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5 Chinese PuzzleDesign & Technology
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Chinese PuzzleProject for early Secondary
An ideal starting project, with no variation. Enjoyable for pupils, very easy on the department budget. Ideal filler project.
PointS of intereSt
• Easyandenjoyabletomake.
• Students can play with thefinishedjob.
• Crosscurricularwithmathsandgraphics.
• Assessmentonaccuracyandfinish.
• Novariationforwholeclass.
chineSe Puzzle Project, baSic SkillS.
• Introductiontotheworkshop.
• Workshopsafety.
• Handtoolsafety.
• Materialselection.
• Woodasamedium.
• Importanceofaccuracy.
• Finishingaproject.
Aquick,effectiveprojectaimedatthefirstfewyearsofsecondarytechnology,thisprojecthastheflexibilitytoofferdifferentiationthroughouttheyeargroups.
Allthreecomponentsshouldbepreparedpriortothelessonsothatstudentsfinditeasytoengagewithminimalsupervision.
Itisagreatstartingorfillerproject,asweakerstudentsfinditpossible
tokeepupwiththepace,whilstallstudentsdevelopgoodworkshoppractice.
Thestagesofmanufacturehavebeencompiledtoaidtheadvancementoftheclassasaunit,ratherthantheindividual.
Teaching poinTs
Somestudentswilltrytofreehandthemeasurements.
Accuracyisvitaltoasuccessfulproject.
Occasionally,pupilstrytochiselouttheslots.Thiswillsplitthewood.
Donotforcetightfittingjoints.Again,itwillsplitthewood.
Over-cleaningwithsandpaperwillcausealoosefitingjob.
Splitworkcanbegluedandusediflefttodry
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STARTING WITH THE CUTTING LIST:
3off125mm×30mm×13mm(Pine)
Pic 130 mm12
5 m
mThree pre-cut strips per student.
cleanandhavenoknots.Knotsare
causingirregularshapes.Itisimportantthatthestripsare13mmthickforthepuzzletowork.
Whencleaning,sandwiththegrain,notacrossthegrain.
CONSUMABLE MATERIALS: NONE
� STEP 1 MARKING OUT THE STRIPS.
32mm
15mm
15mm 15mm
32mm
32mm
9mm
15mm
A B C
Accuracyatthisstageisvitaltotheendproduct.
Hardwoodwithatightgrainisidealforthisproject.
Pinewithnoknotsisalsosuitable,althoughmorepronetosplit.
� STEP 2 PUTTING THE PUZZLE TOGETHER
Oncethethreepieceshavebeenmarkedout,theycanbecut.Ifthelessonincorporateshandtools,acopingsawshouldbeused.Itcanalsobecutusingavibrosawor,forspeed,itispossibletocutonabandsaw.
AB
C
The three parts of the puzzle
HOW TO DO THE PUZZLE
Insert piece B half way into slot
in piece C.
Slide A down C and lock into B.
Clip C into place
Cut inside the lines and clean excess out with a �le. If the holes are made too big, the puzzle will be too loose and will fall apart.
Do not force any pieces together.
If the strips are over-sanded, this will also result in a loose �nish.
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WORKSHEET 1 NAME:____________
Beforemarkingoutyourcutsonwood,markonthe3templatesbelow.Thethreetemplatesshownherearethesamesizeastheactualjob.Usethesetopractise.
Althoughtheinformation(dimensions)islimited,thereisenoughtobeabletoreproduceallthepieces(hint,findthecentrelines).
15 m
m
32 m
m
15 mm
32 m
m
15 mm15 mm
9 m
m
32 m
m
AccuracyisaveryimportantskilltomasterinTechnology. Use a ruler, pencil and a rubber.Getting it rightnowwill save lotsof timeandproblemslater.
Teachercomment:
GRADE:____________
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WORKSHEET 2 NAME:____________
comPlete the drawing below.
Why?Becauseknowingyourprojectwillmakethetasksomucheasierandyoucanvisualizewhatitwilllooklikewhenfinished.
1. Namethetypeofwoodusedinthepiecesoftheproject. __________________
2. Choosewoodwithout__________________
3. Thegrainofthewoodshouldrunacrossthewidthofthepieces. True/False
4. Whatisthenameofthesawusedtocutoutthepieces ____________________
5. Iftheslotsaretoobig,thejobwillbe______________________
6. Iftheslotsaretootight,thepartswill ______________
7. Splitpiecescanbeglued,althoughtheymustbeallowedtosetfor______hours.
8. Holesshouldbedrilledthen________and______tosize.
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9. Whatshouldbeavoidedwhencleaningthepieces?___________________________________________
____________________________________________
10.Thisprojectisatestof______________
� EVALUATION
(Thisisannimportantstageoflearningandunderstanding)
Ifyoucouldstartagain,whatwouldyoudodifferently?Whatwentwronginthemaking?
