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Materials Tools Action

Assignment 7:

[lo 1.11]

To compile a list of safety measures

List a few safety rules that you should have obeyed when you’ve used a specific tool while making your trinket box.

Example: scissors – carry with the sharp side facing downwards.

DESIGN

Assignment 8:

[lo 1.7, 1.8]

To make a lid for your treasure chest

Design and draw different types for lids for your treasure chest in isometric. Use the 30° graph paper. Make a final choice by making a correct sign with that drawing. Also give valid reasons for your choice. Draw the lid in an open and closed position in isometric.

First designs:

Reasons:

Final choice:

Closed position

MANUFACTURING

Assignment 9:

[lo 1.10]

To reinforce the inside of your box with cardboard

Take cardboard and measure out the five sides of the box. Cut it out and glue them to the insides of the box to reinforce it. Are all the insides of even sizes? Explain.

REASEARCH

Assignment 10:

[lo 1.4]

To use a explanatory dictionary

Look up the word HINGE in the explanatory dictionary and write down its meaning.

Assignment 11:

[lo 1.4]

Look around you and make drawings of different hinges in the space below. Write where you saw each hinge on the dotted line below each drawing.

DESIGN

Different ways of attaching the lid by using a hinge.

Assignment 12:

[lo 1.5]

To attach a lid

Draw sketches or paste pictures with labels of different ways of attaching the lid by using a hinge. Mark off your final choice.

DESIGN

Reinforce the outside of your box.

Assignment 13:

To reinforce your box

Take the 40 wooden sucker sticks and plan how you are going to glue them to the outside of your box. The whole outside, except the bottom of the box, should be covered with sticks. You are allowed to use less than 40 sticks and you are allowed to saw some of the sticks to cover the whole outside (also the lid).

MAKING

Assignment 14:

[lo 1.10]

Attach the lid as well as the wooden sticks to the outside of the box. Work neatly and sparingly with the glue. Cut the sticks shorter with a craft knife and safety ruler on a suitable surface. Be careful not to hurt yourself. Snap the sticks by cutting one side, folding them over, cut the other side and snapping them individually. Sand the edges with sandpaper before you glue them onto the box. Position the sticks and paste them together with masking tape if you need to cut a lot of sticks the same length.

RESEARCH

Assignment 15:

[lo 1.8]

Draw or paste pictures of different types of closing meganisms. Add labels.

Decorate the outside of your box by spraying.

Assignment 16:

[lo 1.10]

To decorate your box

Decorate the outside of your box by spraying/ printing a pattern/ sandblasting/ wire brushing/ painting it and varnishing it. Decorate it any way you wish. Add the closing mechanism and glue some material to the inside of your trinket box.

EVALUATION

Assignment 17:

[lo 1.14]

Sketch the finished model/product in colour and in isometric. Use the 30° graph paper.

Assignment 18:

[lo 1.14]

Make an orthographic drawing (3 elevations) of your finished product. Indicate the exact measurements (height, length, width, radius, diameter of lid).

  • Overhead elevation
  • Front elevation
  • Side elevation

Assessment

Learning outcomes (LOs)
Lo 1
Technological processes and skillsThe learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology.
Assessment standards (ASs)
We know this when the learner:
investigate :
1.4 during investigations, plans a strategy for collecting data and information.
design :
1.5 writes or communicates a short and clear statement or a design brief for development of a product or system related to a given problem, need or opportunity;
1.6 lists product and design specifications and constraints for a solution to a given problem, need or opportunity based on some of the design key words.
1.7 generates at least two alternative solutions and annotates the ideas;
1.8 chooses possible solutions, gives sensible reasons for choice, and develops a chosen idea using graphics or modelling techniques;
make :
1.9 develops a plan for making details .
1.10 chooses and uses appropriate tools and materials to make products by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing different materials with some accuracy;
1.11 use safe working practices and shows awareness of efficient ways of using materials and tools;
evaluate :
1.12 evaluates the product or system based on criteria linked directly to the design brief and some of the specifications and constraints, and suggests improvements or modifications;
communicate:
1.14 presents ideas (in a project portfolio) using two-dimensional or three-dimensional sketches, circuit idagrams or systems diagrams.
LO 2
TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING The learner will be able to undertsand and apply relevant technological knowledge ethically and responsibly.
Assessment standards (ASs)
We know this when the learner:
structures:
2.1 demonstrates knowledge and understanding of structures.
processing :2.2 demonstrates knowledge and understanding of how materials can be processed to change or improve properties (e.g. strength, fire resistance, waterproofing, taste, volume, texture).
We know this when the learner:
impact of Technology:
3.2 expresses some reasons why products of technology affect the quality of people’s lives positively and negatively.

Questions & Answers

explain and give four Example hyperbolic function
Lukman Reply
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, Technology grade 7. OpenStax CNX. Sep 10, 2009 Download for free at http://cnx.org/content/col11032/1.1
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