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Critical load

TLF ID M021547

This lesson focuses on issues civil engineers face when designing a structure. The activity explores some concepts of structural engineering and how to measure the critical load, or the maximum weight a structure can bear. Students learn about basic structures, how to reinforce, materials selection, and working as a team, design and build a prototype structure to hold increasingly greater weights.

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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A 28" tower carefully constructed of popsicle sticks for a college design competition. Held 10,000+ pounds!

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Feb 24, 2015 - A 28" tower carefully constructed of popsicle sticks for a college design competition. Held 10,000+ pounds!

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Building Construction 2 Project 1 Report

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Project 1: Understanding Forces in Skeletal Structure

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Modern-day structural engineering provides a large and detailed body of knowledge that can accurately predict the performance of different shapes and materials used in structures to resist loads and stresses on structures. There are six types of building structures in civil engineering framed structures, to the Mass structures.

There are six types of structures in civil engineering

1. Load bearing structure

A load-bearing structure is the first type of structure in building/civil engineering that has the components of a building that carries and transfers the load to the ground safely.

This type of building structure guarantees the stability of the building and its performance. Commonly walls, columns, beams, and foundation.

There is a transfer of loads from the slab to the walls and from the walls to the foundation.
Slabs >> Walls >> Foundation
Load Bearing structural components of a Building,

1. Load Bearing Walls

Transfers the loads from slabs above it to the foundation. These walls can be made of concrete, brick masonry, or block materials. Most of the exterior walls of a building structure are considered load-bearing. Any load-bearing wall should have a minimum thickness of 200 mm.

Also read: How to calculate the numbers of bricks, sand, and cement for brick masonry?

2. Beams

The primary load-bearing component of a structure can be made from wood, concrete, or metal. The capacity of load-bearing depends on the depth and width of the beam. The beam is subjected to a higher amount of shear and compressive force

3. Columns

The structural columns are one of the important elements in a structure which have an effective role in the transmission of dead and live loads to the foundation

4. Braces

Braces are structural elements used in the framework structural system. These load-bearing elements help in stiffening the framework effectively.

5. Trusses

Trusses are load-bearing elements that support the roof elements in a building structure type. The roof loads are uniformly transmitted to the truss. The truss is subjected to tension and compression forces. The trusses are not subjected to any kind of moments.

In Structural Engineering, load-bearing structures transfer all loads to footing directly from the walls. its first type of structure in civil engineering.

2. Framed structure

Framed structures are another type of building structure in civil engineering. its work is based on the structural elements that transfer the loads from slab to footing.
Slabs >> Beams >> Columns >> Foundation
In the case, of Load bearing,
Slabs >> Walls >> Foundation
Type of Framed Structure in civil engineering

1. Rigid Frame Structure

These frames are built at the site. They provide more stability and resist rotations effectively to diff types of structures in construction.

Advantage - They feature positive and negative bending moments throughout the structure due to the interaction of walls, beams, and slabs.

2. Braced Frame Structure

This frame structure resists lateral forces by the bracing action of diagonal members used to resist the sideways forces. The structure is braced by inserting diagonal structural members into the rectangular areas of a structural frame.

Major Parts of Concrete Frame Construction

1. Columns

Vertical members, carry the loads from the beam and upper columns and transfer them to the footings. The loads carried may be axial or eccentric.

The design of columns is more important than the design of beams and slabs. This is because, if one beam fails, it'll be a local failure of one floor, but if one column fails, it can lead to the collapse of the whole structure.

2. Beams

Horizontal members carry the loads from slabs and also the direct loads of masonry walls and their self-weights. The beams may be supported on the other beams or may be supported by columns forming an integral part of the frame.

Main Beams - Transmitting floor and secondary beam loads to the columns.

Secondary Beams - Transmitting floor loads to the main beams.

3. Slab

A slab is a flat horizontal place that is used for covering the building from above and providing shelter for the inhabitants. These are the plate element and carry the loads primarily by flexure.

They usually carry vertical loads. Under the action of horizontal loads, due to a large moment of inertia, they can carry large wind and earthquake forces, and then transfer them to the beam.

4. Foundation

Transmit the load coming from the above columns and beams to the solid ground.

Load transfer from like, Slabs >> Beam >> Column >> Foundation

5. Shear Walls

Shear walls are actually very large columns because of which they appear like walls rather than columns. They take care of the horizontal loads like wind and earthquake loads.

Shear walls also carry vertical loads. It's important to understand that they only work for horizontal loads in one direction, which is the axis of the long dimension of the wall.

