Students and teachers talk about testing materials in year 11.
Is this the best material?
Steve Andrew: So the progression on from the junior materials testing and the knowledge that they gained goes through to senior level. It’s more now for the outcome development part of the practice standard. So, we’re covering 1.4, and the work that our, the prior learning that our students have done actually gives them much more understanding of the process that we need to go through, the reasons that we are developing, we are doing the testing, and how to use the outcomes.
Student 1: This year in year 11 technology at St John’s College we are making a luge. It’s going to be raced in Minogue Park. We are focussing on the design of the luge, and there’s a lot of work we do on the testing.
Steve: At year 11 with our luge project we have some materials specifications like the amount of flex that we have in the luge.
Student 1: So that it’s not just shaking
Student 2: So it’s nice and smooth.
Student 1: Smooth ride for the pilot.
Steve: The environmental resistant side of it.
Student 1: Oh we’ve got to think about the weather
Student 3: Oh yeah weather resistance.
Terry Mitchell: The emphasis is on testing and using the appropriate material for their project. And again they get to break things, they get to see what works and what doesn’t. What’s going to be strong and what isn’t. Then when it comes to actually selecting the materials for their own project, they can choose the appropriate materials.
Student 2: We glued sheets of plywood together. We put one lot in the press flat and one on its side and we checked which one was, had more tensile strength and which one was stronger. And the one on the flat had more tensile strength because it would bounce back after we had let the pressure go. It would bounce back, which was good because it would mean that there was a smoother ride because it would bounce up and down instead of just being very rigid.
Steve: The further we go with this materials testing, the more time it takes. Now projects sometimes become slightly smaller because of the time constraints. But, I’m realising how important it is to physically do this and I think that enriches the practice that we carry out.
Student 1: Early on in the testing, process testing, we went down the back of the school and we tested out some wheels on luges to see what type of wheels got us down the hill fastest. This was important because it helped us figure out what sort of wheels we are going to use on our luge to get the best momentum we can possibly get down the hill so on the day we can win the trophy.
Combining knowledge and practice (01:58)
Steve Andrew explains how understanding materials is essential for effective technological practice.
Hands-on experiences allow the students to see materials understandings in action.
Play, experiment, explore (02:55)
Steve Andrew lets the students see, feel, and play with products to develop their understandings in materials.
Steve Andrew shares how students identify material specifications in a brief and then test materials to find those that are suitable....
Steve Andrew and Terry Rillstone describe the way the relationship between St John's College and The Shop has benefits for them both....
Steve Andrew describes how his senior students have the confidence to select and work with unfamiliar materials.
Exploring unfamiliar materials (02:44)
Year 12 students from St John's College describe what they know about bamboo and how they are applying this knowledge to their projects....
Students in year 10 describe manipulating, forming, and transforming materials.
Steve Andrew and students talk about using their knowledge to test materials for their projects at year 12.