Project Introduction

OneNote Key:
Blue font : Words or quotes from teacher Highlighted yellow : A task requiring action by student for completion Red font : Additional work is required and to be added in

This unit has been developed to allow the student to experience basic woodworking techniques, the production of basic wood joints and to begin to develop skills in researching and gathering information as part of their folio development.

TOY CARS:
The toy cars introduce you to many of the hand tools, machines and techniques that form the basis of the practical skills that you should seek to acquire over the duration of this course.
The first car is constructed to a set of plans with the focus being placed on reading plans and accuracy of construction.

The second car allows you to be more creative and to construct a car of your own design. Because the design of this car should be more complicated, other machines are introduced and able to be used in the construction of this car.

http://images.google.com.au/im ages?source=ig&hl=en&rlz= 1W1S KP B_en&q=w ooden% 20toy % 20cars&lr=&um=1 &ie=U TF -8&sa=N &tab=w i

http://images.google.com.a u/images?hl=en&lr=&rlz= 1W1S KP B_en&um=1 &q=w ooden+toy +cars&sa= N &start=54&ndsp=18

3-D PICTURE BOXES:

The 3-D picture boxes are the main component of this first task and through the development and construction of these boxes (you will make 2-3 boxes) you will learn a range of joining techniques. These boxes can be used as either storage or can be used to display items of importance ( either on a shelf of mounted on the wall). This is where you begin the development of a basic folio, showing the development of your project.

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Assessment outcomes
The following Board of Studies outcomes will be assessed through this project:

Reporting:
5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects 5.3.2 selects and uses appropriate materials for specific applications 5.4.2 works cooperatively with others in the achievement of common goals 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction Focus:

5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials, hand tools, machine tools and processes 5.2.1 applies design principles in the modification, development and production of projects 5.3.1 justifies the use of a range of relevant and associated materials 5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects 5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications

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Assessment criteria
The following assessment criteria will be used in the marking of this task: Investigate Plan Create Evaluate A.I.T /6 /6 /6 /6 /6

(for detailed criteria, see below - taken from the MYP marking criteria)

INVESTIGATE:
0 12 The student does not reach a standard described by any of the descriptors given below. The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications. The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

PLAN:
0 12 34 The student does not reach a standard described by any of the descriptors given below. The student produces a plan that contains some details of the steps and/or the resources required. The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan. The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

34

5-6

56

CREATE:
0 12 34 The student does not reach a standard described by any of the descriptors given below. The student considers the plan and creates at least part of a product/solution. The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

EVALUATE:
0 12 The student does not reach a standard described by any of the descriptors given below. The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution. The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification. The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance a teach stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

34

56

The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.
56

ATTITUDES IN TECHNOLOGY:
The final criteria is Attitudes in Technology. This criteria is one that is observed every lesson by the teacher and so there is no need to put anything into you folios about this. To get goo marks, it is important to work consistently and to a good standard as the cri teria below outlines. This criterion refers to students attitudes when working in technology. It focuses on an overall assessment of these two asp ects: personal engagement (motivation, independence, general positive attitude) attitudes towards safety, cooperation and respect for others. Achievement Level Descriptor

0
1-2 3-4 5-6

The student does not reach a standard described by any of the descriptors given below
The student occasionally displays a satisfactory standard in one of the aspects listed above. The student frequently displays a satisfactory standard in both of the aspects listed above. The student consistently displays a satisfactory standard in both of the aspects listed above.

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Clarification of the criteria

Below is the clarification of the marking criteria for each stage of the design cycle that you are required to complete for this first unit. On the right hand side, list what is required to put in your folio specifically at each stage of the design cycle.

INVESTIGATE:
Level descriptor The Student: 0 does not reach a standard described by any of the descriptors given below

12

states the problem investigates the problem, collecting information from one source
lists some specifications

Research Pictures/images

34

describes the problem investigates the problem, selecting information from more than one acknowledged source
describes a test to evaluate the product/solution against the design specification

56

explains the problem investigates the problem, evaluating information from a range of appropriate, acknowledged sources
describes methods for appropriate testing to evaluate the product/solution against the design specification

PLAN:
Level descriptor The Student: 0 does not reach a standard described by any of the descriptors given below

12 34

produces a plan that contains some details of the steps and/or the resources required produces a plan that contains a number of logical steps that may include resources and time
makes some attempt to evaluate the plan

5-6

produces a plan that contains a number of steps that describe the use of resources and time evaluates the plan and states any modifications to the design

CREATE:
Level descriptor The Student: 0 12
34

does not reach a standard described by any of the descriptors given below The student creates at least part of a product/solution
The student considers the plan and creates at a basic product/solution

56

The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

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EVALUATE:
Level descriptor The Student: 0 12 34 does not reach a standard described by any of the descriptors given below makes some attempt to evaluate the product/solution or his or her own performance

makes some attempt to test the product/solution

evaluates the product/solution and his or her own performance completes a test of the product/solution to evaluate it against the design specification

