Construct a resistant materials product CMT 8-1

• Indicators
• Progression
• Teacher guidance
• Contexts for teaching and learning
• Assessment for qualifications

Constructing a resistant materials product requires students to implement procedures and tests to make specified products using resistant materials. Resistant materials may include but are not limited to: wood, composites, metal, alloys, ceramics, and plastics. Constructing using resistant materials requires particular techniques and procedures to be undertaken to enable materials to be skilfully and safely measured, cut, shaped, joined, and finished to make quality products. Complex procedures require preparation of parts for integration, preparation of the integrated environment, integrating parts to ensure the product meets the specifications and on-going testing against reference points and undertake preparation, integrating, and testing to ensure health and safety regulations.

Achievement objective: CMT 8-1

Indicators

• Undertakes complex procedures to construct a product that integrates parts with accuracy and precision, and meets specifications.
• Selects and applies scheduled techniques to comply with relevant health and safety regulations.
• Shows independence and accuracy in executing the scheduled techniques and tests.
• Undertakes techniques and tests in a manner that economises time, effort, and materials.

Progression

Initially students learn to perform a sequence of techniques and tests to make resistant materials products that meet specifications. Students should progress to performing complex procedures, which incorporates interlocking parts to make a high quality resistant materials product that meets specifications.

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Teacher guidance

To support students to implement complex procedures to make a resistant materials product, at level 8, teachers could:

• support students to be aware of a wide range of measuring, cutting, shaping, joining, and finishing techniques
• provide students with examples of how parts can be interlocked and explore techniques to enable this to occur
• provide students with the opportunity to discuss what is meant by ‘complex procedures’, that is, procedures that require the student to make informed selection and scheduling of techniques and testing to make a product that incorporates two or more interlocked parts which require accuracy and precision
• support students to undertake evaluative tests to demonstrate the final product meets specifications
• support students to explore and discuss complex procedures in terms of skilfulness and efficiency
• ensure students have an appropriate environment, tools, and materials to enable students to work safely with resistant materials to make a product
• support students to explore techniques that are most suitable for use with a variety of resistant materials and allow parts to be interlocked with accuracy and precision
• support students to schedule and practice a range of techniques and tests to develop quality products. This may be through completing a range of individual products and/or projects/activities.

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Contexts for teaching and learning

• Students will produce a specified resistant materials product that includes integration of parts that allow the product to function. This means that there must be detailed, measureable specifications for the product. These also need to include material specifications. The specifications can be provided by the teacher or developed by the student. (Refer to AS91620 explanatory note 5.)
• Support students by checking and agreeing with the student that the specifications are of sufficient rigour for level 8 of the curriculum.
• Integration of parts includes but is not limited to manufacturing parts, for example machining or fabricating and testing against specifications in preparation for their integration.
• Complex procedures expected when working with resistant materials is given in AS91620 explanatory note 3. For example, those that require students to select and perform a variety of techniques required for the integration of interlocking parts, which require accuracy and precision.
• Provide students with the opportunity to select the techniques required to prepare parts for integration prior to making their product. Students need to be able to trial/practice techniques, self-reflect and undertake on-going testing against reference points as they integrate the chosen parts. These checks should be on going throughout the production of the resistant materials product and not just a one-off check at the end. (Refer to AS91620 explanatory note 7.)
• Provide opportunities for students to develop and capture evidence for the assessment task. Encourage them to self-reflect and undertake on-going evaluation of their techniques to ensure fit and accuracy of style is achieved and that the parts meet the specifications.
• In addition to preparing parts, students need to be involved in “preparation of the integration environment”. This refers to the involved workspaces and may include tools, equipment and assembly aids. (Refer to AS91620 explanatory note 6.) Provide an appropriate environment, tools, and materials to enable students to work safely with resistant materials to make their product. Students need to ensure that preparation, integration, and testing complies with relevant health and safety regulations.
• Support students to use reference points, like datum lines, centres, centrelines, prepared edges and surfaces to reduce errors when testing the integration of interlocking parts.

Literacy considerations

Students will need to understand:

• complex procedures: this is where a product requires integration of parts to enable the product to function
• reference points: a fixed place/indicator to help locate a centre, a join or an edge when constructing a product
• specifications: define the requirements of the physical and functional nature of the product which are measurable.

Resources to support student achievement

• TKI assessment resource 
• Indicators of progression

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Assessment for qualifications

The following achievement standard could assess learning outcomes from this learning objective:

• AS91620 Construction and mechanical technologies 3.20 Implement complex procedures to integrate parts using resistant materials to make a specified product.

Key messages from the standard

• This standard requires students to implement complex procedures, which incorporate interlocking parts, performing a sequence of techniques and tests to make a high quality resistant materials product that meets specifications. Complex procedures are those that require students to perform a diverse range of operations involving parallel procedures and feedback (requiring scheduling and carrying out techniques as based on results of measuring/testing) to achieve a successful object. The specifications of the object, the starting materials to be used and initial techniques will be provided to the student, but any additional techniques required and the timing of all operations will be determined by feedback.

Teachers must be able to justify your judgments by providing evidence based on classroom observations and discussions with students. As the teacher, you need to be able to demonstrate that your judgments are soundly based. This means some recording of evidence is necessary. However, recording of evidence should not be time-consuming or onerous. Students could be asked simply to keep a record of progress and how they have resolved problems – maybe by annotating construction plans or the equivalent. You could add your own observations to the students’ records. Students could also provide evidence by:

• establishing a schedule of tests (that is will be done and when), and recording the outcomes of the tests as they apply them
• by taking and annotating photos to show economic use of materials and accuracy.

Judgments

• Independence can be gauged from the level of teacher input required, and from observation of student interactions.
• Accuracy of execution can be seen in the processes used in the finished product, and in how the student has followed through on information from testing.
• Economy of time is gauged by observation and relates to how effectively students organize themselves, look after their resources so that they can pick up where they left off the previous period and minimize downtime.
• Economy of effort is a measure of efficiency. To what extent does the student know what to do and get on and do it rather than relying on trial and error? It can be gauged from classroom observation and/or planning logs.
• Economy of resources is gauged by the extent to which a student makes use of materials.
• Economy of time, effort, and resources could be demonstrated in one action. For example students could chose the correct tool for the task, which saves them time and effort and minimises wastage.
• Economy of time and effort are often linked.

 

Last updated May 23, 2018

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