industrial skills b engineering€¦ · the engineering industry introduction and safety 1...
TRANSCRIPT
1
STUDENT NAME: ________________
ENGINEERING
SKILLS
Year 11
2
General information and guidelines about the Expectations, Safety and Behaviour in Industrial Technology and Design (ITD)
COURSE EXPECTATIONS and REQUIREMENTS for SENIOR ITD
You are asked to line up outside the room quietly, keeping a clear area for all other students and
teachers, before entering (only under teacher supervision) for lessons,
Aprons are not compulsory but strongly recommended. Teachers are not be responsible for
damage to uniforms.
WH&S requires the use of covered leather shoes. Open shoes or thongs are not permitted. School
policy states the use of formal black shoes.
You are required to bring, safety glasses, ear plugs, a pencil (H or 2H or pacer), an eraser and biro
with you to each lesson.
You are expected to complete all components of this course to the best of your ability (Practical
and Theory)
You will be required to complete mandatory Catch-up sessions in breaks if practical work falls
behind.
You may lose the privilege of leaving school (period 4) on a Tuesday afternoon if theory is not
complete or on task. This time will be spent in the library catching up on the required theory.
You may be involved in Homework club if Theory is behind schedule.
MACHINE SAFETY
Machinery or tools may only be used only after teacher permission and teacher instruction.
Only the operator is permitted in the safety area designated by the yellow lines.
Eye protection is required to be worn at all times.
A machine that is operating may not be left unattended. It is essential that it is shut down.
DO NOT attempt to hold work by hand when carrying out machine operations such as drilling.
Materials are required to be secured by either machine vice or hand vice.
It is essential that hands are kept clear of unguarded moving parts of machines.
Guards are required to be in place before any machine is switched on.
The isolating switch of the machine is to be switched off before any adjustments or maintenance is
performed on the machine.
No machinery is to be touched unless directed by the teacher.
The majority of accidents are caused by the human factors of ignorance, carelessness or disobedience. The observation of common-sense principles of safe working practice and safe working habits is essential. Once you have been instructed and trained in the different safety practices and use of equipment it is your obligation and responsibility to follow and maintain these safe practices.
Jamie Hunt (Subject Co-ordinator) Maryanne Walsh (Principal) I ________________________________ of _______________ (state your class) have read and understood the above Course expectations and safety procedures. I will endeavour to carry them out at all times and to the best of my ability. Failure to do so may impose sanction in accordance with our Code of School Behaviour and/or place me at risk of remaining in the subject. STUDENT: _____________________________________ DATE: _____/_____/_______
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Rationale
Technology has been an integral part of society for as long as humans have had the desire to create products to improve their quality of life. In an increasingly technological and complex world, it is important to develop the knowledge, understanding and skills associated with traditional and contemporary tools and materials used by Australian manufacturing industries to create products. The furnishing manufacturing industry transforms raw materials into products wanted by society. This adds value for both enterprises and consumers. Australia, as one of the most developed economies in the world, has strong manufacturing industries that provide employment for many people. The Furnishing Skills subject focuses on the underpinning industry practices and production processes required to manufacture furnishing products with high aesthetic qualities. The furnishing industry comprises a wide range of fields, including soft furnishing, commercial and household furniture-making, cabinet-making and upholstering. Furnishing products can be manufactured from a range of materials such as textiles, timber, polymers, composites and metals. This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills. The subject includes two core topics — ‘Industry practices’ and ‘Production processes’. Industry practices are used by manufacturing enterprises to manage the manufacturing of products from raw materials. Production processes combine the production skills and procedures required to create products. Students explore the knowledge, understanding and skills of the core topics through selected industry-based electives in response to local needs, available resources and teacher expertise. Through both individual and collaborative learning experiences, students learn to meet customer expectations of product quality at a specific price and time. The majority of learning is done through manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work. By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including information and drawings, demonstrate and apply safe practical production processes with hand/power tools and equipment, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products they create using predefined specifications. A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trades as, for example, a furniture-maker, wood machinist, cabinet-maker, polisher, shopfitter, upholsterer, furniture restorer, picture framer, floor finisher or glazier.
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ASSESSMENT ITEMS & DATES
Summary of Assessment as per Student Profile
SEMESTER
1
DESCRIPTION DATE DUE
Induction Test - Safety
Workbook 1
Major Project – TOOL BOX
Draft - Multimodal Power point for TOOL BOX
Final - Multimodal Power point for TOOL BOX
Record book
SEMESTER 2
DESCRIPTION DATE DUE
Major Project – G CLAMP or Similar
Draft - Multimodal Power point for G CLAMP
Final - Multimodal Power point for G CLAMP
On-Guard Safety Certificates (Complete half the list in back of Folio)
Record book
SEMESTER 3
DESCRIPTION DATE DUE
Major Project – MACHINE VICE
Draft - Multimodal Power point for MACHINE VICE
Final - Multimodal Power point for MACHINE VICE
Record book
SEMESTER 4
DESCRIPTION DATE DUE
Major Project –CAMP BBQ or TV Bracket
Draft - Multimodal Power point for CAMP BBQ or TV Bracket
Final - Multimodal Power point for CAMP BBQ or TV Bracket
On-Guard Safety Certificates (All completed)
Record book
5
Year 11 PROFILE
Sem
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Unit
Assessm
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No
. Assessment Instrument
Fo
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um
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An
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1
Unit one The Engineering Industry Introduction and Safety
1 Examination F
Unit two Engineering Industry production processes and product quality
2 Project
(Tool Box & Multimodal)
F
3 Practical
Demonstration (Bush Drift)
F
2 Unit 3 Communication and teamwork in engineering enterprises
4
Project (G Clamp -
Multimodal plus Drill Holder)
F
Interim Standards
Interim Level of Achievement
3 Unit 4 Welding, fabrication and Machine enterprise
5 Project
(Machine Vice & Multimodal)
S
6 Practical
Demonstration (Meat Mallet)
S
4 Unit 5 Working cooperatively in engineering workplaces
7
Project (Wall Bracket or CAMP BBQ & Multimodal)
S
8 Practical
Demonstration (Dice)
S
Exit standards
Exit level of achievement
6
Unit number and description Time in hours
Electives Core concepts and ideas
Ass
es N
o. Assessment technique, description and conditions
Dimensions
1 Unit 1: The Engineering Industry Introduction and Safety The unit introduces students to the industry practices and production processes associated with manufacturing enterprises in the engineering industry. Engineering products are created safely at an appropriate quality in recognition of customer expectation of value at a particular price. Product quality depends on tradespeople understanding industry specific skills, procedures, tools, materials and specifications.
