wt5912 2012 u3-w4

WT5912TECHNOLOGY EDUCATION & WORKSHOP PRACTICE 2: MATERIALS AND CONSTRUCTIONUNIT 3 – WEEK 4 MACHINES EXAM & SUBJECT PLANNINGDepartment of Design & Manufacturing Technology

Lecturer/Teacher: Mr. Joseph Lyster

Academic Year 2012: Spring Semester

Technical Support: Mr. Joe Murray & Mr. Richie Hennessy

Notes prepared by: Mr. Joseph Lyster

Inspect Cutting List

PPE

1.PPE Required:• Lab Coat• Safety Glasses/Goggles

• Additional non-PPE:• Measuring Tape• Pencil• Process Sheet• Cutting List

Surface Planar

Isolate Machine Inspection of Material Defects:

• Cupping, bowing, warping etc…• Select and mark preliminary face side/ face edge

• Machine Set-up• Adjust Bridge Guard• Adjust fence to acceptable blade exposure of

10mm• Check that fence is square, adjust if required

Final Check

• Note size of rough sawn material.• Ensure bridge guard handle is in appropriate

position (upright) for surfacing face side first.• Unlock Isolator and ensure extraction gate

valve is open and extraction on.

Surfacing Material

Process face side• Ensure blade guard handle in upright position• Ensure correct hand positions and feed• Ensure to measure and re-measure material

size Process face edge• Ensure blade guard handle in horizontal position• Ensure correct hand positions and feed• Ensure to measure and re-measure material size

Surfacing Material

Completion of face side/ face edge• Return Machine to safe setting i.e.

Isolate• Mark proper face side/face edge

Thicknessing Material

Ensure correct set up• Measure thickness relative to face

edge• Adjust settings appropriately to

achieve a width of 44mm and a thickness of 66mm

• Return Machine to Safe Setting• Ensure Machine Stop Mechanism

is engaged

Ripping Material

• Ensure blade guard is adjusted to appropriate position

• Ensure extractor gate valve is open and extraction is on

• Using rough marking on the end grain indicate the sections of material to be ripped.

• Unlock Isolator• Turn Machine on

Ripping Material

• Ensure Machine is Isolated• Adjust rip fence for rip cut 1 at 22mm• Adjust rip fence to appropriate position

roughly 100mm beyond blade front• Feed material into saw blade• Ensure correct hand position and

movement• Ensure correct use of push sticks to

complete rip cut 1• Mark thickness required on rough

sawn face of ripped component

Ripping Material

• Adjust rip fence for rip cut 2 at 20mm• Feed material into saw blade• Ensure correct hand position and movement• Ensure correct use of push sticks to complete rip

cut 1• Mark thickness required on rough sawn face of

ripped components

Thicknessing Material

• Ensure correct set up• Measure material section size• Thickness rip cut 2 components to 38mm• Thickness rip cut 2 components to 18mm• Thickness rip cut 1 component to 20mm

Cross Cutting Material

• Isolate Machine• Adjust rip fence to correct position before

blade front to avoid material being trapped during cross cutting

• Cross cut 1 – Set cross cut fence guide to 600mm


600 x 44 x 20 (x1)

• Unlock Isolator• Make trim cut 1 – Ensure correct hand clamping

of material• Drop cross cut fence guide, previously set to

600mm• Reverse material so trim cut end sits flush to

cross cut fence guide• Cross cut material at length of 600mm


300 x 38 x 18 (x2)

• Cross cut 2 – Set rip fence and cross cut fence to 300mm

• Perform trim cut• Cross cut first component to 300mm off rip

fence (ensure correct setting)• Cross cut second component to 300mm off

cross cut fence


150 x 38 x 18 (x2)300 x 38 x 18 (x1)

• Cross cut 3 – Set rip fence to 150mm first (always process shortest lengths first)

• Perform trim cut• Cross cut 150mm (x2)• Reverse material to ensure cut end is in against

cross cut fence guide for final cross cut• Perform final cross cut at 300mm off cross cut

fence


Return Machine to Safe Setting i.e. Isolate Machine

Check

Check cutting list to ensure that the appropriate material has been processed

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Marking Scheme:

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Explanation:

1. A score of 85/100 is required to pass the practical machine exam2. Critical Fail: There are 5 critical fail elements within the marking

scheme as follows:i. Selection and use of appropriate PPEii. Isolate machine prior to setting fencesiii. Correct setting of blade guard and blade exposureiv. Correct and safe procedure when surfacing material (Hand

Positions)v. Correct setting of rip fence for crosscutting

3. Should you fail to demonstrate any of the outlined critical fail elements then your exam will be terminated and you will have failed.

