHEET STEEL PRODUCTS

68

1. Soldered Lap Joint: A very simple joint relying entirely on solder for its strength.

2. Riveted Joint: Is a permanent fastening i.e. parts cannot be easily separated and is normally used for fixing metal plates together.

3. Folded/Wired Edge: Both edge preparations are used to strengthen the edges of light gauge sheet metal articles. They also provide a

smooth edge and enhance the appearance of the article.

4. Folded & Grooved Seam: A permanent joint between two sheets of the same thickness.

5. Spot Welding: Spot welding is commonly used as an alternative to riveting to join tin plate and light gauge metal.

SHEET STEEL PRODUCTS

SHEET METAL JOINTS AND

SEAMS

69

FOLDED EDGE

1. Tin plate placed in folding bars and gripped in vice.

2. Tin plate bent through 90 using mallet.

3. Tin plate removed from bending bars and an acutebend formed on hatchet stake.

4. 180 bend formed using mallet and scrap piece.

FORMING FOLDED/WIRED EDGE

70

5. Edge closed over.

WIRED EDGE

To form this edge an allowance of 2½ x diameter of wire is required.

Forming begins as in steps 1-3 above as

follows.

71

4. Wire is cut to size and sheetclosed over with mallet.

5. Edge tucked in using hatchet stake.

The glue we used to assemble the Spice Rack is a P.V.A. (polyvinyl acetate) adhesive. P.V.A. is good, general purpose wood glue, with many commendable qualities.

Some of these attributes are:

1. It is a water based adhesive, so the job can be cleaned up with a wet rag.

2. Dries clear.

3. Minimal staining of timber.

4. Adheres virtually all timber and timber products.

5. Slow drying, giving plenty of time to assemble intricate articles.

6. Long shelf life.

7. Relatively inexpensive.

8. Non toxic.

9. Readily available.

10. Ready to use liquid form. (No mixing)

Some of these positive aspects of P.V.A. can also be considered as negative aspects, depending on the application.

1. Being water based it is unsuitable for use in high moisture areas.

2. Slow drying can also be an inconvenience when an instant bond is required.

3. There are stronger adhesives on the market.

P.V.A. GLUEP.V.A. GLUE

72

73

GLOSSARY OF TERMS.

TENON SAW HOOP PINE SAWINGHACKSAW PLY CHISELLINGCOPING SAW BULLET HEAD NAIL SANDINGNAIL PUNCH PVA GLUE CROSSFILINGNAIL PINCERS ACRYLIC DRAW FILINGHALF ROUND FILE ZINCANNEAL MARKING OUTHAND SMOOTH FILE ALUMINIUM MEASURINGMARKING GAUGE GALVABOND SOLDERINGMORTICE GAUGE ACRYLIC SOLVENT BUFFINGWARRINGTON HAMMER COPPER SHIM FOLDINGCLAW HAMMER PVC BEATINGBALL PEIN HAMMER MDF PLANISHINGCROSS PEIN HAMMER RIVETINGTRY SQUARE HOT-AIR WELDINGJACK PLANETINSNIPSWING DIVIDERSSPRING DIVIDERSFIRMER CHISELMORTICE CHISELMALLETDRESSERSLIDING BEVELSPOKESHAVEBRADAWLFILE CARDSCREWDRIVERTWIST DRILLSPADE BITDOWEL BITQUICK RELEASE CLAMPPIPE CLAMPBOSSING MALLETSIDE CUTTERSCOMBINATION PLIERSSCRATCH GAUGEPOP RIVET PLIERSSCRIBERVICE GRIPSENGINEERS SQUARERIVET SETOUTSIDE CALIPERSINSIDE CALIPERSSOLDERING IRONHOT-AIR WELDING GUN

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Documents

CONTENTS · Web viewGlobal Aims / Area of Study 2 Assessment / Workshop Regulations / Class Rules 3 Safety Introduction 4 Safety rules 4(5 Assessment Essentials overview 6 Assessment