Codes for Designing Framed Structure IS (Indian Standard) 456-2000 ACI (American Concrete Institute) 318-89 ICC (International Building Code) 2009

3. Truss Structure

A truss is an articulated structure composed of straight members arranged and connected in such a way that they transmit primarily axial force. If all the members lie in one plane it is called a plane truss.

A three-dimensional truss is called a space truss. A truss is an efficient way to span long distances which minimizes the amount of material used. This is because the internal loads of the members are induced axially (in the direction of the member) in the form of compression or tension.

4. Shell Structure

The shell structure is a thin, curved plate structure shaped to transmit applied forces by compressive, tensile, and shear stresses that act in the plane of the surface.

Reinforced cement concrete and steel mesh are used in the Shell Structure.

5. Pre-Engineered Structure

A pre-engineered building (PEB) is designed by a supplier or manufacturer with a single design to be fabricated using various materials and methods to satisfy a wide range of structural and aesthetic design requirements

6. Mass Structure

A mass structure is a structure that is made by combining similar materials into a certain shape or design. Mountains are an example of a natural mass structure, and brick walls are an example of a man-made mass structure.

Learn basic structural engineering course with cover all structural elements like column, beam footing, trusses, shear force, and bending moment diagram here,

Conclusion:

Structural engineering is a field of civil engineering. Structural engineering is the biggest branch of civil engineering. Load-bearing structures are used for less loading and single or double floor structure construction work. Framed structure is used on highrise buildings and all types of structures. now mainly framed structures are used in the construction work.

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Modern-day structural engineering provides a large and detailed body of knowledge that can accurately predict the performance of different shapes and materials used in structures to resist loads and stresses on structures. There are six types of building structures in civil engineering framed structures, to the Mass structures.

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Years 7 and 8

Years 7 and 8 Band Description

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.

In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.

Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

Years 7 and 8 Content Descriptions

Years 7 and 8 Achievement Standards

Years 7 and 8 Work Sample Portfolios

Satisfactory

Above Satisfactory

Below Satisfactory

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Summary of task

Students were filmed or photographed to demonstrate working safely in the technologies classroom. They completed safety worksheets to demonstrate their understanding of safe work practices.

Achievement standard

By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

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By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on…

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Entering a classroom, we think first about its walls. We think about where the desks sit. Where we will stand. Whether there are windows, where the doors are, how the chalkboard, whiteboard, or overhead projector are arranged. And then we make decisions about teaching based on these environmental considerations. Should we rearrange the chairs? Should we stand behind the podium, or should we sit on the desk? Making decisions about how teaching will occur-what it will look like, how it will be performed-is as much a response to the environment in which we teach as it is to the lesson we have planned.

''Pedagogy is essentially a critical thinking exercise directed at learning and teaching. Pedagogy asks us to never teach by rote: never assume the use of a podium, or an overhead projector, or desks situated in rows, or a chalkboard, or walls.''

What about when we teach online? Where are our walls and chairs and podium in digital space? For some, the coded boundaries of the LMS replace the solid borders of the classroom, and discussion fora become the arrangement of chairs. Video lectures have been used to replicate an instructor's presence on the screen, and quizzes with algorithmically automated teacherly responses offer feedback in lieu of written notes and gold stars. But it's important to think bigger about where the walls are, where our teaching territory lies.

And here's why: because when we teach digitally-whether online, or in hybrid environments (and all learning today is necessarily hybrid)-walls become arbitrary. All walls. And all seats and all podiums and all chalkboards, too. LMSs have more than snack-sized shortcomings, but the biggest dilemma they pose is that they create the illusion of digital learning without really ever encountering the Internet. Like all illusions, this is misleading, because digital learning (and by necessity, digital pedagogy) takes place all over the web.

The digital adds another not-at-all-discrete meta-level layer. The tools we use for learning, the ones that have become so ubiquitous, each influence what, where, and how we learn-and, even more, how we think about learning. Books. Pixels. Trackpads. Keyboards. E-books. Databases. Digital archives. Learning management systems. New platforms and interfaces are developed every week, popping up like daisies (or wildfires). None of these tools have what we value most about education coded into them in advance.

Individual digital tools have been largely created in order to contain the Internet. They are like stalls at a public market. In one, you can buy fresh produce, in another jewelry, in another tie-dye shirts and aprons. Each is meant to give you a specific interaction with part of the whole. This is also true of traditional classrooms. You go to room 202 in the Humanities building to learn English, but you go to room 556 in the Science building to take your math class. The LMS, the market stall, the classroom all have this in common: they make particular and small that which is widespread.

