DESIGN FOLIO - Centenary Heights State High School€¦ · 1 INDUSTRIAL TECHNOLOGY & DESIGN 2018 Year 10 Shop A DESIGN FOLIO Unit 1 Student: _____ CLOCK

1

INDUSTRIAL TECHNOLOGY &

DESIGN

2018

Year 10 Shop A

DESIGN FOLIOUnit 1

Student: ____________________________

CLOCK

2

General information and guidelines about your Safety and Behaviour in Industrial Technology and Design (ITD)

ARRIVAL AT AND REQUIREMENTS FOR 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 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.

SAFETY AND BEHAVIOUR Self-discipline, common sense, awareness and respect for others are vital attributes.

Running in the workshop and dangerous behaviour will not be tolerated.

Use a brush to clean down benches and machines.

CARE OF TOOLS AND MATERIALS Tools should be cleaned and replaced in racks after use.

Materials should be replaced in the storage areas immediately after use.

Offcuts may not be left on the floor. They should be either be returned to the storage area or, if they are sharp, placed in the bin.

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 operating. 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 (ITD Co-ordinator) Maryanne Walsh (Principal) I ________________________________ of _______________(state your class) have read and understood the above safety procedures and will endeavour to carry them out at all times. Failure to do so may impose a sanction in accordance with our Code of School Behaviour and/or place me at risk of remaining in the subject. STUDENT: ________________________________________________DATE: ___________________________

PARENT/CARER: ____________________________________________________________

3

TASK 1

This class assessment requires you to construct a Clock. The design is to be predominately a wood based project, and you will be supplied with Hoop Pine. You are also required to complete the associated theory and complete the theory test. Instructions

1. 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 - Procedure - Any safety considerations - You must then construct the clock from materials provided with the

teachers guidance. - Complete the theory test.

Country Clock

4

5

6

PLAN OF ACTION

Start ing at the beginning, write each of the MAJOR STEPS needed to make

your so lut ion. You may wish to sketch some of these steps. Remember that some steps may have severa l act ions, eg.-

My plan of act ion / work order wi l l be:

Major Sequences

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Fitting a wood screw a) Drill clearance holes b) Drill root diameter hole for screw c) Drill countersink d) Fit wood screw

7

18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

28. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TIP - Make sure your teacher checks your sequence

Material List

ITEM DESCRIPTION No. MATERIAL SIZE LENGTH COST

1 Frame Sides 2 Wood, Pine 116 x 19 2 Frame Top & Bot Wood, Pine 116 x 19 3 Routed Top & Base Wood, Pine 138 x 19 4 Front Wood, Pine 190 x 19 5 Trim Feature Wood, Pine 42 x 19 6 Draw Sides Wood, Pine 68 x 12 7 Draw Front & Back Wood, Pine 68 x 12 8 Draw Bot Ply x 3 9 Routed Draw Front Wood Pine 90 x 19 10 Ply Face Ply 200 x 3 11 Cleats 2 Wood, Pine 19x19

8

9

10

11

12

13

Industrial Technology and Design CLOCK A B C D E

The folio of student work has the following characteristics:

Un

der

sta

nd

ing

dim

en

sio

n

Kn

ow

led

ge

an

d U

nd

ers

tan

din

g

Tec

hn

olo

gie

s a

nd

So

ciet

y Comprehensive explanation

of:

factors that influence the design of products, services and environments to meet present and future needs

the contribution of design and technology innovations and enterprise to society

Detailed explanation of:



Explanation of:



Description of:



Statements about:



Tec

hn

olo

gie

s co

nte

xts

comprehensive explanation how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts

detailed explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts

explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts

partial explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts

statements about how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts

Pro

cess

es a

nd

pro

du

ctio

n s

kill

s E

vid

ence

of

cre

atin

g d

esig

ne

d s

olu

tio

ns

Investigating

comprehensive evaluation of needs or opportunities for each of the prescribed technologies contexts

detailed evaluation of needs or opportunities for each of the prescribed technologies contexts

evaluation of needs or opportunities for each of the prescribed technologies contexts

explanation of needs or opportunities for each of the prescribed technologies contexts

statement about needs or opportunities for each of the prescribed technologies contexts

Gen

era

tin

g

purposeful creation and adaptation of design ideas making well-considered decisions

effective creation and adaptation of design ideas making considered decisions

creation and adaptation of design ideas making considered decisions

partial creation and adaptation of design ideas making decisions

fragmented creation and adaptation of design ideas

comprehensive and effective communication to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques

effective communication to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques

communication to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques

partial communication to audiences using technical terms and technologies and graphical representation techniques

fragmented communication to audiences using everyday language and graphical representation techniques

