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Machines Exam and Subject Planning

Machines Exam and Subject Planning

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  • 1. WT5912TECHNOLOGY EDUCATION &WORKSHOP PRACTICE 2:MATERIALS AND CONSTRUCTIONUNIT 3 – WEEK 4MACHINES EXAM & SUBJECT PLANNINGDepartment of Design & Manufacturing TechnologyLecturer/Teacher: Mr. Joseph LysterAcademic Year 2012: Spring SemesterTechnical Support: Mr. Joe Murray & Mr. Richie HennessyNotes prepared by: Mr. Joseph Lyster
  • 2. Inspect Cutting List
  • 3. PPE1.PPE Required: • Lab Coat • Safety Glasses/Goggles• Additional non-PPE: • Measuring Tape • Pencil • Process Sheet • Cutting List
  • 4. 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
  • 5. 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.
  • 6. 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 Process face edge size• Ensure blade guard handle in horizontal position• Ensure correct hand positions and feed• Ensure to measure and re-measure material size
  • 7. Surfacing Material Completion of face side/ face edge• Return Machine to safe setting i.e. Isolate• Mark proper face side/face edge
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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
  • 14. Cross Cutting Material600 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
  • 15. Cross Cutting Material300 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
  • 16. Cross Cutting Material 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
  • 17. Cross Cutting Material  Return Machine to Safe Setting i.e. Isolate Machine
  • 18. Check  Check cutting list to ensure that the appropriate material has been processed
  • 19. WT4603Marking Scheme:
  • 20. WT4603Explanation: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 PPE ii. Isolate machine prior to setting fences iii. Correct setting of blade guard and blade exposure iv. Correct and safe procedure when surfacing material (Hand Positions) v. Correct setting of rip fence for crosscutting3. 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)
  • 21. WT4603 General: 0 1 2 3 4 5 General 1 Selection & use of appropriate PPE 0 101. PPE Required: • Lab Coat • Safety Glasses/Goggles• Additional non-PPE: • Measuring Tape • Pencil • Process Sheet • Cutting List
  • 22. WT4603 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 Correct and safe procedure when surfacing material (Hand 7 0 10 positions) 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 task 3. Accurate setting of fence to 90˚ to the infeed table • Demonstrate the use of the square 4. 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
  • 23. WT4603Surface Planer: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
  • 24. WT4603 Thicknesser Planer: 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
  • 25. WT4603 Rip Saw: 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 material 10. 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 made 11. 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
  • 26. WT4603 Rip Saw12. 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
  • 27. WT5912Subject Planning 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! Department of Design & Manufacturing Technology
  • 28. WT5912 Subject PlanningUnderstanding Planning: 1. Tyler’ Curriculum Design Process Model 2. Stenhouse’s Four-Processes of Schooling 3. Tyler’s Curriculum Design Objectives Model 4. Bloom’s Taxonomy 5. Surrounding Issues Department of Design & Manufacturing Technology
  • 29. WT5912 Subject PlanningConstruction 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 Department of Design &terms of quality learning growth in Manufacturing Technology
  • 30. WT5912 Construction Studies How can we plan for all this? Department of Design & Manufacturing Technology
  • 31. WT5912 Curriculum Design Process Tyler’s Model Department of Design & Manufacturing Technology
  • 32. WT5912 Curriculum PedagogyCurriculum Pedagogy:1. Pedagogical reasons: allows certain types of learning to take place: active learning, promote student responsibility2. Ethical reasons: allows all to be treated equality etc…3. Allows important concepts/principles/procedures from subject to be explored4. Inducts students into subject matter Department of Design & Manufacturing Technology
  • 33. WT5912 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. Department of Design & Manufacturing Technology
  • 34. WT5912 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. Department of Design & Manufacturing Technology
  • 35. WT5912 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.Affective 2.Cognitive 3.Psychomotor Department of Design & Manufacturing Technology
  • 36. WT5912 Objectives Model Tyler’s Model Department of Design & Manufacturing Technology
  • 37. WT5912 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. Department of Design & Manufacturing Technology
  • 38. WT5912 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 Construction2. 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 time3. Level 3: APPLICATION  The ability to apply a range of skills in performing tasks, both practical and theoretical4. Level 4: ANALYSIS  Skill in distinguishing facts from hypotheses5. 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 task6. Level 6: EVALUATION  The comparison of methods used, how it was applied and what could be done more effectively Department of Design & Manufacturing Technology
  • 39. WT5912 Cognitive Domain Bloom’s Krathwohls Department of Design & Manufacturing Technology
  • 40. WT5912 Cognitive Domain A. COGNITIVE DOMAIN Create Evaluate Department of Design & Manufacturing Technology
  • 41. WT5912 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. Department of Design & Manufacturing Technology
  • 42. WT5912 Affective Domain 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 Department of Design & Manufacturing Technology
  • 43. WT5912 Hierarchy of Needs Maslows Theory of Hierarchical Needs Department of Design & Manufacturing Technology
  • 44. WT5912 Learning Styles 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. Department of Design & Manufacturing Technology
  • 45. WT5912 Aim/Objectives/EvaluationA Suggested Approach toConstruction StudiesPedagogy: 1 2 3 Objective 1: Affective Objective 2: Evaluation/Assessm Aim(s) Cognitive ent Objective 3: Psychomotor Influential Factors Department of Design & Manufacturing Technology