David Medeiros and Travis Mendgen

Dec. 10, 2012

Water Drum Project for Woodwork 9-10: Procedure Booklet with Accompanying Documentation

Designed for Woodwork 9-10

IntroductionThis next project for Wood 9-10 is a red cedar water drum in the style of traditional

indigenous Canadian peoples. Some aspects of this project necessitate the use of contemporary tools, materials, or processes, but it is as faithful to the original designs as it could be, given the restraints of cost, material availability, time restriction, environmental impact, safety, and student skill level. You will be guided through each step, and when there is a deviation from traditional methods of construction, I will inform the class of the changes that were made, so that they can be aware of the ways that the drum would have been made by the original creators.

Those students who get ahead of schedule will have more freedom and time to incorporate more decorative processes such as carving to end up with a more cosmetically advanced final product. Customization is an option, depending on the creativity and skill level of the individual student, but any changes to the shape of the drum must be approved in case the changes affect the structural integrity of the drum.

This project is quite comprehensive as far as the skills that are learned in the process. For students to successfully complete this project they will need to achieve competency in the following areas: stock breakout (including jointer, planer, table saw, and possibly bandsaw), drill press, gluing methods (including octagonal stave gluing using strap clamps and jigs), wood lathe, sanding, carving tools (11-12 classes), staining and finishing, and stringing and tightening the drum head. 

Procedure Booklet

1) Select stock

2) Layout stock- check with teacher before

making cuts to confirm it is correct

3) Breakout Stock - Jointer, planer, table saw, andpossibly bandsaw

4) Make octagonal cylinder- Glue up

- Octagonal stave gluing using strap clamps and jigs- Redi-rod and plywood end pieces to align staves

- Clean up ends- Cut if necessary- Sand end on a table

- Ensure end is square.

5) Make bottom piece- Trace inside of bottom end of cylinder- Cut out Piece A on bandsaw

- ¼” oversize - Sand Piece A to shape on disc sander- Cut out Piece B (OD+ ½”)- Glue pieces A and B together, concentrically- Fit bottom piece to bottom end of cylinder- Glue up: make sure there are no gaps or it will not be watertight

6) Attach ¾” plywood faceplate to top end of drum - four 2” screws alternating with four 2-¼” duplex nails in centre of staves

7) Turn cylinder on wood lathe- turn Outside Diameter

- turn plywood ends flush before turning the cedar centre- specify order of chisels (start with gouge, progress to…) - turn whole cylinder to OD including plywood ends- Round off bearing edge with chisel

- OK to cut into plywood end

8) Finishing- Sanding

- 80, 120, 180, grit- Carving

- Optional: Extension for advanced students- Staining

- Polythane on inside, THEN stain on outside- Stringing and tightening the drum head

- Multiple methods; student can choose which type they want

Marking Sheet / RubricConstruction

0% - 24%Construction is poor.

Nothing lines up. There is no symmetry. Nothing is

square. Joints are not solid.

25% - 49%Not very solid. Out of

square in places. Parts don’t line up. Symmetry is off.

50% - 74%Construction is solid,

and mostly square. Most components line up.

75% - 100%Construction is very

solid, symmetrical and square. Every- thing

lines up

Finishing0% - 24%

There are imperfections everywhere. Finish was

applied haphazardly. Stain appears blotchy. There are multiple drip

marks.

25% - 49%There a few

imperfections. Stain is not consistent throughout.

Some drips are visible.

50% - 74%Very few

imperfections. Stain is consistent. Very few

drips. Finish is smooth to the touch.

75% - 100%Finish is smooth and consistent. There are

little to no imperfections. There are no drips or missed

spots.

Functionality

0% - 24%The drum is incomplete and a head could not be

fastened.

25% - 49%Drum head is fastened

but sound quality is poor.

50% - 74%Drum head is secure and sound quality is

good.

75% - 100%Drum head is secure and evenly tensioned.

Sound quality is excellent.

60% Construction20% Finishing

20% Functionality

Total_____/100%

Focus Points- While building this project, reflect on the history of this project. Consider the ingenuity it took for this to be invented centuries ago without the benefit of modern tools, machines, and materials. The origin of this project was the creativity of a culture that was working only with what they found in nature, not tools and materials they got from a hardware store and tutorials found from the internet.

- What are the environmental implications of this project, historically and today? What details should we be concerned about in that regard?

- What have you learned from doing a major project where you perform many different steps and oversee the entire process from start to finish?

- Have you ever done that on this scale?

- What is the role of music in society, and how would you connect it with technology and construction?

