Core learning objectives
Through their investigation process the pupils will learn how to seek information from external sources and gain an understanding of a range of screwdrivers, the materials from which they are made and their usage in a range of situations. Through discussion they will gain a clear idea of the type of screwdriver they will design, preparing the initial ideas through to a final idea using isometric drawing and first angle projection. Throughout the process they will gain a clear understanding of the importance of continual evaluation as well as being made aware of constraints, in particular time, materials and cost of materials.
Extended learning objectives
Through the process of investigation extended pupils will be
taught how to develop a more informed investigation which looks
at criteria beyond the core brief. They will be made aware of
aspects of form and function and their study will be expected
to show that ergonomic considerations are important in the design
of screwdrivers.
When preparing design ideas they will be taught how to explode
their drawing in order to clearly explain how they have taken
account of appearance, function, safety and reliability of their
product. They will clearly indicate how their design proposal
supports the intended user and the purpose for which it was intended
SEN learning objectives
Using investigation material provided, the pupils will be able to demonstrate their understanding of a range of screwdrivers and make reasonable suggestions on how they would design a screwdriver. Using templates and grids they will be able to provide a labelled drawing showing their design intentions.
Lesson context
To ensure that all pupils have the opportunity to study as full a range of screwdrivers as possible. To examine their construction, the materials used and any mechanism forming a part of its function. To allow them to touch and use the screwdrivers in a range of situations and challenges. To study the structure point between blade and handle.Which would they choose and why? Who would use such a driver and how or when?
Lesson structure
(Pre-lesson planning)Prepare central table for screwdriver display. Prepare handouts for SEN pupils. Prepare design briefs for core and extended pupils.
- Explain the project - making references to what they will know, understand and be able to do by the end of the project. Give a clear indication of the level of capability the core will be working at- level 5. Explain that you will be providing some pupils with extension work at level 6.
- Looking at screwdrivers. Construction-materials, Structures, mechanisms, function, shape and form. Reference to FPT's of heat treatment and turning.
- Rotation test of screwdrivers. (5 tests) Each test to have a selection of screwdrivers - each group to report back on which they felt was the best screwdriver for the task and why.
- Report back.
- Homework. (take each group in turn and explain whilst other two groups are writing evaluation). Leave 5 min for teachers own evaluation at the end. Explain that their evaluation is part of their overall project grade. They must explain what they have learned during the lesson.
- Pupil and teacher lesson evaluation
Equipment and materials
- As full a range of screwdrivers as possible.
- 5 test areas.
- Range of raw materials - plastic, wood, metal.
- Handouts. Homework briefs.
Homework
Each pupils to investigate as indicated in their homework brief. Explain clearly what each group will be expected to do.
Risk Assessment
Hazard Identification |
Haz_x |
Risk_= |
RA |
Action |
Example Risk Assessment |
3 x |
1 = |
3 |
Satisfactory |
Are the test pieces firmly secure and safe? |
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Have all screwdrivers been checked for safe use? |
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Are Test areas clear of any unnecessary hazards? |
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Is there a procedure for checking out and checking in all screwdrivers? |
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Are pupils made aware of safety requirements and behaviour during the lesson? |
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Lesson evaluation
To be completed at the end of each lesson by the teacher-assessment to inform future planning.