Producing

proficient and consistent production of effective designed solutions for the intended purpose independently and safely

consistent production of effective designed solutions for the intended purpose independently and safely

production of effective designed solutions for the intended purpose independently and safely

guided production of designed solutions for the intended purpose safely

guided production of designed solutions for a purpose safely

14

Pro

cess

es a

nd p

rodu

ctio

n sk

ills

Evi

denc

e of

cre

atin

g de

sign

ed s

olut

ions

Eva

luat

ing

development of comprehensive criteria for success, including sustainability considerations

development of detailed criteria for success, including sustainability considerations

development of criteria for success, including sustainability considerations

development of partial criteria for success, including sustainability considerations

statements of criteria for success

discerning use of criteria for success (including sustainability considerations) to judge the suitability of: their ideas designed solutions processes

informed use of criteria for success (including sustainability considerations) to judge the suitability of: their ideas designed solutions processes

use of criteria for success (including sustainability considerations) to judge the suitability of: their ideas designed solutions processes

partial use of criteria for success (including sustainability considerations) to describe the suitability of: their ideas designed solutions processes

fragmented use of criteria for success to make statements about: their ideas designed solutions processes

Col

labo

ratin

g an

d M

anag

ing

application of project management skills to include comprehensive documentation and discerning use of project plans to manage production processes.

application of project management skills to include detailed documentation and informed use of project plans to manage production processes.

application of project management skills to document and use project plans to manage production processes.

application of project management skills to partially document project plans and use of production processes.

use of project management skills to partially document aspects of project plans and use aspects of production processes.

15

Task 2 This class assessment requires you to construct a Spice Rack. The design is to be predominately a wood based project, and you will be supplied with Hoop Pine. You are also required to complete a construction folio. 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 - Any safety considerations - You must then construct the Spice Rack from materials provided, with

Teacher Guidance. SITUATION: You have found that your Cooking Spices in the Kitchen are always very messy with some getting lost. You have decided to do something about it and make a Holder. BRIEF: Design, make, and evaluate a holder that will hold your bottles of spices. It must be able to contain so they do not fall out. It should be easy to carry around and also be strong enough to survive being dropped. Decorate the holder to match your theme. FEATURES:

(a) Below list the features that the CASE MUST have.

(1) __________________________________________________________

(2) __________________________________________________________

(3) __________________________________________________________

(4) __________________________________________________________

(5) __________________________________________________________

(b) Below list the extra features you would like it to have.

(1) __________________________________________________________

(2) __________________________________________________________

(3) __________________________________________________________

(4) __________________________________________________________

(5) __________________________________________________________

16

CLOCK

Knowledge and Understanding Technologies and Society Explain some factors that could influence the design of your CLOCK ____________________________________________________________________________________________________________________________________________________________________________________ Technology contexts Explain how the technology we are using to produce the CLOCK impacts on your design of the CLOCK. ____________________________________________________________________________________________________________________________________________________________________________________ Process and production skills Investigating Evaluate the need for a CLOCK in today’s society, who would use it and why? ________________________________________________________________________________________________________________________ Evaluating Develop 3 criteria for success including sustainability considerations. 1.___________________________________________________________ 2.___________________________________________________________ 3.___________________________________________________________ When the project is complete use your 3 criteria from above to judge the suitability of Your ideas 1.___________________________________________________________ 2.___________________________________________________________ 3.___________________________________________________________ Your design 1.___________________________________________________________ 2.___________________________________________________________ 3.___________________________________________________________ The processes used

1.___________________________________________________________

2.___________________________________________________________

3.___________________________________________________________

17

18

19

INVESTIGATION

Ideas for investigating the Design Brief:

How much time do I have?

............................................................................... Who is it for?

............................................................................... What type of materials can I use to create my design?

...............................................................................

...............................................................................

............................................................................... What tools can I use to create my design?

...............................................................................

...............................................................................

............................................................................... How many need to be stored? ............................................................................... What are the dimensions of the object/s to be stored? ............................................................................... Below Sketch the object and include dimensions

20

R E S E A R C H

E X I S T I N G E X A M P L E S

Using the internet, magazines, newspapers, visit to shops and other research methods collect at least 3

examples of existing cases and answer the following questions about each.

EXAMPLE 1

Paste picture here.

What do you like about this design? ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... What do you dislike about this design? ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... What about this design would you like to include in your design ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... Are there aspects of this design that you can achieve/duplicate using the skills you currently have? ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... Are there aspects of this design that you cannot achieve using your current skills. ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

21

R E S E A R C H


EXAMPLE 2

Paste picture here.


