CSEC Industrial Technology Construction Technology Electrical & Electronic Technology Mechanical Engineering Technology Sample Syllabi Paper Grade Scheme & Subject Reports [PDF]

CSEC® Industrial Technology: Building Technology, Electrical and Electronic Technology, Mechanical Engineering Technology Syllabus, Sample Paper, Markscheme, and Subject Reports

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t r i a l Te Caribbean Examinations Council s uIndustrialogyI CSEC ® on nd l hTechnology o g ol o y I Building Technology h n Electricity and electronics ec ech Technology Mechanical engineering i a l T Technology tr SYLLABUS SPECIMEN PAPER MARK SCHEME SUBJECT REPORTS

Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives worldwide www.macmillan-caribbean.com ISBN 978-0-230-48239-5 © Caribbean Examinations Council (CXC ®) 2015 www . cxc.org www.cxc-store.com The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version is published in 2015 Permission to Copy The material in this book is copyrighted. However, the publisher grants permission for copies to be made free of charge. Individuals may make copies for their own use or for the use of classes at their expense; institutions may make copies for use within and by the staff and students of that institution. To copy in any other circumstances, the prior written permission of Macmillan Publishers Limited must be obtained. Under no circumstances may the material in this book be used, in whole or in part, for commercial purposes. It should not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe

Free CSEC Industrial Technology Resources LIST OF CONTENTS Excerpt from CSEC® Industrial Technology Syllabus 5 CSEC® Industrial Technology Syllabi 6 CSEC® Industrial Technology Sample Documents: Document 01 Sample Document 248 Document 02 Option A (Electrical and Electronic Technology) Sample Document 230 Document 02 Option B (Mechanical Engineering Technology) Sample Document 244 Document 02 Option C (Building and Furniture Technology) Sample Document 259 CSEC® Industrial Technology Sample Document Schematics markings: Document 01 Marking Scheme SP 228 Document 02 Option A (Electrical and Electronic Technology) Marking Scheme SP 236 Paper 02 Option B (Mechanical Engineering Technology) Qualification Scheme SP 251 Paper 02 Option C (Building and Furniture Technology) SP 266 Markscheme CSEC® Industrial Technology: Building Technology Subject Reports: Option 1 May/June 2010 Subject Report 280 Option 2 May/June 2010 Topic Report 302 Option 1 May/June 2011 Topic Report 325 Option 1 May/June 2013 Thematic Report 344

Construction May/June 2013 Issue Report 361 Option 1 May/June 2014 Issue Report 380 Construction May/June 2014 Issue Report 403 CSEC® Industrial Technology: Mechanical Engineering Issue Reports: 2005 Issue Report 423 2006 Issue Report 432 2007 Issue Report 441 2008 Thematic Report 451 2009 Thematic Report 459 2010 Thematic Report 469 2011 Thematic Report 479 2014 Thematic Report 488

Industrial Technology The Industrial Technology curricula are a qualitative response from the Caribbean Examinations Council to Technical and Vocational Education and Training (TVET) needs that are relevant to manufacturing and industrialization in the Caribbean Region. The cognitive, psychomotor, and affective outcomes intended in the curricula are geared to equip students with a solid technical foundation for lifelong learning and enable them to smoothly enroll in entry-level occupations in a wide variety of careers and institutions. post-secondary . In this new approach, ESCN technical topics will comprise the successful completion of relevant Tier 1 CVQ Units and a portfolio. Candidates who successfully complete CSEC exams in Industrial Technology programs will be rewarded; the CSEC Technical Sufficiency Certificate and recognition of competencies for aligned CVQ Units. The Industrial Technology study plans are made up of one Compulsory Core and three Option, organized by sections. THE CORE The core provides a flexible basis for a more detailed study that is sought in all three options. It is a combination of knowledge, skills and attitudes, essential in Industrial Technology study programs. The Core is, therefore, compulsory for all students. Teachers are required to integrate the competencies and processes of the core discipline with those of the respective options. The Core is made up of the following Sections. Section 1: Industry Fundamentals. Section 2: Design Principles and Processes. Section 3: Information Technologies, Communications and Graphics. OPTIONS Each option provides core competencies relevant to industrial transformation and development in the Caribbean. The options are listed below. Section 1: Electrical and Electronic Technology. Section 2: Mechanical Engineering Technology. Section 3: Building Technology and Furniture. Candidates will complete the core and at least one option for certification. Institutions may also submit candidates for more than one option. In this case, the candidates will only be evaluated once in the Core.

CARIBBEAN EXAMINATION COUNCIL CSEC® Caribbean Secondary Education Certificate INDUSTRIAL TECHNOLOGY CURRICULUM Effective for exams May-June 2017 CXC 13/T/SYLL 15

Published by the Caribbean Examinations Council © 2015, Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, recording, or otherwise, without the prior permission of the author or publisher. Correspondence regarding the curriculum should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Center 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Fax number: (876) 967-4972 E-mail address:[email protected]Website: www.cxc.org Copyright © 2015, by the Caribbean Examinations Council Prince Road, Pine Plantation Road, St Michael BB11091 CXC 13/T/SYLL 15

