INDUSTRIAL SKILLS B ENGINEERING€¦ · The Engineering Industry Introduction and Safety 1...

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.

4

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


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


Major Project – MACHINE VICE

Draft - Multimodal Power point for MACHINE VICE

Final - Multimodal Power point for MACHINE VICE

Record book

SEMESTER 4


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

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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



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


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



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


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


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



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


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


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


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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


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.

13

- 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

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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 $

18

PROJECT- CANTILEVER TOOL BOX

A B C D E

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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


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


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


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


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

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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


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


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


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


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.


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.


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.


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


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


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


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


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


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


characteristics:


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


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


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


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


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


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


thorough planning and discerning adaptation of production processes for the Tool Box

proficient creation of the Tool Box that meets specifications



effective planning and adaptation of production processes for the Tool Box

methodical creation of the Tool Box that meets specifications with minor variations



planning and adaptation of production processes for the Tool Box

creation of the Tool Box from specifications



partial planning of production processes for the Tool Box

creation of incomplete the Tool Box with obvious variation from specifications



minimal planning of some production processes for the Tool Box

creation of aspects of the Tool Box


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


- You must then manufacture the Bush Drift from materials provided.

YEAR 11 ENGINEERING STUDIES

SEMESTER 1


BUSH DRIFT

Class time / own time

teacher assistance

Access to computers


BUSH DRIFT

5 weeks





None



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


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


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


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


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


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


characteristics:


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


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


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


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


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


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


thorough planning and discerning adaptation of production processes for the bush drift

proficient creation of the bush drift that meets specifications



effective planning and adaptation of production processes for the bush drift

methodical creation of the bush drift that meets specifications with minor variations



planning and adaptation of production processes for the bush drift

creation of the bush drift from specifications



partial planning of production processes for the bush drift

creation of incomplete the bush drift with obvious variation from specifications



minimal planning of some production processes for the bush drift

creation of aspects of the bush drift


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.

http://www.mig-welding.co.uk/power-settings.htm

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.

http://www.mig-welding.co.uk/learning-mig.htm

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


- Construction methods. Justify all decisions made


You must then construct the G CLAMP from materials provided.

YEAR 11



ADJUSTABLE G CLAMP


teacher assistance

Access to computers


MILD STEEL G CLAMP Construction/Procedure Folio

16 weeks





None



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

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

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

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

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

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

60. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

61. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

63. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

64. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

65. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

66. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

67. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

68. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

69. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

70. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

71. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

72. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

73. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

74. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

75. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

76. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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


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


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


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


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


characteristics:


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


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


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


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


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


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


thorough planning and discerning adaptation of production processes for the G Clamp

proficient creation of the G Clamp that meets specifications



effective planning and adaptation of production processes for the G Clamp

methodical creation of the G Clamp that meets specifications with minor variations



planning and adaptation of production processes for the G Clamp

creation of the G Clamp from specifications



partial planning of production processes for the G Clamp

creation of incomplete the G Clamp with obvious variation from specifications



minimal planning of some production processes for the G Clamp

creation of aspects of the G Clamp


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


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


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


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


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


characteristics:


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


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


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


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


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


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


thorough planning and discerning adaptation of production processes for the G Clamp

proficient creation of the G Clamp that meets specifications



effective planning and adaptation of production processes for the G Clamp

methodical creation of the G Clamp that meets specifications with minor variations



planning and adaptation of production processes for the G Clamp

creation of the G Clamp from specifications



partial planning of production processes for the G Clamp

creation of incomplete the G Clamp with obvious variation from specifications



minimal planning of some production processes for the G Clamp

creation of aspects of the G Clamp


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:





- You must then manufacture the DRILL STAND from materials provided.

YEAR 11



DRILL STAND


teacher assistance

Access to computers


M.S. DRILL STAND

5 weeks





None



40

DRILL STAND

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:





- 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

52

YEAR 12



NUT CRACKER


teacher assistance

Access to computers


MILD STEEL NUT CRACKER

16 weeks





None



53

ONGUARD COURSE MODULES

On-Guard Pathway: G/Curriculum/Common/Man-Arts/Admin/On-Guard

follow the prompts to Self-Enrol.

(Remember your Password)

INDUSTRIAL SKILLS B ENGINEERING€¦ · The Engineering Industry Introduction and Safety 1...

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