Musical instruments can be used to make art, but can the design and construction of those instruments be considered art in itself?

- What would you do differently next time if you were to do the project over again?

Next steps

So you have just finished your Indigenous Water Drum -

What's Next?

Experimenting with the water level to change tone of the water drum

- Do this by adding and removing water from the fill hole

Try different tying patterns to change the tension on the drum head

- having even head tension will ensure better sound quality

Use different materials for the drum head to test different sounds- leather- canvas- plastic

Change the wall thickness of the drum to produce the best sound- advanced students can reduce to wall thickness of their drum- this will change the sound of the drum

Think of any ways to rework and improve the project- do you have a better design?

Reflection

This project would be a great addition to the project list for an intermediate or advanced woodwork class. It covers a wide range of machines and skills that fulfill a large portion of the IRP's. The project also adds an indigenous aspect to your curriculum. Although this project is a great addition to you woodwork class it might not be suitable for all your students. Some things that you need to consider for this project are:

- This project would take up a large portion of the semester.- This is a wood lathe project so an adequate amount of lathes is needed.- Some jigs must be made to help students with certain steps.- Not all students will be into this project because of the time required.

Because of the limitations of most woodwork shops this project might not work for an entire class. Since this project is heavily based on the wood lathe a large amount of lathes are needed for a class to undertake this project. The best scenario is for advanced students to take on this project as an alternative to other main class projects.

Our experience designing this project was valuable because it allowed us to fully think through the process of creating a project. There were other projects we could get some preliminary information from to use as a starting point, but many customizations had to be made to make it fit with a realistic high school scenario.

Lesson Plan #1

Lesson Date: Feb. 11, 2013

Course: Wood 9-10

Title: Stock Breakout

Intro: Students will learn about stock breakout, which is the woodworking process of prepping material for further processes by establishing

reference surfaces. The power tools used for this are the mitre saw (or the radial arm saw), the jointer, the table saw, and the thickness planer. Stock selection and layout are prerequisite knowledge for breakout, and they have been discussed previously but they will be recapped.

Objectives/Message: Affective: Organization – following the correct order of operationsCognitive: Comprehension – understanding the reasoning for the

specific order, and how each step affects the next one

Psychomotor: Perceptual Abilities – using their reasoning skills and tactile interaction to assess whether the stock is

ready to move onto the next stepMessage: It is important to be aware of the proper order of

operations for a given process, and to understand the reasons for the ordering.

Lesson Strategy: Outline the theory of stock breakout; recap previously taught safety information for relevant tools; demonstrate with a piece of wood,

asking students which step is next and questioning their reasons; activity – “sequencing illustrations”; recap selection of stock and display examples of good and bad stock; recap and demonstrate layout procedures.

Instructional Mat’ls: Handouts for “sequencing illustrations” activity, piece of stock selected for breakout demonstration, pieces of stock with

blemishes to display for selection recap (checks, split ends, knots, signs of disease, nails, etc.)

Tools and Mat’ls: Mitre saw, radial arm saw, jointer, table saw, thickness planer, measuring tape, pencil, carpenter’s square, marking gauge, metal

rule, angle gauge.

Procedure: 1. Present theory of stock breakout2. Recap power tool safety

3. Demonstrate breakout 4. Lead “sequencing illustrations” activity

5. Discuss selection of stock6. Recap layout procedures7. Assist students as they work for rest of period

Assessment: Students will be assessed in class by showing their competence in application of learned material. It will be formative assessment, as

their application of the principles taught here will become evident later in their finished products, for which they will receive summative assessment, as outlined in the project handout they were given already.

Special Safety: Safety related to the individual machines will be recapped from previous lessons. The specific safety related to breakout and stock

selection is that if the steps are not followed in order, the stock will be unsafe to use (ex: Ripping before face-jointing is unsafe because it won’t have a flat surface and might rock on the table, causing it to grab the blade.)

Integration: Physical Education: Spatial awareness is valuable in preventing wasting of materials.

Math: Measurement and calculations are used during layout.

Social Studies: The environmental impact of material waste can be discussed, as one of the reasons behind

the order of operations is conservation of material.

Business Ed: The cost per board-foot of wood can be discussed at the same time as the

conservation of material.

Social Context: Logic, critical thinking, and problem-solving are developed in this lesson, as opposed to simple memorization of steps. This can be

discussed with the students to highlight the need to not just absorb information, but learn how to analyze and synthesize. The

environmental impact of breakout is relevant regarding the efficient usage of material when it is laid out in pencil (ex: cutting a section from the end of a board rather than the middle).