15 • Fitting and
machining • Sheet metal
working • Welding and
fabrication
Industry practices • Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality
Production processes • Specifications • Tools • Materials
1 Examination Short response safety test, requiring a response of 50-150 words 60.0–90.0 minutes
• Knowing and understanding
1 Unit 2: Engineering industry production processes and product quality The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the engineering industry. The accurate interpretation of industry-specific technical drawings and information contained in specifications facilitates the creation of quality products.
40 • Fitting and
machining • Welding and
fabrication
Industry practices • Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality
Production processes • Specifications • Tools • Materials
2
3
Project
Students to Individually manufacture a Cantilever Tool Box as specified on a basic drawing. • Product component
Cantilever Tool Box • Multimodal — non-presentation
Digital. Allocated time: 25 hours
Maximum: 6 A4 pages Practical demonstration
Students demonstrate their skill individually to machine a bush drift on the lathe. Students are given a drawing with specifications. Evidence: Annotated Photographs. Teacher observations on instrument specific standards matrix. Allocated time: 10 hours
• Knowing and understanding • Analysing and applying • Producing and evaluating
• Knowing and understanding • Analysing and applying • Producing and evaluating
Sem
este
r
7
SEMS Unit number and description Time in hours
Electives Core concepts and ideas ASS Assessment technique, description and conditions
Dimensions
2 Unit 3: Communication and teamwork in engineering enterprises The unit introduces students to the industry practices associated with tradespeople, who work cooperatively in teams using production skills and procedures to safely create quality products from specifications. The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the engineering industry.
55 • Sheet metal working
Industry practices • Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality
Production processes • Specifications • Tools • Materials
4 Project
Students will Individually manufacture a Drill Holder and a adjustable G Clamp as specified on basic drawings.
• Product component Adjustable G Clamp
• Multimodal — non-presentation Digital
Construction Folio. Allocated time: 10 hours Maximum: 6 A4 pages
• Knowing and understanding • Analysing and applying • Producing and evaluating
3 Unit 4: Welding, fabrication and Machining enterprise The unit builds on previous learning of industry practices and production processes used in the safe creation of quality products for the engineering industry. Manufacturing enterprises, in the engineering industry, require tradespeople to cooperate when creating quality products. Products are created at a quality using production processes that recognise industry costs, price, competition and customer expectations of value.
55 • Fitting and
machining • Welding and
fabrication
Industry practices • Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality Production processes • Specifications • Tools • Materials
5
6
Project Students will individually manufacture Machine Vice for clients from predefined detailed specifications. • Product component
Machine Vice • Multimodal — non-
presentation Multimodal
individual digital portfolio. Allocated time: 25
hours Maximum: 8 A4 pages Practical demonstration Students will individually demonstrate Engineering skills to produce the Meat Mallet. Students are given drawing specifications. Evidence will be in the form of student Workbooks and Teacher Observations. Allocated time: 20 hours
• Knowing and understanding • Analysing and applying • Producing and evaluating
• Knowing and understanding • Analysing and applying • Producing and evaluating
8
Sems Unit number and description Time in hours
Electives Core concepts and ideas ASS Assessment technique, description and conditions
Dimensions
4 Unit 5: Working cooperatively in engineering workplaces The unit builds on previous learning of industry practices and production processes used in the safe creation of quality products for the engineering industry. Engineering enterprises, require workers to be effective team members focused on the safe and efficient creation of quality products.
55 • Fitting and
machining • Welding and
fabrication
Industry practices • Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality Production processes • Specifications • Tools • Materials
7 Project Students will work in teams to manufacture Sash Clamps (or similar product) for clients from predefined detailed specifications. • Product component
Sash Clamp (or similar product) completed in student groups. Evidence will include student notes and teacher observation recording sheets. Allocated time: 15 hours
• Multimodal — non-presentation
Individual annotated production
journal. Allocated time: 10 hours Maximum: 8 A4 pages
• Knowing and understanding • Analysing and applying • Producing and evaluating
8 Practical demonstration Individually students are to produce a Mild Steel Dice given predefined detailed specifications. Evidence will include visual evidence of annotated photographs and teacher observations. Allocated time: 10 hours
• Knowing and understanding • Analysing and applying • Producing and evaluating
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STUDENT'S PRACTICAL PROJECTS
SEMESTER 1
1. Cantilever Tool Box (with Multimodal)
2. Bush Drift (Practical Demonstration/Turning
Exercise)
SEMESTER 2
1. Adjustable G Clamp (with Multimodal) & Drill
Holder
NOTE: If students fall behind in the project for whatever reason, efforts need to be made to catch up on lost time. This will include:
Catch up sessions in Lunch breaks
Attending school during exam block in normal timetabled sessions.
For-going leaving school on a Tuesday afternoon (to work on Theory component only)
REMINDERS: Each project has an associated MULTI-MODAL NON-PRESENTATION “Construction Folio” to be completed for assessment.
It is the student’s responsibility to take “PHOTOGRAPHIC EVIDENCE” OF ALL PROCESSES each lesson throughout the manufacturing process over the course of the Semester/Project. You must have your name tag in the background of each of your photos.
Each project requires students to complete a Material list, Job Costing and a Set-out of
the project. The Material list and Job Costing would generally take place before any material is cut up.