Whatcouldbedonebetter?
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Grade yourself 1 to 6: Teacher grade 1 to 6: (with 6 highest)
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WORKSHEET 3 NAME:____________
calculationS with reference to the Puzzle
1. Halfof125 =___________ (Lengthofpiece)
2. Halfof30 =___________ (Widthofpiece)
3. Halfof32 =___________ (Lengthofslot)
4. Halfof15 =___________ (Widthofslot)
5. Halfof9 =___________ (WidthofopeninginpieceA,BorC)
6. Bisecttheselines:
7. Markasectionof32mmcentredonthemid-pointofthisline:
8. Markasectionoff,15mmcentredonthemid-pointofthisline:
9. Drawarectangle32mm×15mm:
10.Drawarectangle32mm×15mm,withthecrosssetinthemiddle:
11..WhatisthesurfaceareaofthefaceofpartC?(Clue,Length×Width=_______)
PartC:Length×Width=_________×_________.Sothearea=_________(X)
Whatisthesurfaceareaofthecutoutsection?
PartC:Length×Width=_________×_________.Sothearea=_________(Y)
SurfaceareaofpartC=X–Y=_____________
ThereforetheVolumeisC×thickness(13mm)
Volume=____________(Volumeiswritteninmm3).
GRADE:____________
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WORKSHEET 1 ANSWERS
Beforemarkingoutyourcutsonwood,markonthe3templatesbelow.Thethreetemplatesshownherearethesamesizeastheactualjob.Usethesetopractise.
Althoughtheinformation(dimensions)islimited,thereisenoughtobeabletoreproduceallthepieces(hint,findthecentrelines).
AccuracyisaveryimportantskilltomasterinTechnology.Usearuler,pencilandarubber.Gettingitrightnowwillsavelotsoftimeandproblemslater.
15 m
m
32 m
m
15 mm
32 m
m
15 mm15 mm
9 m
m
32 m
m
AccuracyisaveryimportantskilltomasterinTechnology. Use a ruler, pencil and a rubber.Getting it rightnowwill save lotsof timeandproblemslater.
Teachercomment:
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WORKSHEET 2 ANSWERS
comPlete the drawing below.
Why?Becauseknowingyourprojectwillmakethetasksomucheasierandyoucanvisualizewhatitwilllooklikewhenfinished.
1. Namethetypeofwoodusedinthepiecesoftheproject. Pine
2. ChoosewoodwithoutKnots
3. Thegrainofthewoodshouldrunacrossthewidthofthepieces. False
4. Whatisthenameofthesawusedtocutoutthepieces Coping Saw
5. Iftheslotsaretoobig,thejobwillbeLoose
6. Iftheslotsaretootight,thepartswill Split
7. Splitpiecescanbeglued,althoughtheymustbeallowedtosetfor24hours.
8. Holesshouldbedrilledthendrilledandthenfiledtosize.
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9. Whatshouldbeavoidedwhencleaningthepieces?If it is over cleaned or too much material is removed, the project will be too slack or loose.
10.ThisprojectisatestofAccuracy.
� EVALUATION
(Thisisanimportantstageoflearningandunderstanding)
Ifyoucouldstartagain,whatwouldyoudodifferently?Whatwentwronginthemaking?
Whatcouldbedonebetter?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Grade yourself 1 to 6: Teacher grade 1 to 6: (with 6 highest)
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WORKSHEET 3 ANSWERS
calculationS with reference to the Puzzle
1. Halfof125 = 62.5 (Lengthofpiece)
2. Halfof30 =15 (Widthofpiece)
3. Halfof32 = 16 (Lengthofslot)
4. Halfof15 =7.5 (Widthofslot)
5. Halfof9 =4.5 (WidthofopeninginpieceA,BorC)
6. Bisecttheselines:
7. Markasectionof32mmcentredonthemid-pointofthisline:
8. Markasectionoff,15mmcentredonthemid-pointofthisline:
9. Drawarectangle32mm×15mm:
10.Drawarectangle32mm×15mm,withthecrosssetinthemiddle:
11..WhatisthesurfaceareaofthefaceofpartC?(Clue,Length×Width=_______)
PartC:Length×Width=125 mm×30 mm.Sothearea=3750 mm2
Whatisthesurfaceareaofthecutoutsection?
