{"id":126,"date":"2020-03-10T15:45:47","date_gmt":"2020-03-10T15:45:47","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/?page_id=126"},"modified":"2020-03-20T18:01:57","modified_gmt":"2020-03-20T18:01:57","slug":"days-off","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/days-off\/","title":{"rendered":"Days OFF Medical or Weather"},"content":{"rendered":"

If the school has to close for medical or weather<\/strong> reasons then the pupils should do work at home as directed by their teacher.<\/p>\n

A useful website for all our subjects for S1-3 is www.technologystudent.com<\/strong><\/p>\n

It can be used by\u00a0 years 4-6 for revision purposes.<\/p>\n

There are explanations, animations and worksheets to try out.<\/p>\n

S1 – S3<\/strong>\u00a0 includes graphics, resistant materials, robotics (programmable control) , electronics, mechanical systems, pneumatics and energy as well as basic structures. The straw tower project, cargo bridge and west point bridge designer help pupil model strong structures. This is reinforced for those who apply through the Shetland College Bridge building project<\/strong> every year.<\/p>\n

S1<\/strong> should be looking at how things work (mechanical systems in March- May). This can be accessed on www.technologystudent.com<\/p>\n

It includes explanations, animations and worksheets.<\/p>\n

School Closure week 1<\/strong>:<\/p>\n

Click on\u00a0 Mechanisms <\/strong>and\u00a0 work through the sheets starting with Mechanisms Lesson Starter. <\/strong><\/p>\n

Sketch or trace the objects and name the objects using the glossary of words given. If unsure you can search the internet for examples of the key glossary terms.<\/p>\n

Pupils who do not<\/strong> have internet have been asked to go look at mechanisms they find in their house and sketch them.\u00a0 If they know the type of mechanism they should state it.<\/p>\n

An example of a simple lever is a bottle opener. Can you figure out the gearing used on a tin opener?<\/p>\n

School Closure week 2<\/strong>:\u00a0 Types of motion<\/p>\n

Google search for www.technologystudent .com<\/p>\n

Click on Mechanisms<\/p>\n

Open and Read:\u00a0\u00a0Introduction to Types of Motion\/Movement<\/strong><\/p>\n

Complete questions: Types of Movement\/Motion<\/strong><\/p>\n

If you do not have a computer look at all the products\/machines you can find at home.Sketch types of objects machines that exhibit motion. For example, tin opener has interesting mechansims (gears). so sketch what you see and think about how it works. It has parts that are rotary. If you turn the handle what type of motion do you get out as your output.<\/p>\n

You can also, with your parents support, look at the workings of a car and sketch say how the fan belt works and think about how it functions.<\/p>\n

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S2<\/strong> should be focusing on electronics<\/strong> next using packages like YENKA and TinkerCAD (both free for pupils at home). They could also revise their 3D modelling skills they have been doing in class. The package used for this is called Autodesk Inventor (download a free student version at home by simply doing a google search).<\/p>\n

School Closure week 1:\u00a0\u00a0<\/strong>S2 pupils should go into www.technologystudent.com<\/strong><\/p>\n

Pupils should click on electronics<\/strong> then read and learn the Electronics Components and symbols 1-3.<\/strong> Once learned the pupils should click on the Printable Symbols worksheet<\/strong> and fill in the blanks on their printed version. If no printer available then simply sketch the components, the symbols and name them.<\/p>\n

If the pupil has no internet access then they can sketch any electronic devices in their home and name them.<\/p>\n

School Closure week 2: <\/strong>Google search www.technolgystudent.com<\/p>\n

Pupils should click on electronics<\/strong> then read and learn:\u00a0Batteries and LED’s\u00a0<\/strong><\/p>\n

Click on and complete the PDF File: Click here for Printable Exercise based on work seen.<\/p>\n

You can print it out if you wish or make a screen shot of your solutions or simply note your answers on paper listing the title, your name class and date completed.<\/p>\n

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S3 – S6<\/strong>\u00a0have three main subject areas: Graphic Communication, Woodwork and Engineering Science. Also, S5\/6 pupils can do Metalwork.<\/p>\n

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S3 Graphic Communication <\/strong>:\u00a0revise their 3D modelling skills they have been doing in class. The package used for this is called Autodesk Inventor (download a free student version at home by simply doing a google search).<\/p>\n

School Closure week 1:\u00a0<\/strong>\u00a0S3<\/strong>\u00a0GC Pupils can do sketching and rendering<\/strong> of objects around the house and render(colour\/shade\/add highlights).\u00a0 Pupils have to be skilled in sketching and rendering and they can practise this at home on any scrap piece of paper with any pencil (HB to 2B is best).<\/p>\n

School Closure week 2: search the internet for www.technologystudent.com<\/strong><\/p>\n