56

evaluates the product/solution and his or her own performance and suggests ways in which these could be improved
evaluates the success of the product/solution in an objective manner based on the results of testing

provides some evaluation of the impact of the product/solution on life, society and/or the environment

ATTITUDES IN TECHNOLOGY:
Level descriptor The Student: 0 does not reach a standard described by any of the descriptors given below

12 34
5-6

occasionally displays a satisfactory standard in one of the aspects listed above frequently displays a satisfactory standard in both of the aspects listed above
consistently displays a satisfactory standard in both of the aspects listed above

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Safety - OH&S
The most important aspect to consider in the workshops is safety. It is imperative that you keep yourself safe through safe work practices and proper use of Personal Protective Equipment (PPE), and also look out for others in the class. If they are doing something that is unsafe or silly, m sure you let them know that they should ake stop before they hurt themselves or worse, hurt someone else. Just think how you would feel if you were permanently injured b someone doing something unsafe or y worse, one of your friends became permanently injured because you did something unsafe.

In this section, we will look at general safety, safety tests, and some general class room practices that are important for a students to follow to ensure a safe working ll environment for all students in the workshop.

VERY IMPORTANT! PLEASE READ AND LEARN!

If a critical incident was to occur (such as someone accidently cutting their hand severely on a band saw) the following procedure MUST be followed by students in the class: 1) STOP! SIR! - if something is witnessed by a student in the class then yell out Stop! Sir! 2) Push emergency power switch off. The closest person to the cut off switch is to turn the power off. 3) Sit down at benches and await further instruction. All students are to get a stool and sit down at the benches, away from the incident and await further instruction. Volunteers will be asked to seek additional assistance from other staff members and to notify the office.

If the critical incident was to happen to the teacher (such as the teacher being knocked unconscious while using the table saw), the following procedure MUST be followed 1) 2) 3) 4) 5) STOP! CLASS! - if someone sees the teacher get injured they are to yell out Stop! Class! Push emergency power switch off. The closest person to the cut off switch is to turn the power off. Check teacher. Basic first aid - check for breathing and place in recovery position. Seek additional help. One student to go to nearby classroom and one student to go to TAS staffroom to seek additional help from other staff members. Sit down at benches and await further instruction. All students are to get a stool and sit down at the benches, away from the incident and await further instruction from any staff member who comes in to the room to assist.

CLASSROOM RISK ASSESSMENT:

Use the space below to draw a plan view of the classroom showing benches, machines etc. Use yellow to mark out safety areas around machines. Fill in in red machines that are not to be operated by students.
You can use the basic drawing shapes found in OneNote, Word, or Visio.

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OnGuard
OnGuard is an online safety training package that allows you to read through operating procedures and complete safety tests on a range of machines, tools and equipment. OnGuard is a pass/fail test (with the pass mark being 100%) because if you are even a little unsafe, you could end up injurin g yourself or others. When you log in to OnGuard there will be safety tests set for this class and a date when each will be due to be completed. If you have not completed the safety tests by the due date they will not be able to be completed by you. If you do not complete the safety tests then you will be with held from starting any form of practical work.

This link will allow you to access OnGuard from home so that safety tests can be completed for home work before the due date. http://www.1300acepro.com/OnGuardACEPro/default.asp?schoolId=stpaulsgrammar%2Ensw

Semester 1 safety tests

TEST Disc Sander Orbital sander
Scroll saw

DATE COMPLETED

Vertical spindle sander Woodworking hand tools Intro to PPE Personal protective equipment
Battery drill

Bench and pedestal drill General workshop safety

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Classroom safety

NOW THAT YOU HAE COMPLETED YOUR ONGUARD TESTS, CREATE A LIST OF SAFETY RULES THAT ARE RELEVANT TO OUR WORKSHOP/CLASS. YOU CAN COLLABORATE WITH OTHERS IN THE CLASS TO DEVELOP AN EXTENSIVE LIST. There are a few images to help get things started. Choose one of the safety rules from the list you have developed and design a safety poster. This can be done in Paint, Word, Publisher or another program of your choice and import it into this document on the Safety Poster page (to the right). All posters will be printed out and displayed around the classroom, so make sure you do a great job!

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1 &sa=1&q=apron&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=safety+glasses&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1 &q=dust+mask&sa=N&start=18&ndsp=18

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=leather+school+shoes&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa= 1&q=ear+muffs&aq=f&oq=&start=0

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Safety Poster

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Woodworking Basics - an introduction

Many of the woodworking tools that you will be introduced to during this unit of work will continue to be used throughout the duration of this course. It is important that you learn both the correct names and applications of each tool/machine. Doing so will enable you to quickly identify the correct tool for the job and potentially improve the quality of your practical work. Some of the larger machinery will be available to be used as the year progresses and as your confidence and abilities with to ols and machinery increases. Generally, the equipment that you will use comes under several different categories: 1) Measuring and marking out tools, 2) Shaping tools (machines) 3) Finishing.