PartC:Length×Width=32mm×15mm.Sothearea=480 mm2
SurfaceareaofpartC=X–Y=3750 – 480 = 3270 mm2
ThereforetheVolumeisC×thickness(13mm)
Volume=3270 × 13 = 42510 mm3(Volumeiswritteninmm3).
GRADE:____________
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Scheme of work
TheSchemeofworkmaylooksomethinglikethis:
LessonLesson
ObjectivesActivities Materials
Assessment
Cross-curricularHomework
1
Analyzingthetask,problem,designbriefclientandbrainstorm
Projectintroduction,discussiononpuzzledesign,constructionandproblems.
Storyboard,A4paper.Premadegame.Examplematerial.
English,Maths,IT(research),Graphics.Teacherobservation.
Collectionofimagesofgames.A4sheet.Completeclasswork.
2
Researchandselectionofconstruction,material.Lookatexistingproducts.
Isometricdemo,visualblowupofcutsandwhy.Investigateproducts.
A4paper,Examplesofjoins.Alternativepuzzleideas.Fabricationpoints.
English,Maths,IT(research),Graphicsandteacherobservation.
Compilepreferredimages.Completeclasswork.Roughsketchofparts.
3
Markingoutwood,usingcorrectmeasurementsandcuttingmaterial.
Teacherdemonstrationofeachsection.Individualpracticalsession.Useofhandtools.
Pine(type)wood(noknots),precut.PVA,pencils,rules,etc.
Maths.Graphicalability.Qualityandaccuracy.Teacherobservation.
Produceamaterialandequipmentlistusedforlessontasks.
4Finishcuttingthethreeparts.Cleanbursandmarksfromjob.
Practicallessontofinishcuttingofblocks.Cleaningusingsandpaper.
Pine(type)wood(noknots),precut.PVA,pencils,rules,etc.
Maths.Graphicalability.Qualityandaccuracy.Teacherobservation.
Studentselfevaluatetheproject,listofpersonalimprovements.
5Learnimportanceofaccuracythroughmarkingoutandchecking.
Finishpracticalwork,cleanandstain.Playwithproject.Evaluatefinishedjob.
Projectboards,PVA,sandpaper,pencils,rules,A3paper.
Maths.Graphicalability.Qualityandaccuracy.Finishedjob.
Studentsselfevaluatetheprojectandcompilealistofimprovements.
Thisschemeofworkisonlyaguide.Yoursmaydifferdependingonyourteachingstyles.
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aSSeSSment rubric
0 Level 1-2 Level 3-4 Level 5-6 Level
B
Design
Thestudentdoesnotreachanyofthestandardsdescribedbythedescriptorstotheright.
TheStudenthascompletedsomeofthefourdesignbriefworksheets.S/hehasshownabasicunderstandingoftheprojectindrawingform.
TheStudenthascompletedthefourdesignbriefworksheets.S/hehasshownafairunderstandingoftheproject.S/hehasconstructedafairrepresentation,inisometricform,oftheproject.
TheStudenthascompletedthefourdesignbriefworksheetstoahighstandard.S/hehasshownagoodunderstandingoftheproject.S/hehasproducedahighstandardisometricdrawingoftheproject.
C
Plan
Thestudentdoesnotreachanyofthestandardsdescribedbythedescriptorstotheright.
Thestudenthaslimitedunderstandingoftaskmanagement.S/hehasnotbeenabletocompletetheproject.
Thestudenthasanunderstandingoftaskmanagement.Theyhavebeenabletocompletetheprojectontime.
Thestudenthasplannedouttheuseoftimeoveravailableequipment.S/heunderstoodandmanagedthetaskseffectively.
D
Create
Thestudentdoesnotreachanyofthestandardsdescribedbythedescriptorstotheright.
Thestudentcreatedtheproduct.S/heworkedsafely.
Thestudentcreatedtheproductaccordingtotheapproveddesignandfollowingtheplans.Theyworkedsafelyandtidilythroughttheunit.
Thestudentcreatedtheproductaccordingtotheapproveddesignandfollowingtheplans.Theirworkisaccurateandwellfinished.S/hehasworkedsafelyandtidilythroughouttheunit.
E
Evaluate
Thestudentdoesnotreachanyofthestandardsdescribedbythedescriptorstotheright.
Thestudentprovidesaverybasicratingofhis/herperformance.