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ASSOCIATED THEORY
As per Student Profile in front of Folio, the Furnishing course over the next two years, requires three forms of theory to be complete. It is in your best interest to complete all theory to the best of your ability and in a proactive and timely manner. The theory includes the following: 1/ DAILY RECORD BOOK Entries in the Record book will be completed at the end of each lesson. Constructive sentences highlighting what you have done in the lesson are documented. Entries need to be neat, sentence structure needs to make sense, using the correct tool/process terminology. The Record book is your responsibility and will be randomly checked throughout the Term/Semester by your Teacher. 2/ WORKBOOK THEORY Students to complete “Workbook 1” (Work place Health and Safety Induction and associated theory) in own time for homework in Semester 1, with the support of the Senior Furnishing Textbook. The Induction test is set around week 3 in term 1, as per Student Assessment Planner. 3/ MULTI-MODAL PRESENTATIONS Students to complete a “Multimodal Presentation” (Construction Folio in Power Point) with each Major project each Semester. Due dates will be given to students (dates to be documented in front of folio) supplied by teacher and Student Assessment Planner. To successfully complete the Multi-modal, Students must:
1. Complete all pages of the Power point with detailed information (including sketches, plans, photos and images.
2. Take own photos of their project, throughout the manufacturing process, making sure you have your
name tag in the background of the photo.
3. Use the Teachers classroom IPad for photos only, NO MOBILE PHONES, as they can’t be relied on.
4. Utilise one theory lesson per fortnight (approximately) to work on Multi-modal in class and up-load
photos. (Photos will be located in folder on G Drive, Teacher will direct location)
5. Use the supplied Construction Folio Template/Format
6. Hand in a Draft copy, due at the end of each term. The draft will be printed out by each student and submitted by the due date for Teacher feedback. Please ensure TASK SHEET is attached for feedback.
Pathway for Construction Folio Multimodal Presentation Template is as follows:
G: Curriculum/YR 11 / Engineering / Teacher’s Class file
SUBMISSION OF WORK
G: Curriculum /Submissions/ ITD /Engineering/Teacher’s Class File
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TASK SHEET for MULTI-MODAL
PLEASE CIRCLE SUBJECT: FURNISHING ENGINEERING CONSTRUCTION
SEMESTER:
AREAS OF STUDY:
ASSESSMENT TYPE:
SPECIAL CONSIDERATIONS:
DRAFT DATE:
DUE DATE:
MULTIMODAL CHECKLIST
1. COVER PAGE (with all details including: Your Name, Year, Semester, Teacher’s Name
1. PHOTOGRAPHS
2. CONTENTS PAGE 2. TIMELINE
3. MATERIAL LIST& COSTING 3. EVALUATION
4. SAFETY, TOOLS & EQUIPMENT CONSIDERATIONS
5. CONSTRUCTION PROCEDURES
DRAFT FEEDBACK: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
STUDENT DECLARATION RESULTS
Student Name and PCG:
…………………………………………………………
I declare that the following/attached is all my own work.
Student’s Signature:
…………………………………………………………
Dimension Standard Achieved
Knowledge and Understanding
Analysing and applying
Producing and evaluating
Overall Exit Rating
12
Year 11 ENGINEERING CANTERLEVER TOOL BOX
Task
This class assessment requires you to manufacture a sheet metal CANTERLEVER TOOL BOX as per the attached drawing. The
Design is to be made from Zinc Anneal sheet - supplied. The sheet metal CANTERLEVER TOOL BOX will be folded and spot
welded together.
Students will be required to use a range of measuring and marking out techniques as well as a number of cutting out and folding
techniques to construct this project. The use of Oxy-Acetylene welding will also be required to weld the lid corners together.
As part of your task requirements you are also required to complete a construction folio of the CANTERLEVER TOOL BOX.
Instructions
1. Research for the following and complete the construction folio: See criteria sheet for more
information
- Materials
- Processes
- Tools
2. You must present on or before the due date the following:
Materials table. You will need to work out the lineal metres required and use a price list for additional
fixtures Tools and equipment listings. Include all tools to be used
- Construction methods. Justify all decisions made
YEAR 11
ENGINEERING STUDIES SEMESTER 1
Student’s Name Unit Conditions
CANTERLEVER TOOL BOX Class time / own time
teacher assistance
Access to computers
Teacher’s Name Assessment Instrument Time
SHEET METAL TOOL BOX Construction/Procedure Folio
16 weeks
Due Date Criteria Assessed Perusal Time
Knowledge and Understanding
Analysing and Applying
Producing and Evaluating Refer to attached assessment marking criteria for specifics.
None
Instructions Monitoring of student progress will occur each Friday.
Physical progress should be viewed each week.
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- Any safety considerations
You must then construct the CAMP BBQ from materials provided.
TOOL BOX
STUDENTS WILL WATCH VIDEO ON MANUFACTURE OF TOOL BOX. TOOLS REQUIRED: GUILLOTINE, PAN-BRAKE, SPOT WELDING MACHINE, OXY-ACETYLENE WELDING EQUIPMENT, BENCH DRILL, PORTABLE HAND DRILL, SCRIBER, SQUARE, SPRING DIVIDERS, JENNY CALIPERS (ODD LEG), TINSNIPS, FILES, POP RIVET PLIERS, BENDING JIGS. LIST THE BASIC STEP BY STEP PROCEDURE:
Major Sequences
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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14
22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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TIP - Make sure your teacher checks your sequence
MATERIAL LIST
ITEM DESCRIPTION No. MATERIAL SIZE
Width x thickness
LENGTH Unit Cost Per metre
COST
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
TOTAL COST $
15
16
17
18
PROJECT- CANTILEVER TOOL BOX
A B C D E
Kn
ow
ing an
d
un
derstan
din
g
The student work has the following
characteristics:
comprehensive description of industry practices in manufacturing the Tool Box
consistent and proficient demonstration of fundamental production skills of the Tool Box
informed and accurate interpretation of drawings and technical information of the Tool Box
The student work has the following
characteristics:
detailed description of industry practices in manufacturing the Tool Box
effective demonstration of fundamental production skills of the Tool Box
effective interpretation of drawings and technical information of the Tool Box
The student work has the following
characteristics:
description of industry practices in manufacturing the Tool Box
demonstration of fundamental production skills of the Tool Box
interpretation of drawings and technical information of the Tool Box
The student work has the following
characteristics:
statements about industry practices in manufacturing the Tool Box
partial demonstration of aspects of fundamental production skills of the Tool Box
statements about drawings and technical information of the Tool Box
The student work has the following
characteristics:
inconsistent statements of industry practices
minimal demonstration of aspects of fundamental production skills of the Tool Box
inconsistent statements about drawings and technical information of the Tool Box
Analysin
g a
nd a
pplyin
g
The student work has the following characteristics
thorough analysis of manufacturing tasks to proficiently organise materials and resources for the Tool Box
discerning selection and proficient application of production skills and procedures in manufacturing tasks of the Tool Box
coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the Tool Box
The student work has the following characteristics:
effective analysis of manufacturing tasks to organise materials and resources for the Tool Box
relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the Tool Box
effective use of visual representations, language conventions and features to communicate for particular purposes of the Tool Box
The student work has the following characteristics
analysis of manufacturing tasks to organise materials and resources for the Tool Box
selection and application of production skills and procedures in manufacturing tasks of the Tool Box
use of visual representations, language conventions and features to communicate for particular purposes of the Tool Box
The student work has the following characteristics:
partial analysis of manufacturing tasks to organise some materials and resources for the Tool Box
partial application of aspects of production skills and procedures in manufacturing tasks of the Tool Box
vague use of visual representations, language conventions and features to somewhat communicate of the Tool Box
The student work has the following characteristics:
minimal organisation of some materials or resources for the Tool Box
minimal application of aspects of some production skills and procedures in manufacturing tasks of the Tool Box
unclear use of visual representations, language conventions and features that impedes communication of the Tool Box
19
Pro
ducing and
evaluating
The student work has the following characteristics:
thorough planning and discerning adaptation of production processes for the Tool Box
proficient creation of the Tool Box that meets specifications
discerning evaluation of practices, processes and products, and valid recommendations made.