Click and Read: How to present Statistics as a Pictogram<\/strong><\/p>\n

Click and complete: PDF File – Printable Graphics\/Pictogram Questions<\/p>\n

Furthermore, pupils will need to have a knowledge of desktop publishing terms ( header, footer, margin, unity, advancing, receding, contrast, harmonise, ..) Desktop publishing is an important aspect of\u00a0 S3 through to S4 but especially for Higher and Advanced Higher. They will need to know about colour theory as well as British Standards (dimensions, scales, annotations). They will need to know how to read different types of drawings (Oblique, Isometric, Planometric, Orthographic, Sections,Details, Site plans, Block plans, Location plans) and derive surface developments\/true shapes\/sections from given views.<\/p>\n

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S3\u00a0Engineering Science\u00a0<\/strong><\/p>\n

This week S3 pupils should click on <\/strong>www.technologystudent.com<\/a>,<\/strong><\/p>\n

Click on Electronics then scroll down to find:<\/strong><\/p>\n

DIGITAL ELECTRONICS AND LOGIC GATES<\/span><\/u><\/strong><\/p>\n

Pupils should do a sketch of each logic gate and put some in a diagram with the truth table for that circuit. If they can download YENKA<\/strong>\u00a0(free student version) they can do the circuit on the computer (digital electronics section). Remember to make sure that you are on Technology and not Mathematics<\/span><\/p>\n

\u00a0Software<\/strong>: YENKA can be downloaded to simulate various circuits.<\/p>\n

TinkerCAD is another useful simulation package for a realistic simulation.<\/p>\n

School Closure week 2: Search for www.technolgystudent.com<\/strong><\/p>\n

Open Mechanisms. Read about the Crank and Slider<\/strong><\/p>\n

Click on and complete: PDF File- Click here for printable worksheet<\/strong><\/p>\n

You do not have to print it out<\/p>\n

S3 Woodwork: pupils should do an internet search for www.technolgystudent.com<\/strong><\/p>\n

Click on Resistant materials. Work through the various explanations on materials and complete the printable worksheets at your own pace.<\/p>\n

Materials<\/strong><\/p>\n

Make sure you know the difference between natural timbers ( hardwoods and softwoods), manufactured boards and can state which are which. For example. Mahogany which is heavy and hard is a hardwood but so is Balsa wood which is really light and soft. Why wood you want to avoid buying hardwoods like mahogany?<\/p>\n

Other materials include manufactured boards and the pupil needs to be able to state the advantages and disadvantages of manufactured\u00a0 boards compared to natural timbers.<\/p>\n

Tools, Machinery and Processes<\/strong><\/p>\n

Also, you will need to know about: woodwork joints processes; wood turning processes, tools and machinery. The main machines are: pillar drill, wood lathe, mortise machine, belt sander, disc sander and portable drill machines. The pupil needs to be able to recognise the machine, name its parts and state all the safety requirements prior, during and post usage.<\/p>\n

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Assembly<\/strong><\/p>\n

Make sure you know the correct procedures and techniques need to assemble products properly. For example, the parts should be assembled dry and checked for square before applying glue.<\/p>\n

The pupil should be able to name the various pieces of equipment that could be used in assembling their product.<\/p>\n

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Finishes<\/strong><\/p>\n

The pupil needs to know how to prepare wood for finishes as well as apply finishes (varnish, wax, etc.). The pupil should be able to name all the different types of finishing products and state their relative advantages.<\/p>\n

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For S4-6<\/strong> pupils:<\/p>\n

Update 20.03.20 \u00a0Urgent! Urgent! Urgent!<\/strong><\/p>\n

As a priority pupils should complete the question paper coming out this week (23rd March 2020) and return the completed question paper (posted out today) for all N5 and Higher CDT courses. This will give vital evidence to be used by the SQA of a pupils abilities and will likely affect the pupils final grade depending on the SQA’s approach.\u00a0<\/strong><\/p>\n

Graphic Communication<\/strong><\/p>\n

Check out SQA past papers online:\u00a0https:\/\/www.sqa.org.uk\/pastpapers\/findpastpaper.htm and click on the appropriate Graphic Communication link.\u00a0<\/strong><\/p>\n

Pupils have been given example past papers to take home with them. So, if the pupil has no access to the internet they should work through the question papers they have in their folders. If pupils need work they have left at school they can arrange to have these picked up.<\/p>\n

Pupils have been given example past papers to take home with them. So, if the pupil has no access to the internet they should work through the question papers they have in their folders. If pupils need work they have left at school they can arrange to have these picked up.<\/p>\n

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Woodwork<\/strong>:<\/p>\n

This week<\/strong>\u00a0S3<\/strong> pupils should focus on woodwork joints. They should click on www.technologystudent.com<\/a>, click on Resistant Materials and scroll down until they find woodwork joints. They should then read about these joints and sketch at least 6 x wood joints naming them.<\/p>\n

There are many great YOUTUBE videos for many aspects of this course that can help the pupil gain a deeper understanding of this subject.<\/p>\n

Unless you have the facilities the pupil(s) will have to do theoretical work. They can research: material properties, tools and machinery, wood joints, wood turning process, assembly techniques, glues, preparation for finishes and applying finishes. The pupil can also be asked about fillers and knock-down fittings in the final exam.There are many great YOUTUBE videos for many aspects of this course that can help the pupil gain a deeper understanding of this subject.<\/p>\n

