ey4106 wt5912 week12

WT5912/EY4106:TECHNOLOGY WOODUnit 11 Week 12:Coursework Management/Assessment

Department of Design & Manufacturing TechnologyLecturer: Mr. Joseph Lyster Academic Year 2011: Spring Semester

Notes prepared by: Mr. Joseph Lyster

Department of Design & Manufacturing Technology

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Coursework

• There are a number of circulars relating to project work : • S68/04: Certificate Examinations – Practical Coursework • S69/04: Leaving Certificate Examinations – Acceptance of Practical Coursework

for Assessment • Projects (coursework) are examined at Common Level. There is no separate Higher

or Ordinary level marking scheme • Project-Work is worth a total of 150 marks (25% at Higher Level, 30% at Ordinary

Level) • Projects are normally examined during the first two weeks in June in the school

where the work was conducted • Projects must be stored securely under after the appeal dates for Leaving Cert

results.

(Techno Teachers Association, 2010)


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Instructions to Candidates



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Artefacts

General Points: • The artefact made by the student should display the range of skills and complexity to match their abilities. • The project must be made in school under the supervision of the teacher • Ensure there is a balance time provision for the development of artefact, folio and experimentation • Encourage students to explore a wide variety of project topics and types • Students should develop their folio in tandem with their artefact • Where there is a need for a student to do some investigative work in an out-of-school setting or to acquire a specialised component/process in order to complete the coursework, this must be done with the prior approval of the teacher



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Furniture Projects: • Avoid large, cumbersome and poorly designed furniture projects • Students should engage in projects that demonstrate their range of abilities including creativity of design

Scale Model Projects: • Scale models can be produced as the artefact for Constructional, New Technologies or Heritage projects • Students should make sure to use an appropriate scale for their model • Students should construct their models using appropriate materials, that demonstrate a high level of manufacturing, assembly and finishing skill.

Artefacts



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Coursework

Three Main Types Of Project Work


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Breakdown on Coursework

CONSTRUCTION (K) This category consists of all coursework relating to the construction of a building. The following list gives examples of coursework: • Wet trades, • Planning regulations, • Scale models or details of roofs, foundations, etc. • Doors, windows, stairs, • Timber frame construction, sectional details etc. • Plumbing/ heating and drainage

FURNITURE (L) This category includes all items of furniture including: • Internal furniture: tables, chairs, cabinets, etc. • External furniture: benches, garden furniture, etc.



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Coursework

HERITAGE (M) • Buildings of historical significance, • Dwellings in the vernacular tradition or from a particular period, • Buildings and structures of architectural interest, • Building restoration and conservation • Traditional skills including furniture restoration and replication etc.

NEW TECHNOLOGIES (N) • Geothermal, solar, wind, MHRV, • new insulation techniques and material • New building methods e.g. Passive solar construction



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Coursework


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Coursework Assessment:The Marking Scheme


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Coursework Assessment


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Coursework

Types of Project:• Written/Drawn with Scale Model• Building Detail• Building Science


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Planning of Project• Ability to design an appropriate plan of

procedure• Evidence of research• Preparation of working drawings/use of models

as graphic aids

Coursework


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Planning of ProjectAbility to design an appropriate plan of procedure – i.e. Time Planner


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Planning of ProjectEvidence of research:

Sources:• Books• Magazines• Information Leaflets• Internet• Visits to appropriate learning sites i.e. building detail project = visit to

construction site• Etc…

• Encourage students to complete a small literature review on their project as obtained from the sources above

• This will reinforce decisions to be made regarding the type of project and the methods to achieve it.


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Planning of ProjectPreparation of working drawings/use of models as graphic aids

Emphasize sketching as the primary communication tool

1. Sketch Possible Solutions (As many as possible/achievable) 2. Sketch Final Solution3. Draught preliminary working drawings4. Make scaled concept model to identify design flaws etc…5. Draught final working drawings6. Complete time planner activities


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Report Writing• Design folio detailing planning, execution and evaluation of

project• Critical appraisal of project for quality, function and finish• Conclusions from practical experience of project work



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Manipulative Skills

• Skills in preparation and finishing of materials• Safe use of tools and machines - Hand

/Power/CNC• Skills in assembly of materials



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Presentation of Project• Task completed to acceptable standard• Appropriate use of materials• Satisfactory knowledge of construction technology



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Presentation of ProjectTask completed to acceptable standard

The projects should be displayed for examination in numerical order, with students’ exam numbers clearly marked on their folio and project (using labels provided). Students should present all their project work in an attractive manner. This can be achieved by: • The use of ICT, freehand sketching and rendering to help to present their folio/written work in an attractive manner • The artefact being presented in an attractive manner. For example o Scale models can be labelled and displayed along with their drawings, details, marking-out boards etc. o Furniture projects can be displayed with their drawings, mock-ups, templates etc.