But there are no true walls on the Internet, only the walls we choose. We may teach part of our class on-ground and part of it within an LMS, or we may put our syllabus online and conduct backchannel discussions on Twitter between classes. But as teachers we can never be certain that our students will choose the same walls we choose for them. While they are in our on-ground classroom, they are also on Twitter and Facebook. They've just "pinned" a photo of our slideshow to Pinterest. And by doing so, they've made the class extant, and their own participation ongoing. They've broken the walls of the classroom (or the LMS) on their own, and so broken down the boundaries of when and where learning takes place.

That students can break the walls between which we plan our teaching means that we must adjust our pedagogical approach. And that's the core of digital pedagogy: an acknowledgement that the space of learning is more fluid and adaptable than we might have planned on.

Before getting lost in the discussion of what tools to teach, or whether to teach tools in place of (or next to) teaching content, it's important to ask the question: are we teaching digitally? And if we are, there are a number of consequences.

1. Our digital pedagogy must inevitably acknowledge the ability of students to control and choose containers for their own learning.

2. We cannot compensate for all the ways that students will choose to process and curate their learning in digital spaces, and so it becomes vital to teach students not about particular tools, but about how to choose tools for their use.

3. In order for students to choose tools for their own use, they must have a sense of themselves as learners much more than a sense of us as teachers. Digital pedagogy is necessarily learner-centric, then.

4. We must empower students to use the web (because they will anyway) in ways that support their learning. This means integrating the use of smart phones, tablets, and laptops in on-ground classrooms. It also means inviting students to connect with each other outside of the ways we intend them to connect. Let learning go where they go.

Digital pedagogy is:
1. different from teaching online because it allows us to open up learning and teaching in ways that gravity-bound education doesn't permit. When we bring the Internet into our teaching, and truly embrace all that the digital engenders, we open our students (and ourselves) to a whole new world of networked, connected learning.

2. is precisely not about using digital technologies for teaching and, rather, about approaching those tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning.

watch the video: http://www.uky.edu/celt/content/digital-pedagogy
"Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline."
Jesse Stommel is an Assistant Professor of Digital Humanities at University of Wisconsin-Madison, and this idea has a lot to it.

In this idea, Stommel shifts the practice of pedagogy as a vehicle for "teaching" to something more whole-considering the humanities not as a school of thought or academic genre, but rather a reason for being. Humanities teach. The "digital" reaches. Therefore, the digital humanities should reach and teach as a matter of concept and design. That's what they're for.

Stommel offers four characteristics of critical digital pedagogy. Put another way, these are four things we might notice if digital teaching and learning is doing what it's supposed to do.

4 Characteristics Of Critical Digital Pedagogy

1. It centers its practice on community and collaboration

2. Must remain open to diverse, international voices, and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries

3. Will not, cannot, be defined by a single voice but mus gather a cacophony of voices

4. Must have use and application outside traditional institutions of education

The presentation is mostly macro thinking of what education can be, quoting from Freire, Dewey, and even Emily Dickinson to make the case for what's possible in a modern-digital and connected-learning environment. Definitely worth a look as you consider what you consider what the results of your practice should ultimately "do" in the real world-and the kinds of thing it should "break."

Digital Pedagogy is how to integrate technology when teach, it not refers to use it only (like to show a video, listen to music or play a game in a computer, radio or tv) it refers to how our students can use them to learn and show what they have learnt (like participate in chat to talk or post about a specific topic or make a blog) here we have the levels of thinking too but including the technology in each level. We have to change our thinking and start to integrate Digital Pedagogy with our students, teenagers will love to work on this way I think, but some of them could feel bad because they can have some difficulties to work in this way because various factors: don´t have a computer or access at internet and we have to look for solutions (or they have to look for solutions to estimulate their critical thinking).

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Entering a classroom, we think first about its walls. We think about where the desks sit. Where we will stand. Whether there are windows, where the doors are, how the chalkboard, whiteboard, or overhead projector are arranged. And then we make decisions about teaching based on these environmental considerations.

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Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect on how you're integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition?

To learn more about the connections between SAMR and Bloom's Taxonomy, see Dr. Puentedura's blog post, " SAMR and Bloom's Taxonomy: Assembling the Puzzle."

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Introduction to the SAMR Model | Common Sense Education

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Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect on how you're integrating technology into your classroom.

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Dr. Ruben Puentedura has developed what he calls the SAMR model, which provides a framework to show the impact of technology on teaching and learning. The model moves through various stages, beginning at a basic level of learning in the substitution phase through to a level where learning is transformational at the redefinition level.

The SAMR model is powerful because it enables us to think about how learning can be extended through the use of technology. I have summarised the four stages of the SAMR model here:

SUBSTITUTION - Technology acts as a direct tool substitute, with no functional change. For example, students may type up notes on a word processor instead of writing by hand in an exercise book.