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S4-S6<\/strong> pupils should be preparing for their final exams by looking at SQA past papers. They can be found on-line though pupils have been given past paper homework questions that need to be completed.<\/p>\n

Pupils have been given example past papers to take home with them. So, if the pupil has no access to the internet they should work through the question papers they have in their folders. If pupils need work they have left at school they can arrange to have these picked up.<\/strong><\/p>\n

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For S4-6 \u00a0Engineering Science<\/strong>\u00a0N5 and Higher pupils:<\/p>\n

C<\/strong>heck out SQA past papers online:\u00a0https:\/\/www.sqa.org.uk\/pastpapers\/findpastpaper.htm and click on the appropriate Engineering Science link. If you need more questions form old past papers then click on the link for Technological Studies ( Standard Grade and Intermediate 2 and Higher)<\/strong><\/p>\n

Pupils have been given example past papers to take home with them. So, if the pupil has no access to the internet they should work through the question papers they have in their folders. If pupils need work they have left at school they can arrange to have these picked up.<\/strong><\/p>\n

Pupils have mainly unit tests and assignments to do in S4 so they need to complete all of the course to a reasonable level before completing S4. Note that the assessments for N4 are very closely aligned to those for N5 in terms of content and to some extent levels in some areas. Pupils should have a grounding in: Systems diagrams, sub-systems diagrams, electronic circuits, programmable control, mechanical systems (gears, breaks, clutches, pneumatics etc.). The pupils also have to be able to DESCRIBE properly: engineering jobs, social, economic, political and environmental issues).\u00a0There are many great YOUTUBE videos for many aspects of this course that can help the pupil gain a deeper understanding of this subject.<\/p>\n

Software<\/strong>: YENKA can be downloaded to simulate various circuits.<\/p>\n

TinkerCAD is another useful simulation package for a realistic simulation.<\/p>\n

For structural design BeamGURU can be used to simulate beam design. It provides the mathematical calculations automatically when complete. \u00a0MDsolids can be used to simulate many different types of structures like trusses.<\/p>\n

Advice in response to e-mail:<\/p>\n

Higher Engineering Science<\/p>\n

At Higher level pupils will be required to tackle more challenging problems and in addition need to know about Operational Amplifiers and MOSFET\u2019s: how they work and the calculations involved. Logic gates are taken to a more advanced level with more complex problems as well as NAND gate equivalents and Boolean algebra.<\/span><\/p>\n

If your child exhausts the use of all the past papers then it would be advisable to use the internet to watch videos explanations on things like Young\u2019s Modulus, and MOSFET\u2019s.<\/p>\n

MOSFET\u2019s are becoming more important as they are now more popular in electronics than bipolar transistors and the SQA seem to be asking more questions on that area.<\/p>\n

Also, big mark questions tend to be on Pneumatics, Flowcharts and OP AMPS. Also, many of the pupils find it difficult to fully DESCRIBE engineering jobs and how systems work. This can be improved through practice. I use ACDC TIMONS as a mnemonic standing for: An, Engineer, Designs, Tests, Innovates, Organsises, Not makes, Simulates.<\/p>\n

The best way to prepare for final exams is to get plenty of practice doing past papers and checking the SQA mark sheets to check what the SQA accept as a suitable answer. As a general rule of thumb, all working needs to be shown to avoid disappointment.<\/p>\n

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Metalwork \u00a0N5 (S5\/6 only)<\/strong>. Pupils who have the facilities and qualified supervision at home can practise welding with appropriate safety procedures reinforced. The pupil can also research: material properties and processes (annealing, hardening, tempering, quenching), tools and machinery. It is important that pupils can measure precisely using vernier calipers and micrometers. There are many great YOUTUBE videos for many aspects of this course that can help the pupil gain a deeper understanding of this subject. In particular welding and casting as well as how to read a micrometer\/vernier scale.<\/p>\n

Pupils have been given example past papers to take home with them. So, if the pupil has no access to the internet they should work through the question papers they have in their folders. If pupils need work they have left at school they can arrange to have these picked up.<\/strong><\/p>\n

C<\/strong>heck out SQA past papers online:\u00a0https:\/\/www.sqa.org.uk\/pastpapers\/findpastpaper.htm and click on the appropriate Practical skills Metalwork link.<\/strong><\/p>\n

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If the school has to close for medical or weather reasons then the pupils should do work at home as directed by their teacher. A useful website for all our subjects for S1-3 is www.technologystudent.com It can be used by\u00a0 years 4-6 for revision purposes. There are explanations, animations and worksheets to try out. S1 … Continue reading “Days OFF Medical or Weather”<\/span><\/a><\/p>\n","protected":false},"author":3769,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-126","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/126","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/users\/3769"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/comments?post=126"}],"version-history":[{"count":29,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/126\/revisions"}],"predecessor-version":[{"id":164,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/126\/revisions\/164"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/media?parent=126"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}