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Experiments• Evidence of ability to plan and carry out three experiments• Experiments should be related to the project work or selected

from the suggested experiments outlined in the syllabus for Construction Studies.

• Experiment 1• Experiment 2• Experiment 3



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Construction Studies

Experiments


EY4106Experiment 1Experiment: To show the slump of concrete• Equipment: standard hollow slump, tamping rod, meter stick, measuring tape.Method1. Place the cone on a flat surface.2. Fill four equal layers, tamping in between each layer with a rod.3. Carefully lift off the cone.4. Place the meter stick on top of the cone.5. Measure the distance from the stick to the concrete, this is the slump.

Results (Please use results from your own experiment!)Sample A=, Sample B=, Sample C=Conclusion• The slump test is used to compare the consistency of mixes made of similar

materials in the same proportion. If the slump varies it can be a warning that the composition of the concrete has been altered. It will not show what changes have occurred but can be used as a warning.

• For the samples tested it is obvious that the greater the amount of water used in the mix, the greater the slump value is, this also shows the workability of the concrete.

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Experiment 1




EY4106Experiment 2

Experiment: To show the amount of silt in a single batch of sand• Equipment: sand, 1000ml measuring cylinder, salt, water.Method1. Pour 150ml of salt water into the cylinder.2. Add sand until the water level reaches the 300ml mark.3. More salt is added to bring the level up to the 500ml mark.4. Cover the top and shake vigorously.5. Leave to settle for three hours.6. Measure volume of silt and volume of sand.Result [Calculate as]Calculate = Height of Silt x 100 = % Silt

Height of Sand 1(Use your own experiment results!)Conclusion• Silt in the concrete prevents cement and aggregates bonding together, resulting in

weak concrete.• 8% or less of silt in acceptable, anything higher than this and the cement will not

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Experiment 2

% Water% Silt

% Sand




EY4106Experiment 3

Experiment: To test for bulking of sand.• Equipment: flat bottomed cylindrical glass container, water, rod, damp sand,

tray.Method1. Place the damp sand into the container and measure the volume. (D)2. Pour the sand onto the tray.3. Half fill the container with water.4. Put the sand into the container and mix using the rod until fully saturated.5. Measure the height. (d)Result [Calculate as]D – d x 100 d 1Conclusion• This experiment shows very clearly that batching by volume can be very

inaccurate, if the sand or aggregates are damp. A miscalculation of 32% would have an enormous effect on the strength of the concrete.




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Experiment 3




EY4106Experiment 4

Capillary Action TestAim:• To examine the effect of DPC in halting the capillary action in the brick/block work.• Equipment: basin, four dry bricks, water, strips of DPC sufficiently large to cover a brick.Method:1. Place two bricks in the basin and add water until the bricks are half submerged.2. Cover one of the bricks with a strip of DPC, leave the other bricks uncovered.3. Place the remaining bricks directly on top of the bricks in the water.4. Leave the bricks in the water for one week and observe the results.Results:• After the bricks had been left in the water for one week the water had soaked up to the top of

the bricks which were partially submerged. Furthermore, the top brick (A) of the pair without a strip of DPC had become wet at its base while the brick (B) which was placed over the strip of DPC was still dry.

Conclusion• This test demonstrates that the water will travel upwards through block/brickwork by means of

the capillary action provided there is sufficient moisture. The results also show that a strip of DPC completely halts the spread of moisture through brick/block-work, thus highlighting the importance of including a suitable DPC, in walls, floors, etc., to avoid all possible problems relating to damp penetration into a building.




EY4106Experiment 4




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Experiment 5Experiment: To show capillary action in narrow spaces• Equipment: two panes of glass, match stick, container, elastic band, water, food

colouring.Method1. Fill the container with water.2. Add the food colouring and mix until the water has changed colour.3. Set up equipment as in diagram below.Results• Water will rise highest at the end where the pores are close together and very little

rise will occur at the other end.Conclusion• The larger the airspaces the less moisture will rise up by capillary action.




