wt5912 unit1 week2

WT5912TECHNOLOGY EDUCATION & WORKSHOP PRACTICE 2: MATERIALS AND CONSTRUCTIONUnit 1 – Week 2 Construction Studies/Machine Anatomy/Project 1Department of Design & Manufacturing TechnologyLecturer/Teacher: Mr. Joseph Lyster Academic Year 2011: Spring SemesterTechnical Support: Mr. Joe Murray & Mr. Richie Hennessy

Notes prepared by: Mr. Joseph Lyster

Department of Design & Manufacturing Technology

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Construction Studies


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Construction Studies:Numbers taking the subject…

(Chief Examiners Report, 2009)


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Construction Studies:Total Cohort…



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Construction Studies:Ordinary/Higher Level Grade Distribution…



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Construction Studies:Project Selection…



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Construction Studies:Submission of Portfolios…



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Construction Studies:Gender Balance…



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Construction Studies:Chief Examiners Report 2009…

It is recommended that teachers: • ensure that a balanced time provision is made available for all three components of the course – practical, written, and coursework • encourage students to plan their work in advance and to devise a coursework management log or Gantt chart to help them set targets and thus help optimise the use of time spend on coursework • encourage students to explore a wide variety of topics and themes before deciding on a particular coursework type • direct students’ attention to the rich architectural heritage of this country and encourage them to explore the architectural and craft heritage of their local area so as to provide stimulus for a diverse range of coursework • encourage students to develop the range of investigative and research skills • advise students to develop the portfolio in tandem with the development of the artefact


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• encourage students to keep a dedicated sketchpad to help develop sketching skills • advise students to record in the portfolio the sources of all information, especially information sourced from the Internet • display the relevant posters relating to coursework in the Construction Studies room and bring to the attention of all candidates the regulations contained in the relevant circulars and posters • ensure that all students complete and sign the necessary documentation prior to leaving school • display coursework in an attractive manner. Coursework work should be arranged in ascending numerical order and no other coursework should be displayed in the Centre. • encourage students to keep a sketchpad from the beginning of the course and to continually make sketches of buildings and architectural detailing as a method of recording and of practising sketching techniques over the duration of the course • not permit candidates remove the coursework from the school to facilitate additional work - as the teacher cannot then authenticate coursework completed in an out-of-school setting.

Construction Studies:Chief Examiners Report 2009…


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Construction Studies:General Themes…

Four main themes prevalent in most technology education programmes:

1. Technological Knowledge2. Technological Skills3. Technological Capability4. ...and most recently - Technological Concepts


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Construction Studies:Traditional Model of Irish Technology Education…

(DES, 2000)


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Construction Studies:New Model for Irish Technology Education…This model is applied directly in leaving certificate Technology

(NCCA, 2008)


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The proposed model for Architectural Technology…

Construction Studies ‘Next Top Model’…???

(NCCA, 2006)


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Architectural Technology…

(T4, 2008)


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The role of design in core elements of Architectural Technology…

(T4, 2008)


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Building Heritage/Craft Heritage…

(T4, 2008)


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Services & Environmental Technology…


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Processing of Materials…

(T4, 2008)


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Environment…

(T4, 2008)


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Construction Studies:Coursework & Projects…

(T4, 2008)


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Architectural Technology:Coursework & Projects…

(T4, 2008)


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Professional Development Needs for Subject Areas…

(T4, 2008)


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Equipment Box


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The project is designed to engage you in a number of wood processes for wood processing safety and best practice.

Thus far the majority of raw material has been processed using the surface planer, thicknesser and rip saw

The resulting components will be further processed in line with project construction

The project aims to develop the following skills: Ability to process raw material Ability to record processes Ability to develop risk perception through hazard identification and risk assessment

procedures, according to legislation. Ability to execute a series of jointing, shaping and general woodworking techniques

using the hand, power and machine tools/techniques. Ability to effectively plan project regarding realistic process factors and time constraints

Equipment Box


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Ability to interpret inbuilt design factors, for example effective design parametres for holding equipment specific to teachers of Construction Studies.

Ability to engage wood a range of wood based materials – red deal, southern yellow pine, MDF and 3mm and 6mm birch ply.

Ability to size and locate fixtures and fittings such as hinges, clips, locks etc… Ability to execute assembly process through gluing, clamping, and fixing, all in

the form of sub-assemblies and one final main assembly. Ability to apply appropriate finishing techniques including sanding and

varnishing. Ability to evaluate the design and re-design. Ability to record information in a logical sequence as outlined by the

Construction Studies project Guidelines.


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Stage 1 – Main Box


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Stage 1 – Main BoxDovetail Spec. (Female) – Front/Back Rail


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Stage 1 – Main BoxDovetail Spec. (Male) – Side Rail 1&2


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Stage 1 – Main BoxStopped Rebate –Front/Back Rail


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Stage 1 – Main BoxThrough Rebate – Side Rail 1&2


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Stage 1 – Main BoxBack Rail - 6˚ Top Edge Rip (Inward)


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Stage 2 – Main BoxProcessing Box Components


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Stage 2 – Main BoxFront Rail - 6˚ Rip @ 100mm


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Stage 2 – Main BoxSide Rail 1 – 6˚ Bandsaw Slop Cut


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Stage 2 – Main BoxSide Rail 2 – 6˚ Bandsaw Slop Cut


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Stage 3 – Main BoxAssembly1 – Main box with base panel


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Stage 3 – Main Box6mm MDF Base panel – Panel Saw


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Stage 3 – Main BoxAssembly 1 – Top Panel


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Stage 3 – Main Box6mm MDF Top Support Panel


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Stage 3 – Main Box3mm Birch Ply Top Panel


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Stage 4 – Splitting Main Box


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Stage 4 – Splitting Main BoxBottom Box – Spindle Moulder Split


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Stage 4 – Splitting Main Box


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Stage 4 – Splitting Main BoxTop Box – Spindle Moulder Split


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Stage 4 – Main BoxAssembly 2


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Stage 4 – Main Box


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Stage 4 – Main Box- Hinging Top/Bottom- Hinging Paper Tray


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Stage 4 – Main BoxPaper Tray


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Stage 5 – Tool Tray 1


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Stage 5 – Tool Tray 1Mitre Detail


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Stage 5 – Tool Tray 13mm Base Panel


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Stage 5 – Tool Tray 1Assembly 3 – Mitre/Spline


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Stage 6 – Tool Tray 2Front Rail - Bare Faced Housing


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Stage 6 – Tool Tray 2Back Rail – Bare Faced Housing


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Stage 6 – Tool Tray 2Side Rail 1


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Stage 6 – Tool Tray 2Side Rail 2


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Stage 6 – Tool Tray 2Tray Base Panel


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Stage 6 – Tool Tray 2Assembly 4


WT5912Stage 6 – Tool Tray 2Internal Divider 1 - Housed

Stage 6 – Tool Tray 2Internal Divider 2 - Housed


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Stage 7 – Full Assembly

wt5912 unit1 week2

Education

certificate technology

wt5912the role of design

coursework work

coursework projectst4

school display coursework

subjectchief examiners

construction studies

diverse range of coursework