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Technology Education 11 & 12 Metal Fabrication and Machining, 2002

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Technology Education 11 & 12 Metal Fabrication and Machining, 2002 TECHNOLOGY EDUCATION 11 AND 12 Metal Fabrication and Machining Integrated Resource Package 2002 IRP 123 Ministry of Education Copyright © 2002 Ministry of Education, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing direct or indirect education programs to entitled students as identified by the School Act or the Independent School Act. TABLE OF CONTENTS Preface . III INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND METAL FABRICATION AND MACHINING Rationale for Technology Education . 1 The Metal Fabrication and Machining 11 and 12 Curriculum . 2 Rationale for Metal Fabrication and Machining . 3 Curriculum Organizers . 3 Suggested Instructional Strategies . 4 Suggested Assessment Strategies . 6 Integration of Cross-Curricular Interests . 6 CURRICULUM: METAL FABRICATION AND MACHINING 11 AND 12 Grade 11. 10 Grade 12 . 24 APPENDICES Appendix A: Prescribed Learning Outcomes . A-3 Appendix B: Recommended Learning Resources. B-3 Appendix C: Assessment and Evaluation . C-3 Appendix D: Acknowledgments . D-3 Appendix E: Offering a Metal Fabrication and Machining Program in Your School . E-3 TECHNOLOGY EDUCATION 11 AND 12: Metal Fabrication and Machining • I PREFACE: USING THIS INTEGRATED TRABLEESOURCE OF C PONTENTSACKAGE his Integrated Resource Package (IRP) system. Prescribed learning outcomes set out provides basic information teachers the knowledge, enduring ideas, issues, T will require in order to implement the concepts, skills, and attitudes for each Metal Fabrication and Machining 11 and 12 subject. They are statements of what students curriculum. The information contained in are expected to know and be able to do in this IRP is also available via the Ministry each grade. Learning outcomes are clearly Website: http://www.bced.gov.bc.ca/irp/ stated and expressed in observable terms. All irp.htm learning outcomes complete the stem: “It is expected that students will …” Outcome The following paragraphs provide brief statements have been written to enable descriptions about each section of the IRP. teachers to use their experience and professional judgment when planning and THE INTRODUCTION evaluating. The outcomes are benchmarks The Introduction provides general that will permit the use of criterion- information about the Technology Education referenced performance standards. It is 11 and 12 curriculum as a whole, including expected that actual student performance special features and requirements. It also will vary. Evaluation, reporting, and student provides a rationale for teaching Metal placement with respect to these outcomes Fabrication and Machining 11 and 12 in BC depend on the professional judgment of schools. teachers, guided by provincial policy. THE TECHNOLOGY EDUCATION 11 AND 12: Suggested Instructional Strategies METAL FABRICATION AND MACHINING Instruction involves the use of techniques, CURRICULUM activities, and methods that can be employed The provincially prescribed curriculum for to meet diverse student needs and to deliver Metal Fabrication and Machining 11 and 12 the prescribed curriculum. Teachers are free is structured in terms of curriculum to adapt the suggested instructional organizers. The main body of this IRP strategies or substitute others that will consists of four columns of information for enable their students to achieve the each organizer. These columns describe: prescribed learning outcomes. These strategies have been developed by specialist •provincially prescribed learning outcome and generalist teachers to assist their statements colleagues; they are suggestions only. • suggested instructional strategies for achieving the outcomes Suggested Assessment Strategies • suggested assessment strategies for determining how well students are The assessment strategies suggest a variety achieving the outcomes of ways to gather information about student •provincially recommended learning performance. Some assessment strategies resources relate to specific activities; others are general. These strategies have been developed by Prescribed Learning Outcomes specialist and generalist teachers to assist their colleagues; they are suggestions only. Learning outcome statements are content standards for the provincial education TECHNOLOGY EDUCATION 11 AND 12: Metal Fabrication and Machining • III IPNTRODUCTIONREFACE: USING TO T HISMA THEMATICSINTEGRATED 10 RESOURCE PACKAGE Provincially Recommended Learning THE APPENDICES Resources A series of appendices provides additional Provincially recommended learning information about the curriculum, and resources are materials that have been further support for the teacher. reviewed and evaluated by BC educators in • Appendix A lists the curriculum organizers collaboration with the Ministry of Education and the prescribed learning outcomes for according to a stringent set of criteria. These each grade for the curriculum. resources are organized as Grade Collections. A Grade Collection is the format used to • Appendix B consists of general organize the provincially recommended information on learning resources as well learning resources by grade and by as Grade Collection organizational charts curriculum organizer. It can be regarded as a and annotations for the provincially “starter set” of basic resources to deliver the recommended resources. New resources curriculum. These resources are typically are evaluated and added to the Grade materials suitable for student use, but they Collections on a regular basis. may also include information primarily • Appendix C contains assistance for intended for teachers. Teachers and school teachers regarding provincial evaluation districts are encouraged to select those and reporting policy. Prescribed learning resources that they find most relevant and outcomes have been used as the source for useful for their students, and to supplement samples of criterion-referenced these with locally approved materials and evaluations. resources to meet specific local needs. • Appendix D acknowledges the many people and organizations that have been The recommended resources listed in the involved in the development of this IRP. main body (fourth column) of this IRP are those that either present comprehensive • Appendix E provides information on coverage of the learning outcomes of the provincially approved Grade 12 courses particular curriculum organizer or provide that may be offered as an extension to Metal unique support to specific topics. Further Fabrication and Machining 11 and 12. information about these recommended learning resources is found in Appendix B. IV • TECHNOLOGY EDUCATION 11 AND 12: Metal Fabrication and Machining PREFACE: USING THIS INTEGRATED TRABLEESOURCE OF C PONTENTSACKAGE Grade GRADE 11 • Health and Safety Curriculum Organizer PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES It is expected that students will: • Conduct a class discussion on personal experiences with respect to accidents. Have students discuss Prescribed Learning •consistently use safe work practices strategies for prevention. •identify WHMIS symbols that apply to work place Outcomes • Engage students in a class discussion about the materials potential effects of a metal shop environment on one’s •demonstrate a knowledge of safety features and health. Have students brainstorm lists of specific health practices associated with oxy-acetylene equipment problems and safety hazards that could cause these The Prescribed Learning •demonstrate a knowledge of safety features and effects. practices associated with metal-related tools and Outcomes column lists •Invite a speaker from the WCB to give a presentation on equipment the wide range of shop-related accidents. Have students the specific learning •identify hazardous situations in the work prepare questions in advance. Following the environment and take appropriate action outcomes for presentation, have students break into groups and Suggested Instructional •demonstrate good “housekeeping” techniques each curriculum conduct a safety audit. Have each group share its Strategies information and then develop a “Shop Safety Guide” organizer . for the school metal shop. • Engage students in a discussion, as you assemble a The Suggested disassembled oxy-acetylene setup. This provides an opportunity for students to observe and study all the Instructional Strategies safety features of the cylinders, regulators, flashback arrestors, hoses, etc., as you work. column suggests a variety •With students gathered around, demonstrate how to of instructional approaches plug in, start, shut off, and change the polarity on a constant current ( stick welding ) machine. Afterward, that include group work, have one or more students repeat the demonstration. Provide feedback as
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