4. Students who score below 85/100 marks or produce a critical fail will be required to repeat the exam at the end of the semester (Week 12/13)

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0 1 2 3 4 5

General

1 Selection & use of appropriate PPE 0 10

1. PPE Required:• Lab Coat• Safety

Glasses/Goggles• Additional non-PPE:

• Measuring Tape• Pencil• Process Sheet• Cutting List

General:

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Planer 0 1 2 3 4 5 2 Isolate machine prior to setting fences 0 10 3 Accurate setting of fence to 90° to the infeed table 0 4 Correct setting of bridge guard and blade exposure 0 10 5 Correct orientation of material 0 6 Correct setting of bridge guard lead in for planing face side & edge 0

7Correct and safe procedure when surfacing material (Hand positions)

0 10

2. Isolate Machine prior to setting fences:• Visible demonstration of student ability to locate machine isolator and

switch to off position. • If the isolator is already in the off position then you should demonstrate

this and proceed with task3. Accurate setting of fence to 90˚ to the infeed table• Demonstrate the use of the square4. Correct setting of bridge guard and blade exposure• Adjust depth of fence in relation to the width of the timber + 10mm• Adjust blade guard to appropriate position• Demonstrate adjustment of the bridge guard to the appropriate position

for face side and face edge

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5. Correct orientation of material• Demonstrate that plank should be fed along its length from the infeed

position• Demonstrate processing of face side first6. Correct setting of bridge/blade guard lead in for planing face side and face edge• Correct setting of bridge guard handle for face side and face edge7. Correct and safe procedure when surfacing material (hand positions)• Hand Movement• Body position• Feed rate

Surface Planer:

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Thickenesser Planer 0 1 2 3 4 5

8 Correct and safe procedure when thicknessing material (Feed & Depth) 0

8. Correct and safe procedure when thicknessing material• Demonstrate machine set up• Setting appropriate depth• Correct feed of material

Thicknesser Planer:

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Rip Saw Sedgwick Saw Jet Saw 0 1 2 3 4 5 9 Correct and safe setting of safety guards 0 10 Correct setting of rip fence for ripping material 0

11

Safe procedure for ripping (Hand positions & use of push sticks)

0

12 Correct setting of rip fence for cross-cutting 0 10 13 Correct and safe procedure for cross-cutting 0 14 Safe removal of waste during machining 0 15 Return Machine to safe settings 0

9. Correct and safe setting of safety guards• Demonstrate guard movement and ensure correct positioning processing

material10. Correct setting of rip fence for ripping material• Demonstrate position of fence beyond saw blade• Demonstrate appropriate adjustment and lock of fence position• Demonstrate setting of rip to be made11. Safe procedure for ripping (hand positions and use of push sticks)• Demonstrate hand position relative to material• Demonstrate that hands never enter the machine table are when ripping• Demonstrate appropriate use of push sticks (positions)• Demonstrate appropriate feed and follow through of material

Rip Saw:

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12. Correct setting of rip fence/dog fence for cross cut• Demonstrate guard movement and ensure correct positioning processing

material13. Correct and safe procedure for cross cutting• Demonstrate position of fence before saw blade • Demonstrate appropriate adjustment and locking of fence position• Demonstrate measurement setting on cross cut fence14. Safe removal of waste during machining• Demonstrate hand position relative to material• Demonstrate appropriate feed and follow through of material• Demonstrate appropriate use of push sticks (positions) to clear waste15. Return machine to safe settings

Rip Saw

Department of Design & Manufacturing Technology

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Why do we need to plan…can’t we just teach? Planning enables teachers to

develop the most effective means of engaging students in the learning experience

Subject matter is a given, but the delivery is an Art in itself.

Effective planning will enable the you to develop clear statements of intent through the organisation and preparation of all aspects inherent to the classroom environment

Fail to prepare, then prepare to fail!

Subject Planning

Subject Planning


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Understanding Planning:

1. Tyler’ Curriculum Design Process Model2. Stenhouse’s Four-Processes of Schooling3. Tyler’s Curriculum Design Objectives Model4. Bloom’s Taxonomy5. Surrounding Issues

Subject Planning


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Construction Studies: Construction Studies is one of those subjects

that engages students on various levels of cognition

Students are largely autonomous with regard to project work etc…

Students are encouraged to think divergently in order to be creative through processes such as design, which involves practical and theoretical work of various nature such as sketching, designing, wood processing, reporting, experimenting, conceptualizing etc…

In planning for this, we need to be organic in our thinking about how we can provide suitable conditions for growth in terms of quality learning and enjoyment.

Construction Studies


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How can we plan for all this?