22

R E S E A R C H


EXAMPLE 3

Paste picture here.


23

MY IDEAS

There’s nothing more dangerous than an idea if it’s the only one I’ve got.

Here is workspace for your ideas, although, you may have many more.

24

MY IDEAS



25

MY IDEAS



26

MY BEST SOLUTION

From the ideas already drawn, take the best parts and combine them to make a new drawing. Your drawing needs to be more detailed than sketches.

Get extra drawing sheets from your teacher if you need them.

27

WORKING DRAWINGS

Now make a working drawing. This drawing should be complete so that anyone working from it could make the design

28

PLAN OF ACTION

Start ing at the beginning, write each of the MAJOR STEPS needed to make

your so lut ion. You may wish to sketch some of these steps. Remember that some steps may have severa l act ions, eg. -

30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

31. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

34. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

35. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

36. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

37. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

39. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

41. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

42. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

43. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

48. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Fitting a wood screw f) Drill clearance holes g) Drill root diameter hole for

screw h) Drill countersink i) Fit wood screw

My plan of act ion / work order wi l l be:-

Major Sequences

29

49. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

50. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

51. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

52. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

53. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

54. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

55. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

56. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

57. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

58. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

59. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TIP - Make sure your teacher checks your sequence

Material List

ITEM DESCRIPTION No. MATERIAL SIZE LENGTH

1 2 3 4 5 6 7 8

30

2014 TIMBER PRICELIST

ARAUCARIA PLANTATION HOOP

CLEAR DRESSED TIMBER

DRESSED ALL ROUND PRICE $/LINEAL METRE SIZES (mm) RANDOM

LENGTHS (1.5m to 1.8m) PREMIUM LENGTHS (Lengths over 1.8m)

TIMBER SIZES (mm)

RANDOM LENGTHS (1.5m to 1.8m)

PREMIUM LENGTHS (Lengths over 1.8 m)

19 x 12 1.21 1.44

31 x 12 1.50 2.04 42 x 12 1.66 2.15 68 x 12 2.15 2.95 91 x 12 2.86 3.70

116 x 12 3.58 4.91 140 x 12 4.29 5.89 168 x 12 6.43 6.87 19 x 19 1.44 1.66 31 x 19 1.93 2.33 42 x 19 2.33 2.45 68 x 19 3.25 3.42 91 x 19 4.31 4.53

116 x 19 5.41 5.69 140 x 19 6.49 6.70 190 x 19 8.66 8.93 30 x 30 2.54 3.02 42 x 30 3.03 3.50 68 x 30 4.31 4.98 93 x 30 6.59 6.92

140 x 30 9.98 10.48 190 x 30 12.57 15.00 42 x 42 4.54 POA 68 x 42 6.81 POA 93 x 42 8.95 POA

31

................

32

..........Industrial Technology and Design YEAR 10

SPICE RACK

Assessable elements A B C D E

The student work demonstrates evidence of:

Knowledge and Understanding Comprehensive knowledge and understanding of concepts, facts and procedures

Thorough knowledge and understanding of concepts, facts and procedures

Satisfactory knowledge and understanding of concepts, facts and procedures

Variable knowledge and understanding of concepts, facts and procedures

Rudimentary knowledge and understanding of concepts, facts and procedures

Investigating and Designing Discerning interpretation and analysis of information and evidence to generate well-reasoned design ideas

Logical interpretation and analysis of information and evidence to generate convincing design ideas

Relevant interpretation and analysis of information and evidence to generate credible design ideas

Variable interpretation and analysis of information and evidence to generate design ideas

Rudimentary interpretation and analysis of information and evidence to generate design ideas

Producing Controlled and skilful implementation of production processes to make products

Purposeful and effective implementation of production processes to make products

Appropriate and credible implementation of production processes to make products

Variable implementation of production processes to make products

Minimal implementation of production processes to make products

Evaluating Perceptive evaluation of products and processes

Informed evaluation of products and processes

Relevant evaluation of products and processes

Narrow evaluation of products and processes

Cursory evaluation of products and processes

Reflecting Perceptive reflection on the impact of technology and on their learning

Informed reflection on the impact of technology and on their learning

Relevant reflection on the impact of technology and on their learning

Superficial reflection on the impact of technology and on their learning

Cursory reflection on the impact of technology and on their learning

Documents

DESIGN FOLIO - Centenary Heights State High School€¦ · 1 INDUSTRIAL TECHNOLOGY & DESIGN 2018 Year 10 Shop A DESIGN FOLIO Unit 1 Student: _____ CLOCK