New Terms: Stock Breakout: Prepping material for further processes by establishing reference surfaces

Reference Face: A face (broad side) of a piece of wood that is completely flat

Reference Edge: An edge of a piece of wood that is completely straight and at 90 degrees to the reference

faceReference Surface: Reference Face or Reference Edge

Questions: Q1: Which comes first, layout or breakout?A1: Breakout comes first, because any layout markings you make will

be cut away during the breakout process. It is a good idea to do a rough approximate layout first though, so you can get an

idea of whether the piece you select is an appropriate choice.

Q2: Doesn’t breakout mean something different in woodworking?

A2: Yes – “breakout” also refers to the tearing out of wood fibres on one side of a piece of wood, which sometimes happens when it

is cut on a power tool. It is far more likely to happen when cross-cutting than when ripping. To prevent this,

score the wood fibres with a knife prior to cutting or put another “sacrifice” material against the surface you expect to tear out.

Q3: When selecting wood, does a knot in a piece mean that section must be cut out and wasted?

A3: No – in many cases the knot can be stabilized by filling it with epoxy.

Summary: Students will learn about stock breakout, the correct order of operations, and the logic and safety factors that underlie the

sequencing. Stock selection and layout will be recapped, as well as safety info regarding the relevant machines/processes. The activity will solidify the connections between steps and push them to use their critical thinking skills in figuring them out.

Lesson Plan #2

Band Saw Demo and Safety

Introduction:This lesson will teach students the safe and proper use of a band saw.

Rational: Use hand and power tool techniques to process materials in order to improve the

appearance, usefulness, and function of products. Demonstrate safe work habits when using tools, equipment, and technical processes, and

encourage the same in others. Explain the transfer and conversion of energy within a mechanical system.

Objectives:After successful completion of this lesson the student will be able to:

Identify the parts of the band saw Exhibit safe practices while on the band saw Approach the band saw without hesitation

Lesson Strategy:This demo will show students proper use of a band saw so students will be able to

perform tasks on it. Students shall be engaged because if the safety concerns surrounding this machine. Students will also be engaged in the demo to eliminate internal conflictions towards band saws.

Instructional Materials:- Hand Outs - Band saw - Push stick- Sample wood pieces - Safety glasses - Safety tests

Procedure:

Questions: What should I do if the blade gets stuck? Turn off the machine and carefully

pull out the blade. How close can my hands be to the blade? Hands and fingers must a minimum

of 2 inches away from the blade. What do I do if I need to have my finger less than 2 inches away from the blade?

Use a push stick

Summary: This lesson will teach student to knowledge needed to safely and properly operate

a band saw. Students will be assessed on their knowledge of the operation and safety of the band saw. After students achieve a minimum of 80% on their safety test they will be able to operate the band saw safely and properly by themselves.

Key Terms: Band saw Push stick Bevel Miter Guides Miter gauge groove Blade

Obtain permission from instructor before operating this machine Band Saw

Distribute handout to all students in

the class

Gather students around the band

saw

Demonstrate safe and proper

techniques on the band saw

Answer questions concerning the

band saw

Have students return to tables and

distribute safety tests

Have students finish the test

Have students mark each others tests and hand then in

15 minutes

5 Minutes

10 Minutes

20 Minutes

Safety suggestions  

1. Wear approved eye protection.

2. Eliminate loose clothing, confine long hair and remove jewellery from hands.

3. Adjust the blade guard to within ¼” (6mm.) of the work.

4. Remove cuttings only after the blade has stopped moving.

5. Avoid backing out of the cut.

6. Never place your fingers near the cut line. Maintain a safe distance ( ____ “, ____ mm., minimum) between your hands and the blade. Use a push stick when necessary.

7. Consult your instructor when cutting large or irregularly shaped pieces.

8. Do not leave the machine until after the blade has stopped moving.

 Table

Upper wheel

Blade

Table

Mitre gauge groove

Table

Blade

Blade guides

Blade support

Guide

Band SawName …………………..Class …………………….Date ………………………

Safety Quiz

1. It is safe to tilt the table when cutting bevels. T F

2. The saw should be stopped by forcing a piece of wood against the blade. T F

3. The blade guard should be adjusted to within ¼” (6mm.) of the work. T F

4. The blade guides should be adjusted tight against the blade.

T F

5. The hands should come no closer than 4” (10 cm.) from the blade. T F

6. All adjustments should be made with the power turned off. T F

7. Never place your fingers on the line you plan to cut. T F

7.

6.

3.

2.

5.

10.