The student work has the following characteristics:
effective planning and adaptation of production processes for the Tool Box
methodical creation of the Tool Box that meets specifications with minor variations
effective evaluation of practices, processes and products, and plausible recommendations made.
The student work has the following characteristics:
planning and adaptation of production processes for the Tool Box
creation of the Tool Box from specifications
evaluation of practices, processes and products, and recommendations made.
The student work has the following characteristics:
partial planning of production processes for the Tool Box
creation of incomplete the Tool Box with obvious variation from specifications
superficial evaluation of practices, processes and products, and simple recommendations made
The student work has the following characteristics:
minimal planning of some production processes for the Tool Box
creation of aspects of the Tool Box
statements about practices, processes or products.
20
Marking Criteria YEAR 11
Multi Modal - CANTERLEVER TOOL BOX
A B C D E
Kn
ow
ing an
d
un
derstan
din
g
The student work has the following
characteristics:
comprehensive description of industry practices in manufacturing the Tool Box
consistent and proficient demonstration of fundamental production skills of the Tool Box
informed and accurate interpretation of drawings and technical information of the Tool Box
The student work has the following
characteristics:
detailed description of industry practices in manufacturing the Tool Box
effective demonstration of fundamental production skills of the Tool Box
effective interpretation of drawings and technical information of the Tool Box
The student work has the following
characteristics:
description of industry practices in manufacturing the Tool Box
demonstration of fundamental production skills of the Tool Box
interpretation of drawings and technical information of the Tool Box
The student work has the following
characteristics:
statements about industry practices in manufacturing the Tool Box
partial demonstration of aspects of fundamental production skills of the Tool Box
statements about drawings and technical information of the Tool Box
The student work has the following
characteristics:
inconsistent statements of industry practices
minimal demonstration of aspects of fundamental production skills of the Tool Box
inconsistent statements about drawings and technical information of the Tool Box
Analysin
g a
nd a
pplyin
g
The student work has the following characteristics
thorough analysis of manufacturing tasks to proficiently organise materials and resources for the Tool Box
discerning selection and proficient application of production skills and procedures in manufacturing tasks of the Tool Box
coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the Tool Box
The student work has the following characteristics:
effective analysis of manufacturing tasks to organise materials and resources for the Tool Box
relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the Tool Box
effective use of visual representations, language conventions and features to communicate for particular purposes of the Tool Box
The student work has the following characteristics
analysis of manufacturing tasks to organise materials and resources for the Tool Box
selection and application of production skills and procedures in manufacturing tasks of the Tool Box
use of visual representations, language conventions and features to communicate for particular purposes of the Tool Box
The student work has the following characteristics:
partial analysis of manufacturing tasks to organise some materials and resources for the Tool Box
partial application of aspects of production skills and procedures in manufacturing tasks of the Tool Box
vague use of visual representations, language conventions and features to somewhat communicate of the Tool Box
The student work has the following characteristics:
minimal organisation of some materials or resources for the Tool Box
minimal application of aspects of some production skills and procedures in manufacturing tasks of the Tool Box
unclear use of visual representations, language conventions and features that impedes communication of the Tool Box
21
Pro
ducing and
evaluating
The student work has the following characteristics:
thorough planning and discerning adaptation of production processes for the Tool Box
proficient creation of the Tool Box that meets specifications
discerning evaluation of practices, processes and products, and valid recommendations made.
The student work has the following characteristics:
effective planning and adaptation of production processes for the Tool Box
methodical creation of the Tool Box that meets specifications with minor variations
effective evaluation of practices, processes and products, and plausible recommendations made.
The student work has the following characteristics:
planning and adaptation of production processes for the Tool Box
creation of the Tool Box from specifications
evaluation of practices, processes and products, and recommendations made.
The student work has the following characteristics:
partial planning of production processes for the Tool Box
creation of incomplete the Tool Box with obvious variation from specifications
superficial evaluation of practices, processes and products, and simple recommendations made
The student work has the following characteristics:
minimal planning of some production processes for the Tool Box
creation of aspects of the Tool Box
statements about practices, processes or products.
22
Year 11 ENGINEERING BUSH DRIFT
Task
This class assessment requires you to manufacture a TURNING EXERCISE SKILLS PROJECT (THE “BUSH
DRIFT/HANDLE”) as per the attached drawing. The Design is to be made from Mild steel rod.
The Processes will include the use of the following machine – Metalwork Lathe – using the centre turning process and three jaw
chuck. This project also requires the use of the verier calliper and micrometre for calculations and measurement.
From detailed drawing manufacture the Bush Drift and produce a procedure sheet.
• Follow cutting list provided
• Machine components using working drawings
• Introduction to cut-off machines, Metal Lathe, Hand tools, Measuring Devices
• Assembly and finish
Instructions
1.You must present on or before the due date the following:
- Materials table./Cutting list
- Tools and equipment listings. Include all tools to be used
- Manufacturing methods. Justify all decisions made
- Any safety considerations
- You must then manufacture the Bush Drift from materials provided.
