Complex Procedures - Moving with technology in Manufacturing

In this blog post I wanted to address a question posed by a CMT/Resistant materials teacher, because it poses a question around how to integrate the advancement of technology in manufacturing into the classroom.

The question: 

"Can I design a unit of work at year 11 which steps up to year 12 and 13 that uses CAM linked with a router machine that would meet the requirements for achievement in Achievement standards?"

Context Engagement & Relevance

My immediate reaction is to note the possibilities of engaging students in the context. Context meaning:"the situation in which something happens : the group of conditions that exist where and when something happens" merriam-webster dictionary

Students often buy in to a project when it holds personal relevance to their prior knowledge, their community, their beliefs or their aspirational goals. Given that Computer Aided Design and Computer Aided Manufacturing is a relevant pathway for many students as a career option and therefore learning about basic functionality and how to apply it in practice not just theory will have student buy in and ultimately engagement.

The ability to see it in a manufacturing experience is priceless and videos or youtube clips such as the following can be used to share a view into the real world of production allows the students to view more that the narrow focus of what is in front of them in a classroom set up.

Curriculum links for assessment:
For the purpose of the question above I would suggest starting by looking at the end point, at level 3 NCEA. 

• What are the skills required for excellence achievement in level 3
• What are the literacy requirements
• What are the expected outcomes required for assessment
• What is the knowledge requirements
• What are the facility and resource requirements

Then work back level by level asking the same questions to design a natural progression flow.

Complex Procedures: Level 3; AS91622 Construction and mechanical technologies 3.22: Implement complex procedures to make a specified product using a Computer Numerical Controlled (CNC) machine.

"Initially students learn to perform a sequence of techniques and tests to make specified products using CNC machines that meet specifications. Students should progress to performing complex procedures, which incorporate the use of CNC machines to make specified products that meets specifications.

Students will need to show that they have an understanding of the underlying capabilities and limitations of the software to interpret a design and translate this into the language used by the machine. (Students need to understand what the programming is attempting to achieve, but do not need to know how the programming works.)" NZC

Teaching and learning Guides at level 8 suggest:

"There are several approaches that teachers may take when planning to use this learning objective. Students could be given the specifications for a variety of styles of outcomes from which they choose one style. All students could develop the same style, or they could choose one of the alternatives. Note where students have chosen the same style ensure that the previous set up has been cleared from the CNC machine. 

Alternatively, students might have fully established the specifications for their product(s) in prior technological practice, and are ready to make them.

 

Regardless of the approach taken before students begin to make their product, ensure that the product allows the student to demonstrate an understanding of the capabilities and limitations of the software."http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-8/CMT-8-3

Advanced Procedures: Level 2 NCEA; AS91347 Construction and mechanical technologies 2.22 – Demonstrate understanding of advanced concepts used to make products
At level 7, students progress to learning about advanced techniques and conventions required for highly crafted special features.

The teaching and learning guide for level 7, states: 

"Resistant materials require particular basic techniques to be used to enable materials to be measured, cut, shaped, joined, and finished when making products. Advanced techniques are required to craft special features of a high standard in a product and rely on the consistent application of accepted conventions to achieve a desired effect. Special features can be structural and/or aesthetic and include such things as: inlays, special fit (for example, interference, push fit), matching turned components, internal screw cutting on a lathe, compound machining, and glass fusing. Knowledge within this component includes understanding how resistant materials are characterised, and understanding techniques used to work them."

http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-7/CMT-7-3

 

Advanced Procedures: Level 1 NCEA; AS91059: Construction and Mechanical Technologies 1.22. Demonstrate understanding of basic concepts used to make products from resistant materials

This achievement standard requires the demonstration of understanding of basic concepts used to make products from resistant materials.  

Initially at level 6, students learn about resistant materials per se, the basic techniques commonly used to work them, and the relationship between these.

There is currently no teaching and learning guides for level 6, but they are coming........soon

I have added in a tool that we use to help unpack relevance, context, skills and knowledge for teachers understanding of learning tasks.

 ka kite ano

Nicole