9.

8.

1.

4.

Teacher Candidate Name: Travis Mendgen, Dave Medeiros Faculty Advisor:

Date + Time of demo/class + Block/Room: UNIT PLAN School Advisor:

Name + Grade of Course:Wood Work 10

Rationale:This unit will build on students prior knowledge by reinforcing these previous learning outcomes;• learn about the safe use of specialized tools and machinery• consider how they will use technology in daily life and in the workplace• study the characteristics and uses of materials and information while solving problems involving design that occur in daily life and in the workplace• learn to create and manage systems that energize and control products

Goals:Self and society - describe how societal pressures influence technological advancements and, conversely, how technological changes influence society - identify gender and ethnic bias in technological fields

Communications - demonstrate skill in managing time and resources

Production - use a design process in production activities - match materials to specific product requirements - use hand and power tool techniques to process materials in order to improve the appearance, usefulness, and function of products- demonstrate safe work habits when using tools, equipment, and technical processes, and encourage the same in others

Control - design and construct a system that uses a control device, and assess its environmental and social implications

Energy and Power - analyze the function of systems used in machines and equipment - explain the transfer and conversion of energy within a mechanical system

Title of Unit:Water Drum

Curriculum Organizers:Self and society, Communications, Production, Control, and Energy and Power

Accommodations:Students will be able to complete processes as soon as they have seen the demo and passed to required safety test. Students that finish early will be able to carve their drums.

LESSON TOPIC SPECIFIC LESSON OBJECTIVES (SWBAT)

TEACHING METHODS + ACTIVITIES

(include Closing Activities)