YEAR 11 ENGINEERING STUDIES
SEMESTER 1
Student’s Name Unit Conditions
BUSH DRIFT
Class time / own time
teacher assistance
Access to computers
Teacher’s Name Assessment Instrument Time
BUSH DRIFT
5 weeks
Due Date Criteria Assessed Perusal Time
Knowledge and Understanding
Analysing and Applying
Producing and Evaluating Refer to attached assessment marking criteria for specifics.
None
Instructions Monitoring of student progress will occur each Friday.
Physical progress should be viewed each week.
23
PLAN OF ACTION
Start ing at the beginning, wr ite each of the MAJOR STEPS needed to make
your solut ion. You may wish to sketch some of these s teps. Remember tha t
some s teps may have severa l ac t ions,
eg.-
My p lan of act ion / work order wi l l be: -
Major Sequences
24. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Fitting a metal screw a) Drill clearance holes b) Drill root diameter hole for screw c) Drill countersink if required d) Fit metal screw
24
40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
46. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
48. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
52. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TIP - Make sure your teacher checks your sequence
Material List
ITEM DESCRIPTION No. MATERIAL SIZE LENGTH
1
2
3
4
5
6
7
8
25
Year 11 – Engineering Skills Practical Demonstration - Bush Drift Student Name: ___________________________
A B C D E
Kn
ow
ing an
d
un
derstan
din
g
The student work has the following
characteristics:
comprehensive description of industry practices in manufacturing the bush drift
consistent and proficient demonstration of fundamental production skills of the bush drift
informed and accurate interpretation of drawings and technical information of the bush drift
The student work has the following
characteristics:
detailed description of industry practices in manufacturing the bush drift
effective demonstration of fundamental production skills of the bush drift
effective interpretation of drawings and technical information of the bush drift
The student work has the following
characteristics:
description of industry practices in manufacturing the bush drift
demonstration of fundamental production skills of the bush drift
interpretation of drawings and technical information of the bush drift
The student work has the following
characteristics:
statements about industry practices in manufacturing the bush drift
partial demonstration of aspects of fundamental production skills of the bush drift
statements about drawings and technical information of the bush drift
The student work has the following
characteristics:
inconsistent statements of industry practices
minimal demonstration of aspects of fundamental production skills of the bush drift
inconsistent statements about drawings and technical information of the bush drift
Analysin
g a
nd a
pplyin
g
The student work has the following characteristics
thorough analysis of manufacturing tasks to proficiently organise materials and resources for the bush drift
discerning selection and proficient application of production skills and procedures in manufacturing tasks of the bush drift
coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the bush drift
The student work has the following characteristics:
effective analysis of manufacturing tasks to organise materials and resources for the bush drift
relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the bush drift
effective use of visual representations, language conventions and features to communicate for particular purposes of the bush drift
The student work has the following characteristics
analysis of manufacturing tasks to organise materials and resources for the bush drift
selection and application of production skills and procedures in manufacturing tasks of the bush drift
use of visual representations, language conventions and features to communicate for particular purposes of the bush drift
The student work has the following characteristics:
partial analysis of manufacturing tasks to organise some materials and resources for the bush drift
partial application of aspects of production skills and procedures in manufacturing tasks of the bush drift
vague use of visual representations, language conventions and features to somewhat communicate of the bush drift
The student work has the following characteristics:
minimal organisation of some materials or resources for the bush drift
minimal application of aspects of some production skills and procedures in manufacturing tasks of the bush drift
unclear use of visual representations, language conventions and features that impedes communication of the bush drift
Pro
ducing and
evaluating
The student work has the following characteristics:
thorough planning and discerning adaptation of production processes for the bush drift
proficient creation of the bush drift that meets specifications
discerning evaluation of practices, processes and products, and valid recommendations made.
The student work has the following characteristics:
effective planning and adaptation of production processes for the bush drift
methodical creation of the bush drift that meets specifications with minor variations
effective evaluation of practices, processes and products, and plausible recommendations made.
The student work has the following characteristics:
planning and adaptation of production processes for the bush drift
creation of the bush drift from specifications
evaluation of practices, processes and products, and recommendations made.
The student work has the following characteristics:
partial planning of production processes for the bush drift
creation of incomplete the bush drift with obvious variation from specifications
superficial evaluation of practices, processes and products, and simple recommendations made
The student work has the following characteristics:
minimal planning of some production processes for the bush drift
creation of aspects of the bush drift
statements about practices, processes or products.
26
MIG Welding Tutorial
Torch Position and Laying Welds
It pays to practice a bit laying beads on the sheet metal you plan to use to develop some technique before
trying any project welding upside down on a rusty car. If you plan to mess around with cars a good
thickness for the first practice sessions would be 1.5mm or 2mm.
1.5 or 2mm is thick enough to stop blowing holes becoming a big issue, and is a handy thickness to use for
experimentation with power settings.
Preparing the metal
Metal needs to be completely clean of rust or paint in the
area where you want to weld. Any rust or paint will act as an
electrical insulator which isn't good when you are are using
an electric welder. An area needs to be cleaned for the earth
clamp too.
Light use of a flap disc on an angle grinder will quickly
remove surface rust and paint without thinning the metal. For
more inaccessible areas an air grinder or dremmel can be
effective.
Holding the torch
MIG can be used one handed but nobody does that because it
can be used two handed as well. Throw away the hand held
mask that came with the welder and buy a full face helmet,
preferably an auto-darkenining helmet. Welding control will be
further improved if you can rest an arm against something
solid.
In the photo one hand is resting on the bench and steadying
the front of the torch while the other hand (the right hand for
right handed welders) holds the handle and operates the
trigger.
Both hands ought to be wearing gloves to protect from UV
light. No arcs were struck in the photo.
Positioning the tip
The heat from the weld goes in the direction of the wire. The shroud
should be angled around 20 degrees from vertical in the direction of
the weld. This is called pushing the torch which improves penetration
- angling the torch the other way (pulling the torch) would heat up
the weld you have already done and reduce penetration.
The end of the shroud should be close to the work without actually
touching the weld. On thin metal around car bodywork thickness a
very short arc is the way to go - it doesn't much matter if you bounce
27
the shroud off the weld occasionally as you go along. For thicker metal over 4mm the weld takes longer to
cool and the shroud will tend to fill with spatter if it contacts the weld so a small clearance is useful.
