Wt5912 2012 u3-w4

WT5912
TECHNOLOGY EDUCATION &
WORKSHOP PRACTICE 2:
MATERIALS AND CONSTRUCTION
UNIT 3 – WEEK 4
MACHINES EXAM & SUBJECT PLANNING
Department 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

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
 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

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

WT4603

Explanation:

1. A score of 85/100 is required to pass the practical machine exam
2. 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 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)

WT4603

General:
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

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

WT4603

Surface Planer:
5. Correct orientation of material
• Demonstrate that plank should be fed along its length from the infeed position
• Demonstrate processing of face side first
6. 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 edge
7. Correct and safe procedure when surfacing material (hand positions)
• Hand Movement
• Body position
• Feed rate

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

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

WT4603

Rip Saw
12. Correct setting of rip fence/dog fence for cross cut
• Demonstrate guard movement and ensure correct positioning processing material
13. 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 fence
14. 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 waste
15. Return machine to safe settings

WT5912
Subject 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!

WT5912
Subject Planning
Understanding 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


WT5912
Subject Planning
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 Department of Design &terms of quality learning
growth in Manufacturing Technology

WT5912
Construction Studies

How can we plan for
all this?


WT5912
Curriculum Design Process

Tyler’s Model


WT5912
Curriculum Pedagogy

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

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.


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.


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

WT5912
Objectives Model

Tyler’s Model


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.

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 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'

WT5912
Cognitive Domain

Bloom’s Krathwohl's


WT5912
Cognitive Domain
 A. COGNITIVE DOMAIN

Create

Evaluate


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.


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

WT5912
Hierarchy of Needs

Maslow's Theory of
Hierarchical Needs


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.


WT5912
Aim/Objectives/Evaluation
A Suggested Approach to
Construction Studies
Pedagogy:
1 2 3
Objective 1:
Affective
Objective 2: Evaluation/Assessm
Aim(s)
Cognitive ent
Objective 3:
Psychomotor

Influential Factors


Wt5912 2012 u3-w4

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