STUDENT ACTIVITIES MATERIALS/ RESOURCES

ASSESSMENT STRATEGIES +

CRITERIA

1. Stock Selection & Breakout

- Select proper stock- Appreciate socio

environmental issues regarding non sustainable lumber

- Prepare lumber for machining

- Lecture on proper stock selection and its environmental impacts

- Lecture on stock layout procedures

- Demonstrate layout procedure

- Listen to the lectures- Listen and watch demo

on layout procedures

- Stock selection handout

- Stock layout handout- Stock- Scale- Pencil- Tape measure

- Formative: Sequencing Activity

- summative: layout accuracy

2. Use of Jointer & Planer

- Identify the proper safety procedures

- Exhibit safe practices on the jointer and planer

- Operate a jointer and planer safely

- Explain safe practices on the jointer and planer

- Show students how to safely joint and plane wood

- Listen to the demo- Write the safety test- Demonstrate safe use

on jointer and planer

- Jointer and planer safety handouts

- Jointer and planer safety tests

- Jointer- Planer

- Jointer and planer safety test

3. Use of the table-saw

- Identify the proper safety procedures

- Exhibit safe practices on the table-saw

- Operate a table-saw safely

- Explain safe practices on the table saw

- Show demo on how to cut safely on the table-saw

- Listen to the demo- Write safety test- Demonstrate safe use of

table-saw

-Table-saw safety handouts

- Table-saw safety tests

- Table-saw

-Table-saw safety test

4. Glue-up & clamping

- Prepare the stock for gluing

- Comply with the proper gluing procedure

- Correct gluing errors

- Explain proper gluing procedures

- Explain proper clamping procedures

- Demonstrate how to use strap clamps

- Listen to gluing and clamping procedures

- Watch the demonstration on how to clamp a drum

- Glue- Staves- Strap clamps- End clamps

- look for excessive gaps

5. Use of Band saw

- Identify the proper safety procedures

- Exhibit safe practices on the band saw

- Operate a band saw safely

- Explain safe practices on the band saw

- Show demo on how to cut safely on the band saw

- Listen to the demo- Write safety test- Demonstrate safe use of

the band saw

- Band saw safety handouts

- Band saw safety tests- Band saw

- Band saw safety test

6. Use of Wood Lathe

- Identify the proper safety procedures

- Exhibit safe practices on the wood lathe

- Operate a wood lathe safely

- Explain safe practices on the wood lathe

- Demonstrate safe use of a wood lathe

- Demonstrate safe chisel techniques

- Listen to the demo- Write safety test- Demonstrate safe use of

a wood lathe

- Wood lathe safety handouts

- Wood lathe safety tests

- Wood lathe

- Wood lathe safety test

7. Use of the Drill Press

- Identify the proper safety procedures

- Exhibit safe practices on the drill press

- Operate a drill press safely

- Explain safe practices on a drill press

- Demonstrate safe use of a drill press

- Listen to the demo on the drill press

- Write a safety test- Demonstrate safe use of

a drill press

- Drill press safety handout

- Drill press safety test- Drill press

- Drill press safety test

8. Finishing Procedure

- Identify proper order of finishing procedures

- Choose appropriate sand paper and stains

- Correct any defects in finish

- Explain proper sanding order

- Demonstrate sanding technique

- Explain safety on finishes- Cover WHIMIS on stains

and paint

- Listen to explanation on sanding

- Understand WHIMIS MSDS on stain

- Pre-finished project- Sandpaper

(150,220,320,400 grit)- WHIMIS MSDS for

stains- Stains- Brush

- Look for blemishes, evidence of adequate sanding and proper finishing

9. Mounting the Drum Head

- Acknowledge the cultural and historical significance of mounting a drum head

- Value the traditions of other cultures

- Calibrate their drum head for best sound

- Explain proper stretching and tying technique

- Demonstrate tying technique

- Listen to explanation of stretching and tying

- Demonstrate proper head stretching and tying techniques

- Finished drum body- Leather- Leather cord- Leather punch- Four rocks

- Check for fit and sound quality

Safety Sheets for BandsawCompetencies

Given a properly adjusted band saw, instruction and demonstration of use, each student will be able to:- Identify the major parts of the band saw.- Pass a written test on the safety and operating procedures of the band saw - Demonstrate the ability to use the bandsaw while observing all safety rules and correct operating procedures.

Instructional Materials and Procedures

Identification of Basic Bandsaw Parts

1. Blade Tensioning Screw

2. Blade Cover

3. Arm

4. Thrust Bearing

5. Table

6. Table Insert

7. Table Angle Scale

8. Switch

9. Work Lamp

10. Guide Post

11. Guide Post Locking Screw

12. Guide Locking Screw

13. Blade

14. Blade Guides

15. Blade Slot

16. Miter Gage Slot

Band Saw Safety

1. Remove tie, rings, watch, and other jewelry, and roll up sleeves above the elbows. Remove all loose outer clothing and confine long hair. Protective type footwear should be worn. Do not wear gloves when operating the bandsaw.

2. Wear an approved safety shield, goggles or glasses to protect the eyes.

3. Keep the table and floor around the machine clean and free of scrap material, chips, oil, grease, coolant, tools or accessories to minimize the danger of slipping or tripping.

4. Keep guards in place at all times. The blade guard should be from 1/8 to ¼ inch above stock. Keep hands away from blade and do not open upper or lower bandsaw doors while blade is in motion. Maintain a balanced stance and keep your body under control at all times; do not overreach.

5. Use only blades that are in good condition. Blades that are not sharp or havemissing teeth can require excessive force and increase the chance of an accident.

6. Make all adjustments with the power off. Disconnect the power for any service, maintenance or blade changes on the bandsaw.

7. Give the work your undivided attention. Looking around, carrying on a conversation and horseplay are careless acts which can result in serious injury.

8. Upon completion of a job, clean the bandsaw and work area. Never clean the machine with the power on and never use hands to clean up chips and saw dust; use a brush.

9. Do not allow the hand or fingers to come closer than 2 inches to the blade.

Bandsaw Operating Procedures

1. Select the proper blade width, and refer to a chart that gives the blade width for minimum radii cuts.

2. The teeth on the blade of a properly installed bandsaw should point downward in the direction of blade travel.

3. Check tension and tracking of the blade frequently, make adjustments as needed. Disconnect power and turn wheels by hand to see if the blade is tracking in the middle of the wheel.

4. Be sure material being sawed is free of nails, paint and other obstructions.

5. Plan your cuts carefully. Lay out work clearly, use relief cuts, and avoid backouts.

6. Do not cut stock until the machine is running at full speed.

7. Always place stock flat on the bandsaw table.

8. Do not force the stock into the blade at a rate faster than it can be readily cut.

9. If sawing freehand, use one hand to guide stock into the blade and the other hand to push the stock into the blade. DO NOT PUSH STOCK WITH HANDS IN LINE WITH THE BLADE.

10. Do not place excess stress on the blade by twisting the stock, cut curves gradually.

11. If a problem develops and the blade has to be backed out, shut off the machine and wait until the blade has stopped.

12. If the blade breaks, shut off the power and move away from the machine. Never try to free a blade while the wheels are turning.

13. An indication of a cracked blade is a rhythmic click as the cracked portion of the blade passes through the wood.

14. Cylindrical stock should be mounted in a holding device to keep it from spinning and crowding the blade while being cut.

15. Make sure the band saw has stopped before leaving.