AUGMENTATION - Technology still acts as a direct tool substitute, but with functional improvements. Taking the example of typing on a word processor, augmentation means that the learning process can become more efficient and engaging. Images can be added, text can be hyperlinked and changes to the text itself can be made quickly.
These first two stages of the SAMR model represent enhancements of existing ways of working. Digital technology is not necessary in order to carry out the learning task. The technology simply provides a digital medium for learning to take place, which may enhance learning.
MODIFICATION - By this stage technology not only enhances the learning activity, it also significanly transforms it. An example might be students setting up a blog in which they open up their work to a worldwide audience. The blog means that students are much more accountable for the work they present, so will tend to spend more time refining their written work. In this way, both student learning and literacy improve.

REDIFINITION - This level requires the teacher to think about learning activities that were previously inconceivable without the use of technology. This could be for instance, a Google Hangout session that takes place between students from different countries in order for students to swap information about their home countries in real-time. Likewise, the use of Google Docs for students in different parts of the world to collaborate on a shared assignment facilitates learning opportunities that would be impossible without such technology.
The modification and redefinition levels represent transformational stages in terms of student learning, as the technology is actively helping to transform the way in which learning can occur.
Concluding thoughts...

The SAMR model is essentially a planning tool that helps to design better learning activities for students. The framework provides pedagogical insight into how technology can and should be used in the classroom. I would make the following recommendations in light of the model:

1. Always consider whether or not the technology improves the learning process. I have already written about what makes technology 'appropriate' in a learning context. If the learning process is enhanced through the use of technology, then it's appropriate to use - if not, more traditional (analogue) methods can work just as well (if not better).

2. Collaboration is extremely important, particularly if you're looking at learning from a social constructivist perspective. Consider how you can use technology to facilitate collaboration.

3. Ensure that you use technology to expose students to the outside world. This not only helps to improve their cultural understanding and international-mindedness, it can be great for building key literacy skills.

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Dr. Ruben Puentedura has developed what he calls the SAMR model, which provides a framework to show the impact of technology on teaching and learning. The model moves through various stages, beginning at a basic level of learning in the substitution phase through to a level where learning is transformational at the redefinition level.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Online training modules and inductions for students

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Online training modules and inductions for students

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Health, Safety & Wellness (HSW) Inductions

Every student entering the Bachelor of Architectural Design, Bachelor of Design, Master of Architecture and Master or Urban Design and Development programs are required to complete two HSW inductions:

1. building induction

2. fieldwork safety

You can access these inductions via the EAIT Safe website. If you have any difficulties accessing the modules please contact the School.

Workshop Training

All students are required to complete the 51 & 51A Building Induction as well as machine-specific skills training. CNC Router and Laser Cutter skills training are booked through Blackboard > UQ Architecture Workshop. For all other machine-specific skills training sessions, visit the Architecture Workshop office located in Zelman Cowen 51-101.

Closed-in shoes are required to access all UQ workshops. Steel-capped safety shoes may also be required where specified. Other personal protective equipment will be provided by the Architecture Workshop. Information regarding skills training and general workshop procedures can be found via the UQ Architecture Workshop Blackboard site – follow the steps below to access.

1. Log into Learn.UQ

2. Under 'My Organisations' click the link for 'UQ Architecture Workshop' to access information on skills training, equipment booking, consumables pricing and online payments.

​If you cannot access the UQ Architecture Workshop site, please contact the team on (07) 3365 3724 or archwork@uq.edu.au

UQ Respect Online Training Module

Equality, respect and inclusion are key principles at the University of Queensland, and we all have an important role to play in promoting safety and respect on campus and in society. The UQ Respect training module will strengthen your skills and understanding of sexual consent, provide practical tips on being an ethical bystander and language for how to respond with compassion should a peer tell you about an experience of sexual assault or sexual harassment. This is an online, self-paced module that is available through UQ Blackboard.

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Online training modules and inductions for students

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Every student entering the Bachelor of Architectural Design, Bachelor of Design, Master of Architecture and Master or Urban Design and Development programs are required to complete two HSW inductions:

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Social Media as a marketing tool for D&T

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Social Media as a marketing tool for D&T

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How Today’s Woodworkers Use Social Media

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In this post, we’ll describe how today’s woodworkers use social media and how your brand can get involved in their conversations.

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State of New South Wales, Department of Education, Australia

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The Digital learning selector helps you make fast decisions about a technology you can use for learning with your class. Find support to get started, contribute new tools and share them with your colleagues.