On the following three pages there are images of a series of tools, machines and equipment that you will use throughout the d uration of this course. You are to create a table next to the image and are to fill in a) the correct Name of each picture, b) identify which Category (of the 3 listed above)the image comes under, and c) the correct use of the tool/machine in that image.

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Hand Tools

INSERT TABLES HERE

http://images.google.com.au/images? source=ig&hl=en&rlz=1W1SKPB_en&q=steel% 20rule&lr=&um=1&ie=UTF-8&sa=N&tab=wi

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa= 1&q=try+square&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=woodworking+plane&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=tenon+saw&aq=f&oq=&start=0

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http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=bench+hook&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=marking+guage&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa= 1&q=nail+punch&aq=f&oq=&start=0

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Machinery

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa= 1&q=scroll+saw&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa= 1&q=disc+sander&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa= 1&q=drill+press&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=vertical+spindle+sander&aq=f&oq=&start=0

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http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=ryobi+cordless+drill&aq=f&oq=&start=0

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Sanding/Finishing

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=cork+block&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=garnet+paper&aq=f&oq=&start=0

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1 &q=wood+putty&sa=N&start=0&ndsp=18

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=danish+oil&aq=f&oq=&start=0

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http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1 &q=bees+wax&sa=N&start=0&ndsp=18

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=steel+wool&aq=f&oq=&start=0

http://images.google.com.au/images?hl=en&lr=&rlz= 1W1SKPB_en&um=1&sa=1&q=600 +wet+and+dry+sandpaper&aq=f&oq=&start=0

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Graphical representation

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=concept+sketches&aq=f&oq=&start=0

There is a saying that a picture is worth a thousand words. A quick sketch or a detailed plan drawing has the ability to convey so much information about a product. They also show the development of the product from initial concept through to working drawing and completion of the product itself.

http://images.google.com.au/images? hl=en&lr=&rlz=1W1SKPB_en&um=1&sa=1 &q=product+sketches&aq=f&oq=&start=0

It is important that you show a range of graphical techniques in the development of your ideas. This will include sketches and concept drawings, your designs, and your final plan that will enable you to construct your product. CONCEPT SKETCHES are your original thoughts. They are often just line drawings that are annotated to outline the some of the key features or materials etc that could be used for your design. DESIGNS are realistic ideas, each of which could be your final solution. These should be drawn in such a way as to convey information about what the final product will look like eg; a 3-D representation with general measurements (isometric), a drawing showing different views of the object (front view, top view, side view - orthogonal) but it is always a good idea to have accompanying annotations/summary about the design to put it in context and give an idea of size, materials and possible manufacturing techniques.

WORKING DRAWINGS are the 'plans' that you work from to produce your product. This is normally an orthogonal drawing showing detailed measurements that allows you (or anyone else) to accurately construct the product.
The following page has links that gives you an outline of orthogonal and isometric drawing styles. Drawing by hand to begin with will help consolidate how the drawings are developed.

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Pro/Desktop
Pro/Desktop is a 3-D modelling program that can quickly allow you to realise design ideas. Drawings can be produced fairly quickly and can also be rendered to give an even more realistic representation. With a couple of click you can also convert your drawing to an orthogonal drawing which is great for producing plans that you can work from. Give Pro/Desktop a go using this simple tutorial for basic toy car.

Timber Car Tutorial

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Design 1 - Basic car

Use this space to put your drawing of the basic car (either as a Pro/Desktop drawing or scanned drawing) of your basic car.

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Design 2 - Own design

Use this space to put your drawing of the car you have designed (either as a Pro/Desktop drawing or scanned drawing).

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Documented Evidence
Part of the folio development process is to include a journal which outlines the steps you have taken in the production of your project (in this case the final car). It needs to be detailed enough so that anyone reading your folio can follow those steps and make exactly what you have done. Tools/machine names, processes and measurements must be included. Photos showing the steps and the final completed product are also required.

Use the space below to add in your documented evidence.

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Evaluation
When we evaluate a project we are testing it to see if it satisfies (or meets the requirements of) the design brief. It is good to focus on the following areas when evaluating your project: Peer Process Product Personal For the cars you will be getting peers to evaluate the final car that you have made.

Write a list of four questions below that could help your peers evaluate the work that you have produced.

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3D Picture Box

Design Challenge:
You are to design and make 3D picture boxes for displaying or storing objects of your choice.

Investigate

How do I start my folio?

When starting your folio, the first thing that you will need to do for each project is to develop a Design Brief. This Design Brief is based on the challenge that you are given for the task. In this case, the challenge is to design a series of 3D picture boxes to either display or store something. You will need to develop your design brief based on this. Eg Design and make a box for displaying my sporting ribbons. OR Design and make a display unit for my top 10 favourite model cars. Once you have come up with your design brief you can then begin your research.
The 3D picture boxes can be used to either store or display items so the first thing you need to do is identify what they are going to be used for. Secondly, identify any key features (called specifications) that you would like to see incorporated into your design. Thirdly, develop questions that will help you conduct your research and work out what you think is the best possible design.

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Research - what will be displayed?

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Plan
Part Name Length Thickness Width No req'd Material

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