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Experiment 5




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Other Experiments:


• Characteristics of soft and hard woods, seasoning and storing; characteristics of manufactured boards. Grading of timber.

• Basic types of glues and adhesives and their use. Properties and requirements of glues and adhesives. Selection of appropriate glue or adhesive for a given situation.

• Pore structure of typical building materials. Methods of measuring porosity, rate of water absorption, surface tension, capillarity, permeability, saturation coefficient. Crystallisation, efflorescence, disruptive effect of sulphate action on stone, mortars. bricks and concrete. Sources of sulphates.



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Other Experiments:

• Voids in granular materials, grading of sands and aggregates, effect of grading on mortar and concrete mixes. Concrete—reduction in volume on mixing; relation between (a) strength and density and (b) strength and water cement ratio.

• Setting of gypsum and Portland cement as examples of hydration. Use of retarders and accelerators, heat of hydration, strength-time relation, strength tests. Setting of lime, determination of insoluble and soluble matters, fineness, soundness and hydraulic strength tests.

• Pigments tinting strength, light fastness, bleeding characteristics, particle size and shape, thermal stability. Solvents—abrasion resistance, drying time, opacity.



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Other Experiments:

• Hardness—alkaline or temporary, non-alkaline or permanent hardness, water-softening processes. Electrochemical series. Vapour pressure. Comfort conditions. Humidity, condensation.

• Nature and effects of heat, transmission of heat, thermometry, calorimetric co-efficient of thermal conductivity, temperature gradients through composite constructions.

• Nature of light, reflection, refraction, photometry, day-lighting, illumination, light source, measurement of light.

• Electrical circuits, measurement of electricity, generators, motors, earthing considerations.

• Acoustics, attenuation of noise at source. Reverberation.



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DESIGN FOLIO


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Design Folio Headings:

1. Project planning 2. Research & Investigation3. Design of Artefact 4. Realisation – Manufacture of artefact 5. Experimental work 6. Evaluation



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Design FolioProject planning

Introduction to project: Students own brief for development of project • Aims and objectives for project: Students grade aim, development of interest in area etc. • Time management strategy Gantt charts or similar time planning methods • Budget and material constraints Costing/Size



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Design FolioResearch & Investigation

a) Analysis of project: Development of project brief, information/knowledge required to complete project b) Theoretical investigation of project area: Research of topic or subject area related to project c) Key Findings drawn from research: Evaluation of research, distillation of information gathered



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Design FolioResearch & Investigation

Research sources can be: • Internet, books, magazines, libraries, television programmes, site or shop visits and interviews.

This information can be presented using: • Extracts, pictures, sketches, photographs, diagrams, notes etc.

It is very important that: • Students interrogate, evaluate or comment on the research material they have presented. • Any research or information presented, downloaded or otherwise, should be clearly referenced and acknowledged by the student

After presenting their research and investigation students should indicate what they have learned from process. A list of key findings is one method where students can draw conclusions from their research and demonstrate and understanding of their project area.



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Design FolioDesign of Artefact

This chapter should record the development of the student’s project from initial ideas to final solution. Unlike MTW there is no requirement to present three design ideas. Instead the student should present: a) Design ideas for artefact:

A progression from initial idea to final design b) Working Drawings and design drawings for artefact.

These can be drawn (to scale) using drawing equipment or CAD software such as Solidworks. c) Cutting List

List of materials required for manufacture of project d) Models/Mock-Ups, Templates and Marking-Out Boards,

Where necessary to manufacture the artefact



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Realisation – Manufacture of artefact

Students should record a detailed account of the manufacture of their project. This can be presented as a step-by-step approach or a written diary. This chapter can be presented using: • Notes, sketches, photographs and diagrams The key stages of the project should be explained: a) Preparation of materials: Gluing up, cutting to size etc. b) Marking-out: Use of templates, jigs, tools etc. c) Processing of parts: Cutting-out and jointing methods. Description of specific skills, equipment or crafts employed d) Assembly: Gluing and clamping. e) Finishing; Preparation of surfaces, application of finishes f) Modifications: Any changes to design should be recorded and explained. Explanation as to why changes were necessary



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Design Folio Experimental work

Students are required to submit a record of three experiments that they undertook during their coursework. These experiments must be their own individual work and it is recommended that they be related to their project. The Chief Examiners Report explains:

“Candidates who investigated aspects of the coursework, constructed a hypothesis, investigated this hypothesis and derived a conclusion succeeded in obtaining high marks. Such an approach is to be commended and candidates were rewarded accordingly….. Candidates are advised to relate the experimental work to some aspect of the coursework undertaken. This provides candidates with an opportunity to hypothesise and to analyse in detail aspects of the coursework and to record the results of such analysis. It also provides candidates with an opportunity to undertake unique experimental work. Candidates who submit derivative experimental work cannot achieve the full complement of marks. It is recommended that three experiments be undertaken by each candidate. A detailed description of each experiment, including a clearly stated objective, should be recorded in the folio for assessment. Group or class experiments do not comply with the regulations of the SEC.”



