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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
2
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.
In achieving this outcome, students:
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.
3
Outcome 3 – Using technology skills
Students create material products safely and efficiently to specified standards.
In achieving this outcome, students:
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.
In achieving this outcome, students:
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
4
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
5
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
6
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
Skills and techniques
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
7
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
8
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
Materials in context
identification of examples of re-cycling methods for different wood materials
Use of technology
Skills and techniques
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
9
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
10
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
11
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.
12
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.
13
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.
14
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.
15
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%
Semester 1 Week 5–6
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%
Semester 1 Week 15–16
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%
Semester 2 Week 3–5
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%
Semester 1 Week 7–8
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
16
Assessment type and
weighting
Assessment
task weightin
g
When/ duration
Assessment task
20%
Semester 1 Week 9–12
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%
Semester 2 Week 6–11
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%
Semester 2 Week 1–2
Task 8: Investigate materials suitable for the development of a solution, and report on:
nature and properties of materials
recycling methods and processes
2%
Semester 2 Week 11–12
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
17
Unit 3 and Unit 4
Semester 1
Week Key teaching points
1–2
Overview of unit and assessment requirements
Introduction to design process
Design fundamentals and skills
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
Materials in context
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
working drawings – detailed orthogonal drawings
lists of materials, parts and components
production plan on a timeline
7–8
Skills and techniques
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
18
Week Key teaching points
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
13
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.
14
Design fundamentals and skills
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
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
Skills and techniques
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
19
Week Key teaching points
15–16 Apply a design process:
determine design brief
investigate and develop ideas
Semester 2
Week Key teaching points
1–2
Materials in context
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
Design fundamentals and skills
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
lists of materials, parts and components
working drawings – detailed orthogonal drawings
production plan on a timeline
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
Week Key teaching points
equipment; record progress in design portfolio
11–12
Design fundamentals and skills
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
21
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
Assessment task—Unit 3
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
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 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)
What needs to be submitted for assessment Due date
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.
What needs to be submitted for assessment Due date
□ 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
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 corner halving
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 dowel 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 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
28
29
Assessment task—Unit 3
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.
What needs to be submitted for assessment Due date
□ 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: _________________
31
32
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
What needs to be submitted for assessment Due date
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
Assessment task Unit 4
TYPE: Design
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 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.
What needs to be submitted for assessment Due date
□ 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: _________________
39
40
41
Assessment task 9 Unit 4
TYPE: Design
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
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)
What needs to be submitted for assessment Due date
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
Assessment task Unit 4
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
UNIT LEARNING CONTEXT: Wood
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
Assessment task—Unit 4
TYPE: Response
OUTCOMES: Outcome 1: Technology process
CONTENT: Designing skills; Nature of materials
UNIT LEARNING CONTEXT: Wood
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.
What needs to be submitted for assessment Due date
□ 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
UNIT LEARNING CONTEXT: Wood
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.
What needs to be submitted for assessment Due date
□ 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:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________