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CAD: Computer Aided Design - this is a piece of software that allows you to design products in 2D or 3D. In school we use 2D Design, ProDesktop and Google Sketchup.

CAM: Computer Aided Manufacture - t his is a piece of equipment of which it's movements are guided by computers. In school we have the CNC Router and the Laser Cutter.

CNC: Computer Numerical Control - essentially this means that a program converts your CAD work into numbers, these numbers are then converted into co-ordinates which plot the movement of the cutter.

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CAD: Computer Aided Design - this is a piece of software that allows you to design products in 2D or 3D. In school we use 2D Design, ProDesktop and Google Sketchup. CAM: Computer Aided Manufacture - t his is a piece of equipment of which it's movements are guided by computers.

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Outcome 2

Apply a range of production skills and processes safely to make the product designed in Unit 3, and manage time and resources effectively and efficiently.

Examples of learning activities

Students carry out a risk assessment before they begin any production work, applying the 'hierarchy of hazard control' where elimination of the risk is the first strategy considered. They complete the industry recognised safe work procedures (SWPs) documentation for each piece of equipment they will be operating. The Victorian Department of Education and Training's OHS Risk Management website provides additional information as well.

Ask the school Occupational Health and Safety officer or representative to discuss the risk assessments and hazard controls with the students. They complete their risk assessments, using the safe work procedures documentation.

Refer to the Victorian Department of Education and Training's Safe@work resources for a range of student activities and worksheets related to hazards, risk assessment and control, health and safety responsibilities, mechanical equipment, personal protective equipment, working safely and more. Some of the activities may need adjusting to be age appropriate.

​Create a series of multimedia presentations, for example, videos that demonstrate safe use of tools, equipment, machines and materials. Alternatively, students can work in small groups to create their own videos to share with the class. Test students understanding of safe use of tools, equipment, machines and materials.

Students apply their knowledge of safe work procedures by documenting their record of production. Students could keep a hard copy or online journal to provide evidence of their production and safe work procedures. Online records of production could be documented using a blog, for example, Global 2,Evernote,OneNote, Publisher, PowerPoint or Google Slides. The following table lists a range of possible processes students may use. Where possible and practicable students are encouraged to use emerging technologies during production of a product.

blow moulding

casting

injection moulding

riveting

turning (using an engineer's lathe)

vacuum forming

boning

buttonhole making

collar making

cuff making

gathering

piping

pleating

pocket making

rolled hemming

sleeve insertion

surface decoration

zip insertion

bronze brazing

cold bending

folding

forging

riveting

rolling

silver soldering

turning (using an engineer's lathe)

welding

biscuit jointing

crossed housing jointing

dovetail jointing

housing jointing

mortise and tenon jointing

rebate/shoulder butt jointing

routing (decorative edge)

spline and mitre jointing

veneering

wood turning (using a wood lathe)

​

Meet regularly with each student to discuss and document, 'where they are at', 'what is still needed to be done' and 'where to next'. Use the VCAA Authentication form for school based assessment found on the VCAA VCE Product Design and Technology study page to document this information. This will support students' goal setting, time and resource management and enable the teacher the opportunity to authenticate the students work. The student could also document information using a blog such asGlobal2.

Ask students to set goals before production begins. For example, material wastage, process deadlines, time loss from injury. This will allow students to gather clear data on the overall performance of the production planning.

Students record steps of the production process using either digital methods, for example video or photos using a mobile phone.

Students develop end-user/s feedback forms using Google Form or SurveyMonkey, which is completed at different stages of production. This information will support any modifications made.

Ask students to attach their working drawings to the list of quality control measures to ensure a quality outcome is achieved during production.

Detailed example

Risk management associated with selecting and using tools, equipment, machinery, materials, chemicals and other substances

Students carry out a risk assessment before they begin any production work by using the Department of Education's Safe work procedure template. This template is a useful resource for students to document the potential hazards for the tasks being undertaken. The document reminds students to only use machines/equipment they have been trained to operate safely. It enables students to identify what personal protective equipment is required for the task and to undertake a safe work procedure check, pre-operation, during operation and post-operation.

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Advice for teachers - Product Design and Technology

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Apply a range of production skills and processes safely to make the product designed in Unit 3, and manage time and resources effectively and efficiently. Students carry out a risk assessment before they begin any production work, applying the 'hierarchy of hazard control' where elimination of the risk is the first strategy considered.

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General Safety in the Woodshop

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4:03

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Summary of task

Students were filmed or photographed to demonstrate working safely in the technologies classroom. They completed safety worksheets to demonstrate their understanding of safe work practices.

Achievement standard

By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

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