Curriculum Design Process


Tyler’s Model

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Curriculum Pedagogy


1. Pedagogical reasons: allows certain types of learning to take place: active learning, promote student responsibility

2. Ethical reasons: allows all to be treated equality etc…

3. Allows important concepts/principles/procedures from subject to be explored

4. Inducts students into subject matter

Curriculum Pedagogy:

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Four Processes of Schooling


(Stenhouse) Training in new skills e.g. baking a cake,

declining irregular French verbs

Instruction – transmission of knowledge e.g. the events of history, the Periodic Table…

Initiation into the culture and values of society – often through the ‘hidden curriculum’.

Induction – into thought processes of the various disciplines e.g. thinking like a scientist, technologist, geographer etc.

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The Context of Const. Std.


An example of Four Process application…

Training in new skills e.g. processing wood using a range of tools/machines, constructing small sections of buildings…

Instruction – transmission of knowledge e.g. evolution of wood practices, building construction etc…

Initiation into the culture and values of society – often through the ‘hidden curriculum’ i.e. What type of work Bob the Builder does…realism.

Induction – into thought processes of the various disciplines e.g. thinking like a technologist, carpenter, construction worker, engineer, architect, etc.

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Aims and Objectives


Statements of goals (Aims) need to indicate both the kind of behaviour to be developed in the pupil and the area of content in which the behaviour is to be applied.

Such closely formulated statements of intent are termed objectives.

Educational theorists and psychologists have largely concluded that there are three main psychological domains to be addressed when formulating statements of intent as follows:

1.Affective2.Cognitive3.Psychomotor

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Objectives Model


Tyler’s Model

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Learning Domains


They distinguish three broad areas or 'domains': 1. the cognitive - concerned with intellectual

abilities and operations; 2. the affective - concerned with attitudes, values

and appreciations; 3. the psychomotor - which covers the area of

motor skills. Within the cognitive domain, six broad levels of

understanding (each with subdivisions) are classified, ranging from objectives concerned with simple recall of specific facts to objectives involving the evaluation of complex theories and evidence.

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Cognitive Domain


A. COGNITIVE DOMAIN (In brief context of Construction Studies)

1. Level 1: KNOWLEDGE 'To make pupils conscious of the principles of Constructions Studies' 'Knowledge of a relatively complete formulation of the evolution of

Construction'2. Level 2: COMPREHENSION

'Skill in the art of communication for Construction Studies i.e. reading a drawing'

'Skill in predicting continuation of trends i.e. Wall design in 10 years time'

3. Level 3: APPLICATION 'The ability to apply a range of skills in performing tasks, both practical

and theoretical'4. Level 4: ANALYSIS

'Skill in distinguishing facts from hypotheses'5. Level 5: SYNTHESIS

'Ability to incorporate personal experience and interests with a wide range of thoughts and ideas to develop a response to a given task'

6. Level 6: EVALUATION 'The comparison of methods used, how it was applied and what could be

done more effectively'

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Cognitive Domain

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Bloom’s Krathwohl's

Cognitive Domain


A. COGNITIVE DOMAIN

Evaluate

Create

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Cognitive Domain


A revision of Blooms Taxonomy of Educational Objectives (Based on Krathwohl’s extension of Bloom’s taxonomy) Knowledge dimension

versus Cognitive process dimension

Because emphasis is place on reaching a point of ‘creation’ this it is reasonable to suggest that this taxonomy is closely relation to technological activity.

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B. AFFECTIVE DOMAIN

1. Level 1: RECEIVING (ATTENDING.) 'Attends carefully when others speak in direct

conversation, on the telephone, in audiences'2. Level 2: RESPONDING

‘Finds pleasure in reading for recreation'3. Level 3: VALUING

'Assumes responsibility for drawing reticent members of the group into conversation'

4. Level 4: ORGANIZATION 'Forms judgements as to the responsibility of society

for conserving human and material resources'5. Level 5: CHARACTERIZATION BY A VALUE OR VALUE

COMPLEX 'Readiness to revise judgements and to

change behaviour in the light of evidence

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Affective Domain

Hierarchy of Needs


Maslow's Theory of Hierarchical Needs

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An engineering education paper by Felder and Silverman (1988) identified different dimensions of learning and teaching styles.

The paper highlights aspects significant to engineering education such as the way in which students like to learn and how students can be reached through teaching and learning.

The dimensions of teaching and learning styles shown identify a range of preferred learning styles that can be achieved by a range of corresponding teaching styles.

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Learning Styles

Aim/Objectives/Evaluation


A Suggested Approach to Construction Studies Pedagogy:1 2 3

Aim(s)

Objective 1: Affective

Evaluation/Assessment

Objective 2: Cognitive

Objective 3:Psychomotor

Influential Factors

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wt5912 2012 u3-w4

Education

isolate machine

bridge guard

construction

surfacing

wt5912cognitive

design amp

hand positions

safe setting