Technique
It's much easier to lay weld onto a sheet of steel than to do a join, so it's best to practice technique that
way. Move the torch in a straight line and adjust the speed to keep a consistant puddle.
If the weld pool becomes too large (welding too slowly or too high power settings) it might create a hole in
the metal. Weld too quickly and the weld will not penetrate through the metal.
Practice laying welds until the welds start looking neat. It
should only take a couple of hours practice to get a feel for
MIG welding.
Spend a little time laying welds on sheet to get a feel for
welding on different power settings before trying to join two
pieces of metal. And keep working through the tutorial for
more tips.
What mistakes are you going to make? I've taught a few people to weld and the same mistakes happen every time. Here are some trouble-shooting
tips for when the same thing happens to you:
You'll hold the torch too far from the metal If you don't bang the shroud against the metal you are welding every now and again you'll probably be
holding the torch too far away. Some DIY welders suggest touching the shroud against the metal to help
hold position, but that's just a little a too close and you'll overheat the contact tip which makes the wire
stick.
You'll move the torch too fast You'll end up with a tall thin weld if you move the
torch too fast. doing it that way, and you'll have real
trouble joining two bits of metal together later on in
this tutorial. The beads on 2mm sheet in the large
video above are around 6mm wide and 2mm high.
If you go too slowly you will put too much heat into
the weld, but this is rarely something beginners will
do.
The reason many people move the torch too quickly
is the first practice sessions are on car bodywork
thickness sheet where it is easy to blow holes. Try
1.5mm or 2mm sheet until you get the hang of it
and move to thinner sheet later.
28
MIG welding - The Butt Weld
This page starts off describing the technique for making an edge to edge butt weld, though the technique is
similar for most types of joint. The torch positioning is covered on the learning mig page.
If you've skipped all of the earlier pages do be sure to start practicing on steel at least 1.5mm to 2mm thick
otherwise it would be difficult for a learner to control the holes that would inevitably blow through.
Torch Movement
Various torch movements are used in MIG welding. The one I
tend to use most on metal thinner than 2mm is a curved zig-
zag motion illustrated by the photo. It lays a little weld on the
edge of each sheet, then gets out of there before the sheet has
a chance to blow through. Next time the arc gets to the sheet
it is a little thicker and less prone to blowing through. This
tends to result in a reasonably flat, neat looking weld.
Other torch movements include a ziz-zag with no curves
(useful for thicker metal), and welding in a straight line
without going from side to side at all (actually that one is
useful for all thicknesses of metal but takes a whole lot of
practice to ensure the heat is evenly distributed into both
sheets of metal).
Tack welding
The heat in welding will distort metal. If you started welding with
two pieces of metal perfectly aligned, then after an inch of welding
one of the sheets would have moved and you'd end up trying to
weld across a gap. Tack welds (shown in the photo) stitch the two
sheets together to prevent movement.
For car bodywork the tack welds would be spaced at an inch apart.
When welding a seam don't start the weld on a tack as it will break.
Start between the tacks, keep welding over the tacks, and finish the
weld between tacks if possible.
Butt Welding
Here's a butt weld I made earlier.
Looks neat enough but embarrassingly it's under power (see the photo
below). I used the wrong power setting for this one.
It is good practice to note down which power settings and wire feed
speeds are good for each steel thickness. I've printed out a table from
the calculator for reference in the garage where I can add my own
scribbles where I find power settings I prefer.
Penetration is always poor when the weld starts, and in this case the
weld started just before a tack weld. The tack increased the thickness of
the metal and reduced penetration. The weld between the tacks has good penetration.
29
Had I used an angle grinder to remove the excess metal on the
tacks I would have had perfect penetration all the way. Although if
this were car bodywork I wouldn't bother.
After this photo was taken I welded some sheet of the same
thickness in the real world. I used the next power setting up and
welded a bit faster. No problems with poor penetration near tack
welds - the penetration looks very even. Hmm, maybe different
photo to come, but while the old one is here you can learn from
my mistakes.
Weld penetration
With sufficient penetration it should be impossible to see the
original edges of the metal. For the weld on the left there isn't
enough penetration and the joint will be weak and prone to
fatigue. The middle one is about right, and the one to the right
has too much penetration.
Click on the picture to the left for a larger version that will help
you see what I'm talking about. The balance is between no
sharp edges left by poor penetration, and too much penetration
which would leave a sharp change of section between the weld
and the surrounding metal.
Overlap Weld
Overlap welds are far easier to do than butt welds and are a good first step in practicing joining metal with MIG.
In a butt joint you have two sheets of metal of equal thickness. With overlap welding there will be a double
thickness on one side of the weld which makes it a lot easier not to blow holes in the joint.
Overlap welds are much like butt welds apart from the torch is angled towards the double thickness (see photo) to
direct the heat towards the thicker metal.
Unlike the photo, the two sheets should be clamped tightly together, otherwise it will be easy to blow holes in the
top sheet. Also the torch is at too high an angle in the photo - it
ought to be about 60 degrees from horizontal.
When to leave a gap
A root gap between two sheets will reduce the power needed to
penetrate fully through the joint. This is the last thing you'd want
with thin metal as the power setting on MIG welders doesn't go
down all that far. Any steel up to 1.5mm is best welded without a
gap, though a small gap or perhaps between 1/2 the thickness of
the steel can be useful on steel thickness 2mm or above.
Joint preparation for thicker metal
In addition to the root gap, preparing the edges of the joint in a 'V' shape will aid penetration in metal above 3mm
and will allow welding of metal approximately 50% thicker than would be possible without the joint prep.
30
Year 11 ENGINEERING ADJUSTABLE G CLAMP
Task
This class assessment requires you to manufacture an ADJUSTABLE CLAMP as per the project specifications
sheet/drawings. The Design is to be made from Mild Steel - flat bar, round, and mild steel booker rod
supplied. The ADJUSTABLE G CLAMP will be welded together with either/or the MIG Welder (Metal Inert Gas)
or the Arc welder. Use of the Metal Lathe will be required to manufacture the threaded rod section & clamp
nut.
