Saturday, April 7, 2012

feeder

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DESIGN BRIEF


ɨ Your task is to design and build a product that will attract and feed birds.


ɨ It must be able to hold water and at least two different types of bird food.


ɨ You must use at least two recycled materials in the production of your product.


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ɨ Your product must be easily moved from one location to another.


CSFII LEVELS


Level 5


KLA Technology


Strand Materials


Learning Outcome 5.


Justify, develop and implement design ideas, using some complex equipment and processes, and evaluate the efficiency of the processes used.


Indicators


ɨ Apply the technology process independently, in a sequential and non-sequential way


ɨ Generate and justify design ideas and prepare detailed drawings and procedural plans for preferred options


ɨ Demonstrate increasing independence in the use of a range of tools, equipment and machines, including some complex equipment, to implement the preferred option


ɨ Take appropriate safety precautions when using tools, equipment and machines


ɨ Evaluate the efficiency of the processes used and suggest how they could be improved


MODIFICATIONS FOR OTHER CSFII LEVELS


INVESTIGATION


At level 5 investigation involves


Students examining familiar products, tracing the origins of the products and identifying the materials and processes used. The Internet and other sources can be used to research changes that have occurred in products. (Technology CSFII 000, p.8)


Research


To help me with ideas for my design I decided to research similar products that already exist. Websites I visited were


http//www.osweb.com/kidzkorner/feeder.htm


http//www.wbu.com/prod/fdr.htm


http//www.shop-nc.com/DB/bird_feeder.htm


I also came up with the following questions that when answered, influenced the design of my product.


What recycled materials could I possibly use to make my product?


Consideration Materials must be durable and able to be left outside withstanding all weather conditions.


Brainstorm of ideas


Milk Cartons Foil pie trays


Plastic Milk Bottles Old Coat Hangers


Bottle Lids String


Jars Wood Off Cuts


Tin Cans Fencing Wire


Plastic Soft Drink Bottles Corrugated Iron


Margarine Containers


What types of food will my product need to hold to attract birds?


I visited a variety of bird websites to come up with the following list of ideas


Bird Seed Bread


Pieces of Fruit Orange Juice


Nectar Water


Honey Pop Corn


Peanut Butter


DESIGN


At level 5 design involves


Students’ preparing detailed design proposals. They justify designs with reference to factors such as social and environmental impact. They develop evaluation criteria and organise production processes. (Technology CSFII 000, p.8)


When starting to think about actual designs for my product I identified criteria and came up with a variety of options to satisfy each of them.


Ideas for hanging/standing/mounting the birdfeeder. Remember it must be easily relocatable.


ɨ Use a coat hanger that you can hook over the branch of a tree.


ɨ Attach a block of wood to the base of a tin can. The can is then placed over the top of a fence post.


ɨ Make a freestanding frame.


ɨ Use an umbrella frame that you can hang from a tree branch.


Ideas for containing the bird food/water.


ɨ Cut the bottom off a plastic drink bottle.


ɨ Place lots of small holes into the sides of a plastic drink bottle.


ɨ Use spikes to stick food onto.


ɨ Make cylinders using wire mesh.


Ideas for refilling the bird feeder.


ɨ Use open containers that can be easily refilled.


ɨ Screw Top.


ɨ Easily removable lid.


Using all of the above ideas I came up with the following possible designs.


PRODUCTION


At level 5 production involves


Students’ implementing procedural plans. They demonstrate precision when manipulating and processing materials. They use a range of tools and equipment and are aware of safety precautions. (Technology CSFII 000, p.8)


EVALUATION


At level 5 evaluation involves


Students’ evaluating their product with reference to how well it meets the design brief’s requirements and the efficiency of the processes used. They compare the product with similar products and record and justify modifications they have made. (Technology CSFII 000, p.8)


YEAR 8 MATERIALS


ASSIGNMENT


Purpose


To investigate how recycled materials can be modified and re-used to create functional products.


Design Brief


ɨ Your task is to design and build a product that will attract and feed birds.


ɨ It must be able to hold water and at least two different types of bird food.