Thestudentprovidesabasicratingofhis/herperformance.Reflectspossibleimprovementsinfuturework.
Thestudentprovidesanoverallratingofhis/herperformance.Justifiestheratingandreflectspossibleimprovementsinfuturework.
F
AttitudesinTechnology
Thestudentdoesnotreachanyofthestandardsdescribedbythedescriptorstotheright.
Thestudentprovidedalittleevidenceofpersonalengagementwiththesubject.
Thestudentprovidedevidenceofpersonalengagementwiththesubject(agenerallypositiveattitude)intechnology.
Thestudentprovidedevidenceofpersonalengagementwiththesubject(independence,generalpositiveattitude)intechnology.
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� TIME FRAME AND DURATION:
• 6to8Weeksat2×45minperweek.
� AREA OF INTERACTION
• ApproachestoLearning,HumanIngenuity
� INTERDISCIPLINARY AND CURRICULUM LINKS
• Maths
� SIGNIFICANT CONCEPTS
• Outlinethedesignbrief.
• Designatesttoevaluatetheproductagainstthedesignspecification.
• Evaluatethedesignsagainstthedesignspecification.
• Usearangeofappropriatetechniquesandequipmentcompetently.
• Suggestwaysinwhichperformancecouldbeimproved.
• Carryoutunitsofworkintechnologyusingmaterialsandtechniquessafelyandresponsibly.
� MYP UNIT QUESTION
• Whyisitimportanttobeabletoaccuratelymarkoutapieceofworkintechnology?
SUB QUESTIONS
• Whyshouldweknowtheprojectbeforemakingtheobject?
• Whyisaccuracyimportant?
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� ASSESSMENT:
Studentswill:
• Completethefourworksheetsprovidedforthisproject.
• Accuratelymarkoutworkusingpreviouslycompletedworksheets.
• Followthestagescorrectlyforfabricationofproject,usingappropriatetoolsandmachinery.
• Produceadimensionedisometricdrawingofthefinishedproject.
• Evaluatetheirworkandalsotheprojectingeneral.
� MYP OBJECTIVES TO BE ADDRESSED
• Design,Plan,Create,andEvaluate.AttitudestoTechnology.
� ASSESSMENT CRITERIA TO BE USED:
• B,C,DandE,F
� PREVIOUS KNOWLEDGE AND SKILLS TO BE USED
• Mathematicskills,forthemarkingoutandpreparationpriortofabrication.
• Englishskillsforunderstandingthetasktobeperformed.
• Artexperiencefortheabilitytodrawandcreateworkingdiagrams/drawings.
� APPROACHES TO LEARNING
• Theunitisaimedatdevelopinginthestudentsalimitedunderstandingoftheprocessesinvolvedindesigntechnology.Studentswillbecomefamiliar (byuse)with toolsandequipmentaswellas thesafetyaspectsinvolved.
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� LEARNING EXPERIENCES
• Studentswillinitiallyworkfromthepredevelopedworksheetstogainanunderstandingoftheunit.Theywillseefinishedworkpriortostartingtoshowdirection.Theywillreceivesafetyinstructionsforusingthevariousequipmentrequiredtocompletetheproject.
• Studentswillacquireknowledgebycompletingthevarioustasks.Severaltaskswillbeopenedtothem.Allmustbecompleted(studentcentredlearningwilltakeplace).
• Itisexpected(orpresumed)thatstudentshavealittlepriorknowledgeofthesubject.
� TEACHING STRATEGIES
• Assessmentwillbebasedinitiallyontheworksheetsi.e.completionandpresentation.Studentunderstanding(andthereforeassessment)willbecomeobviousoncethepracticalworkbegins.Feedbackonthetaskswillbemarkedonthesheetsandverbalteacherinputduringpracticalworkshouldalsooccur.
• Theprojectisaimedatstudentcentredlearning.Thestudentshouldbeawareofwhatisrequiredandshouldmanagethetaskstosuitavailabilityofequipmentandstagesneeded.
• Theprojecthashugescopefordifferentiationeitherinthestartingpointorthestages(canbeadjusted)asrequiredbytheteacher.
• Thisisahighlyvisualprojectandstudentswithlanguagedifficultiesand,tosomeextent,learningdifficultiescanfollowthestepbysteppictorialguideinthenotes.
� RESOURCES
• TheprojectwillbebasedsolelyintheDesign&Technologyroomtoallowstudentstobecomefamiliarwiththeworkshop.However, teachers shouldmake frequentreference toexternalmanufacturingandmaterialavailability.
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