***Students are required to supply their own Adjustable G Clamp wooden or plastic handle material (this
material can be turned on the lathe for shape)
Instructions
3. Research for the following and complete the construction folio: See criteria sheet for more
information
- Materials
- Processes
- Tools
4. You must present on or before the due date the following:
- Materials table. You will need to work out the lineal metres required and use a price list for
additional fixtures
- Tools and equipment listings. Include all tools to be used
- Construction methods. Justify all decisions made
- Any safety considerations
You must then construct the G CLAMP from materials provided.
YEAR 11
ENGINEERING STUDIES SEMESTER 2
Student’s Name Unit Conditions
ADJUSTABLE G CLAMP
Class time / own time
teacher assistance
Access to computers
Teacher’s Name Assessment Instrument Time
MILD STEEL G CLAMP Construction/Procedure Folio
16 weeks
Due Date Criteria Assessed Perusal Time
Knowledge and Understanding
Analysing and Applying
Producing and Evaluating Refer to attached assessment marking criteria for specifics.
None
Instructions Monitoring of student progress will occur each Friday.
Physical progress should be viewed each week.
31
32
33
34
e)
35
PLAN OF ACTION
Start ing at the beginning, wr ite each of the MAJOR STEPS needed to make
your solut ion. You may wish to sketch some of these s teps. Remember tha t
some s teps may have severa l ac t ions, My p lan of ac t ion / work order wi l l be: -
53. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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56. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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TIP - Make sure your teacher checks your sequence
Material List
36
ITEM DESCRIPTION No. MATERIAL SIZE
Width x thickness
LENGTH Unit Cost Per metre
COST
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
TOTAL COST $
37
Year 11 – Engineering Skills Adjustable G Clamp – Multi Modal Student Name: ___________________________
A B C D E
Kn
ow
ing an
d
un
derstan
din
g
The student work has the following
characteristics:
comprehensive description of industry practices in manufacturing the G Clamp
consistent and proficient demonstration of fundamental production skills of the G Clamp
informed and accurate interpretation of drawings and technical information of the G Clamp
The student work has the following
characteristics:
detailed description of industry practices in manufacturing the G Clamp
effective demonstration of fundamental production skills of the G Clamp
effective interpretation of drawings and technical information of the G Clamp
The student work has the following
characteristics:
description of industry practices in manufacturing the G Clamp
demonstration of fundamental production skills of the G Clamp
interpretation of drawings and technical information of the G Clamp
The student work has the following
characteristics:
statements about industry practices in manufacturing the G Clamp
partial demonstration of aspects of fundamental production skills of the G Clamp
statements about drawings and technical information of the G Clamp
The student work has the following
characteristics:
inconsistent statements of industry practices
minimal demonstration of aspects of fundamental production skills of the G Clamp
inconsistent statements about drawings and technical information of the G Clamp
Analysing an
d a
pplyin
g
The student work has the following characteristics
thorough analysis of manufacturing tasks to proficiently organise materials and resources for the G Clamp
discerning selection and proficient application of production skills and procedures in manufacturing tasks of the G Clamp
coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the G Clamp
The student work has the following characteristics:
effective analysis of manufacturing tasks to organise materials and resources for the G Clamp
relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the G Clamp
effective use of visual representations, language conventions and features to communicate for particular purposes of the G Clamp
The student work has the following characteristics
analysis of manufacturing tasks to organise materials and resources for the G Clamp
selection and application of production skills and procedures in manufacturing tasks of the G Clamp
use of visual representations, language conventions and features to communicate for particular purposes of the G Clamp
The student work has the following characteristics:
partial analysis of manufacturing tasks to organise some materials and resources for the G Clamp
partial application of aspects of production skills and procedures in manufacturing tasks of the G Clamp
vague use of visual representations, language conventions and features to somewhat communicate of the G Clamp
The student work has the following characteristics:
minimal organisation of some materials or resources for the G Clamp
minimal application of aspects of some production skills and procedures in manufacturing tasks of the G Clamp
unclear use of visual representations, language conventions and features that impedes communication of the G Clamp
Pro
du
cin
g a
nd
eva
lu
atin
g
The student work has the following characteristics:
thorough planning and discerning adaptation of production processes for the G Clamp
proficient creation of the G Clamp that meets specifications
discerning evaluation of practices, processes and products, and valid recommendations made.
The student work has the following characteristics:
effective planning and adaptation of production processes for the G Clamp
methodical creation of the G Clamp that meets specifications with minor variations
effective evaluation of practices, processes and products, and plausible recommendations made.
The student work has the following characteristics:
planning and adaptation of production processes for the G Clamp
creation of the G Clamp from specifications
evaluation of practices, processes and products, and recommendations made.
The student work has the following characteristics:
partial planning of production processes for the G Clamp
creation of incomplete the G Clamp with obvious variation from specifications
superficial evaluation of practices, processes and products, and simple recommendations made
The student work has the following characteristics:
minimal planning of some production processes for the G Clamp
creation of aspects of the G Clamp
statements about practices, processes or products.