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Design Folio

Experimental Work

The following is sample list of areas where students can engage in experimentation: 1. Tests on Jointing methods for project: a. Mortise & tenon vs. biscuit/domino vs. dowel b. Dovetail vs. finger vs. mitre c. Nailed vs. screwed vs. glued only

2. Test on moisture content of wood a. Moisture content of wood ( see next page) b. Absorbance of wood (place dry wood in damp situation and test how much water it has gained). You can also test quality of exterior finish to see which one allow most moisture to soak into wood.



EY4106Design Folio

Experimental Work

3. Test on quality of finishing: a. Compare various finishes (varnish, oil, wax etc.) for qualities or suitability for project. Compare under: i. Cost

ii. Ease of application iii. Durability (scratch resistance, heat resistance, weather resistance) iv. Aesthetics (how well it looks when finished)

4. Test on strength of structures: a. Triangulation test on roof members (model of rafters/ roof truss) the more a roof is triangulated the stronger and stiffer it should be) b. Bending strengths of timbers

i. Fix on end of sample and tie weights on other rend and compare the deflection (amount of bend) of various types of timber OR compare same wood type (e.g. red deal) but compare thickness vs. width of samples (e.g. 10mm * 5mm piece vs. 10mm * 10mm piece vs. 15mm * 10mm piece etc.



EY4106Design Folio

Experimental Work

This list is by no means exhaustive. The syllabus outlines further areas where students can engage in experimentation. Specific project areas can also lead to other experiments. For example a project on domestic electricity can include experiments on electrical circuits, resistors, photovoltaic cells etc.



EY4106Design FolioExperimental Work

EXPERIMENT TEMPLATE There are many methods of recording experimental work. This structure follows closely the method that is used for Junior Cert Science. 1. Title 2. Introduction 3. Preparation & planning 4. Procedure

a. Diagrams & pictures b. Safety precautions

5. Results 6. Conclusion & evaluation of results 7. Comments

Samples of experimental work are shown later. Evidence of the experimental work carried out by students can be provided by: • displaying the experiment (or materials testes) along with the folio and artefact • photographs of experiment being conducted • sketches or diagrams

Note: It is very important that students submit individual experiments. Derivative or dictated experiments cannot expect to achieve high marks.



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Design FolioEvaluation

Students should give a personal account of his/her learning and experience gained from project. This should include:

a) Critical Appraisal of Project: Analysing original plans, modifications made and completed artefact and folio b) Personal Reflection: Conclusions drawn from project experience etc.



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End of Semester Exam



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End of Semester ExamExam Techniques:• Question Types – all contain 3 parts namely:

a; b; and c. • Marking Scheme – relate allocated marks to

question requirements i.e. describe five points of information (10 marks), assume that 2 marks are allocated for each of the 5 points.

• Response types where directed: • Notes = Bullet points only• Sketches + Annotations • Colour – If you have time• Rough work – if you are unsure


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Exam HintsModule EY4106 Module WT5912

Special Educational Needs• NCCA guidelines?• Disabilities/Learning Difficulties?• SEN Teaching Strategies?

Machine Health and Safety• Risk Control?• Safe & Efficient Use of Machines?• Hazards?

Day Practical Exam• Skills?• Preparation?• Teaching Strategy?

Processing Rough Sawn Material• Cutting List?• Use of Particular Machines?• Health & Safety?

Construction Studies Leaving Certificate Project Work• Syllabus?• Assessment?• Folio?

Construction Studies Leaving Certificate Project Work• Syllabus?• Assessment?• Folio?

Teaching Strategies & Health and Safety• ICT?• Experiments?• Safe & Efficient Use of Machines?

Construction Theory• Building Detail?• Heating?• U-Values?

ey4106 wt5912 week12

Education

assessment projects

ordinary level projects

high level of manufacturing

heritage projects students

examples of coursework

drainage furniture

external furniture

types students