ɨ You must use at least two recycled materials in the production of your product.


ɨ Your product must be easily moved from one location to another.


Part A 75%


At the conclusion of the production of your design you must submit


ɨ A report in your workbook outlining the 4 technology processes


ɨ Self Evaluation of design process


ɨ Finished Product


Part B 5%


5 minute presentation to class outlining the processes you went through to reach your final product


Display final product to class


SUMMARY OF LESSONS


SESSION DURATION OUTLINE





1 50 min ɨ Give students design brief for this unit


ɨ Give students assignment criteria


ɨ Answer student questions





50 min ɨ Discuss concept of recycling


ɨ Show a video on uses for recycled materials


ɨ Brainstorm a list of recyclable materials





1hour 40 min Students investigate information ie possible meterials, existing designs, what do birds eat etc





4 1hour 40 min Students begin the design stage


See lesson plan for more detail





5 50 min Continue with design stage





6 1hour 40 min Begin production of chosen design





7 1 hour 40 min Continue production of design





8 50 min Continue production





1 hour 40 min Final day for production





10 1 hour 40 min Class presentations & evaluation


LESSON PLAN


This lesson has been planned assuming students have completed the investigation stage and are beginning the design stage of the technology process.


Date


Lesson Number 4


Length 1 hour 40 mins


Class � Nature of Group Grade 8 (CSF Level 5) Approx 5 students


Aim


To extend students knowledge and skills in using a variety of equipment and materials


To use knowledge gained in the investigation stage to formulate possible designs


To give students practise at critically analysing their designs


Outcomes Learning Outcome 5.


Justify, develop and implement design ideas, using some complex equipment and processes, and evaluate the efficiency of the processes used.


Objectives


After completing the investigation stage, students will create possible designs then use a variety of materials, equipment and techniques to test their ideas.


Materials & Equipment


The following equipment will be available in the classroom. Students are welcome to use other equipment they may have acquired from various sources.


Milk Cartons Paint


Plastic Bottles Material Scraps


Bottle Lids Scissors


Jars Pliers


Tin Cans Tin Snips


Margarine Containers Protective Gloves and Goggles


Foil Pie Trays Hammer


Old Coat Hangers Nails


String Saw


Wood Off Cuts Glue


Fencing Wire


Corrugated Iron


Procedure


Classroom Preparation


ɨ Arrange table into 5 groups so that 5 students can work at each


ɨ Place one long table at front of room with all available equipment set out on it


ɨ Start of lesson � Students sit at tables with their design books


Introduction � 15 mins


1. Remind students of what is required from the design brief


. Using information gained during the investigation stage, ask students to sketch four possible designs into their design books.


. Tell students they must consider the following


ɨ Will their bird feeder hang, stand, be mounted tec?


ɨ How will the food and water be contained?


ɨ How will the food containers be refilled?


These three points can be written on the board.


Body � 1 hour 10 mins


1. Allow students time to sketch possible design ideas


. Roam around the class offering assistance when required


. Ask leading questions but beware of giving actual solutions


4. Ask students to form a pair and look critically at their own and their partners work. Ask them to eliminate any possibilities that they are certain will not work


5. Ask students to start using various materials to try out some of their design ideas


6. In their design books, students are to record their progress. Each student has a box to keep samples of work in


7. Give positive feedback


8. Give a 10 min warning to pack up


. Ask students to stop work at …. O’clock


10. All unused materials to be returned to front of room, scraps to be put in the bin


11. Remind students of safety precautions when carrying sharp implements


1. Work that will not fit in boxes will be placed in the store room


Conclusion � 15 min


1. Have a few students volunteer to present one of their ideas to the class


. Ask the demonstrating student about any difficulties they had with this part of the design and how they overcame them


. Invite the rest of the class to make any constructive comments


4. Sum up the overall class work


5. Inform the class of the outline for the next few sessions


6. Dismiss the class at …. O’clock


Teacher Evaluation of Lesson


ɨ Were aims and objectives met?


ɨ Are there any safety/discipline issues to be concerned about?


ɨ Was there sufficient work for the time





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