38
Year 11 – Engineering Skills
Adjustable G Clamp – Project Student Name: ___________________________ A B C D E
Kn
ow
ing an
d
un
derstan
din
g
The student work has the following
characteristics:
comprehensive description of industry practices in manufacturing the G Clamp
consistent and proficient demonstration of fundamental production skills of the G Clamp
informed and accurate interpretation of drawings and technical information of the G Clamp
The student work has the following
characteristics:
detailed description of industry practices in manufacturing the G Clamp
effective demonstration of fundamental production skills of the G Clamp
effective interpretation of drawings and technical information of the G Clamp
The student work has the following
characteristics:
description of industry practices in manufacturing the G Clamp
demonstration of fundamental production skills of the G Clamp
interpretation of drawings and technical information of the G Clamp
The student work has the following
characteristics:
statements about industry practices in manufacturing the G Clamp
partial demonstration of aspects of fundamental production skills of the G Clamp
statements about drawings and technical information of the G Clamp
The student work has the following
characteristics:
inconsistent statements of industry practices
minimal demonstration of aspects of fundamental production skills of the G Clamp
inconsistent statements about drawings and technical information of the G Clamp
Analysing an
d a
pplyin
g
The student work has the following characteristics
thorough analysis of manufacturing tasks to proficiently organise materials and resources for the G Clamp
discerning selection and proficient application of production skills and procedures in manufacturing tasks of the G Clamp
coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the G Clamp
The student work has the following characteristics:
effective analysis of manufacturing tasks to organise materials and resources for the G Clamp
relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the G Clamp
effective use of visual representations, language conventions and features to communicate for particular purposes of the G Clamp
The student work has the following characteristics
analysis of manufacturing tasks to organise materials and resources for the G Clamp
selection and application of production skills and procedures in manufacturing tasks of the G Clamp
use of visual representations, language conventions and features to communicate for particular purposes of the G Clamp
The student work has the following characteristics:
partial analysis of manufacturing tasks to organise some materials and resources for the G Clamp
partial application of aspects of production skills and procedures in manufacturing tasks of the G Clamp
vague use of visual representations, language conventions and features to somewhat communicate of the G Clamp
The student work has the following characteristics:
minimal organisation of some materials or resources for the G Clamp
minimal application of aspects of some production skills and procedures in manufacturing tasks of the G Clamp
unclear use of visual representations, language conventions and features that impedes communication of the G Clamp
Pro
du
cin
g a
nd
eva
lu
atin
g
The student work has the following characteristics:
thorough planning and discerning adaptation of production processes for the G Clamp
proficient creation of the G Clamp that meets specifications
discerning evaluation of practices, processes and products, and valid recommendations made.
The student work has the following characteristics:
effective planning and adaptation of production processes for the G Clamp
methodical creation of the G Clamp that meets specifications with minor variations
effective evaluation of practices, processes and products, and plausible recommendations made.
The student work has the following characteristics:
planning and adaptation of production processes for the G Clamp
creation of the G Clamp from specifications
evaluation of practices, processes and products, and recommendations made.
The student work has the following characteristics:
partial planning of production processes for the G Clamp
creation of incomplete the G Clamp with obvious variation from specifications
superficial evaluation of practices, processes and products, and simple recommendations made
The student work has the following characteristics:
minimal planning of some production processes for the G Clamp
creation of aspects of the G Clamp
statements about practices, processes or products.
39
Year 11 ENGINEERING Drill Stand
Task
This class assessment requires you to manufacture a DRILL STAND as per the attached drawing. The
Design is to be made from Mild Steel plate. Processes will include the use of the following machines –
Drilling Machine and Metalwork Lathe. See attached procedure sheet.
Instructions
1.
You must present on or before the due date the following:
- Materials table./Cutting list
- Tools and equipment listings. Include all tools to be used
- Manufacturing methods. Justify all decisions made
- Any safety considerations
- You must then manufacture the DRILL STAND from materials provided.
YEAR 11
ENGINEERING STUDIES SEMESTER 2
Student’s Name Unit Conditions
DRILL STAND
Class time / own time
teacher assistance
Access to computers
Teacher’s Name Assessment Instrument Time
M.S. DRILL STAND
5 weeks
Due Date Criteria Assessed Perusal Time
Knowledge and Understanding
Analysing and Applying
Producing and Evaluating Refer to attached assessment marking criteria for specifics.
None
Instructions Monitoring of student progress will occur each Friday.
Physical progress should be viewed each week.
40
DRILL STAND
41
42
43
44
Drill Stand Procedure
1a. Cut material 180mm long from 65mm x 3mm mild steel (check the material for correct size)
1b. To obtain centre point A you will need to make a backboard to work from. A piece of scrap three ply or sheet metal (180mm x
140mm) will do. Draw a centre line on the backboard. Draw a centre line on your material and place your material on the board so
that the top surface (65mm) is square and centred on the centre line of the backboard.
1c. Mark points B and C on your material
45
1d. Set the Dividers at 118mm and draw an arc to the right from C and to the left from B.
46
1e. Set the dividers to 98mm and scribe an arc to make the centre line for the drill holes.
1f. Using a centre punch locate point D
47
1g. To obtain points E and F you will need to calculate a radius. The distance from centre D to centre F is 4 x 10mm spaces + 0.5
of 6mm + 7mm + 8mm + 9mm + 0.5 of 10mm; i.e. 3+7+8+9+5=72mm
1h. Set the dividers to 72mm and scribe an arc from centre D to centre E and centre F. Centre punch points E and F.
48
1i. Set the dividers to 20mm and using points E and F scribe a part circle at each end.
1j. Measure the distance from D to G (35mm). Scribe a line parallel to the top surface to cut the part circles at each end.
49
1k. Calculate and then centre punch each location of drill holes 1 to 10.
1L. Centre punch locations for drill holes H, I, and J.
1m. Using a hacksaw cut out the waste material MAKE SURE you leave approx. 1mm for filing and finishing the job.
50
MACHINING EXERCISE TACK HAMMER
Task
This class assessment requires you to manufacture a TACK HAMMER as per the attached drawing. The
Design is to be made from Mild steel rod and square.
Processes will include the use of the following machines – Drilling Machine, Shaping Machine and
Metalwork Lathe – three jaw chuck and four jaw chuck. The processes of cutting a male thread (Die) and
cutting a female thread (Tap) will also be involved. This project also requires the use of the verier caliper
and micrometer
Instructions
1.
You must present on or before the due date the following:
- Materials table./Cutting list
- Tools and equipment listings. Include all tools to be used
- Manufacturing methods. Justify all decisions made
- Any safety considerations
- You must then manufacture the Tack Hammer from materials provided.
Conditions
• Practical work, supervised
• 3 weeks duration of project
• All safety requirements are met and checked through observation by instructor
51
52
YEAR 12
ENGINEERING STUDIES SEMESTER 4
Student’s Name Unit Conditions
NUT CRACKER
Class time / own time
teacher assistance
Access to computers
Teacher’s Name Assessment Instrument Time
MILD STEEL NUT CRACKER
16 weeks
Due Date Criteria Assessed Perusal Time
Knowledge and Understanding
Analysing and Applying
Producing and Evaluating Refer to attached assessment marking criteria for specifics.
None
Instructions Monitoring of student progress will occur each Friday.
Physical progress should be viewed each week.
53
ONGUARD COURSE MODULES
On-Guard Pathway: G/Curriculum/Common/Man-Arts/Admin/On-Guard
follow the prompts to Self-Enrol.
(Remember your Password)