Content JUSTIFICATION .................................. .. ................................................................ ...................................... 1 OBJECTIVES ...... .................................................... ............................................... ....... .................................. 2 ORGANIZATION OF THE STUDIES ....... .......................................... .......... ........................................ .. 2 SUGGESTED APPROACHES TO TEACHING AND LEARNING . ................................................................ .. ............ 3 SUGGESTED TIME ALLOCATION ............................ .................................................. ... .......... 3 CERTIFICATION ................................ .... .................................................. ................................................................ 3 FORMAT OF THE EXAMS.................................................. .. .................................................. .... ....... 5 REGULATION FOR PARTICULAR CANDIDATES ..................................... .............................................................. ...... 7 RULES FOR CANDIDATES FOR RESIT ..................................... ......... ........................................ 7 CORE Section 1 – Industry Fundamentals .................................................. ....................................................... 8 Section 2: Design principles and processes .................................................. .............................. 17 Section 3: Information and Communications Technology ............ .......... .................. 20 OPTIONS Option A: Electrical and Electronic Technology Section 1: Electrical Principles and measures ................................................ ............... 23 Section 2 – Electrical and Electronic Drawing ............................ ...................................................... 35 Section 3: Electric power and machines .............................................. ............................ 38 Section 4: Electrical installation............ .............. ..................................... ................ .......... 43 Section 5 – Fundamentals of Electronics .................. ............................................ ............. ... 52 Workshop laboratory facilities .................................. .......................................................... ............ 61 Resources .................................. ............................................ .............................................. 70 Appendix I: Guidelines for the integration of the approach of assessment and training of competency-based education .................................................. .............................................. 72 Appendix II – Integration of CVQ Units for the SBA……………………………… …………………………..81 Annex III – Portfolio development………………………… …………………………………………………….. ..87 Option B: Mechanical engineering technology Section 1: Materials, hand tools and processes .................. .......................... ........................ ..... 89 CXC 13/T/SYLL 15

Section 2 – Design and Graphic Communication............................................ ....... ............ 97 Section 3: Production Engineering ............ .............................................................. ...... .............. 101 Section 4 – Metal Works of Art……………………………………………………… ……………………… …………. ............ 115 Workshop laboratory facilities .................................. .................................................. ... ... 117 Resources……………………………………………………………………………………………………………… …….…… ……122 Resources…………………………………………………………………………………………………… ……….……… …124 Appendix I – Guidelines for the integration of the training approach and evaluation of competency-based education .................................. ............................................................ ................... .. 127 Appendix II – Integration of CVQ Units for the SBA……………………………………………………... ....... 135 Appendix III – Portfolio Development…… ……………………………………………………………….. ...... 141 Option C - Building technology and furniture Section 1 - The natural and built environment .................................... ..................... .......... 143 Section 2: On-Site Work Operations .......... ....................................................... ............................ 147 Section 3 – Basic Architectural Plans .................. ............. ..................................... ............... 151 Section 4 – Wood technology .................................. .................................................. .................. 154 Section 5 – Construction Technology .................................. ................. .................................. ............ 158 Section 6 – Furniture Technology…………………………………………………………………………… …. ....... 173 Workshop laboratory facilities ………………………………………………………………………….. ..... .. 180 Resources…………………………………………………………………………………………………………………… ……. ............ 184 Appendix I: Guidelines for the integration of the training approach and evaluation of competency-based education .................. . ................................................................ ....... 188 Annex II – Integration of CVQ Units for the SBA……………………………………………………... ....... 196 Annex III – Portfolio Development…………………………………………………………………….. ....... 202 CXC 13/T/ SYLL 15

This document CXC 13/T/SYLL 15 replaces the syllabus CXC 13/T/SYLL 00 published in 2000. Please note that the syllabus has been revised and amendments are indicated in italics. First published in 1977 Revised in 1981 Revised in 1985 Revised in 1992 Revised in 2000 Revised in 2015 CXC 13/T/SYLL 15

Curriculum for Exams in Industrial Technology Programs  RATIONALE The economic development and competitive advantage of the region are inextricably linked to the application of technology in the manufacture and use of goods and services. These considerations make it imperative that the region understand, develop and effectively apply skills that directly impact the quality of our lives. The Industrial Technology curricula are a qualitative response from the Caribbean Examinations Council to Technical and Vocational Education and Training (TVET) needs that are relevant to manufacturing and industrialization in the Caribbean Region. The cognitive, psychomotor, and affective outcomes intended in the curricula are geared to equip students with a solid technical foundation for lifelong learning and enable them to smoothly enroll in entry-level occupations in a wide variety of careers and institutions. post-secondary . Candidates may pursue career paths that include some of the professions of engineering (robotics, manufacturing, and civil), design (spatial and structural), and education. The changing nature of work and global higher-level skill requirements create the need for agreed regional standards in competency-based education training and assessment (CBETA). CBETA arose from the need to improve occupational standards to meet the needs of industrial and economic changes. The School Based Assessment (SBA) component of the Industrial Technology Curriculum will employ CBETA principles, through the integration of the Caribbean Vocational Qualification (CVQ) into the SBA. This integration aims to make knowledge, skills and attitudes more practical. A solid educational background (academic and technical) will be achieved through practical and project-based processes of learning, design and entrepreneurship. In this new approach, ESCI technical subjects will facilitate the successful completion of the relevant Level 1 CVQ Competency Units. Candidates who successfully complete the CSEC exams in Industrial Technology will be awarded; the CSEC Technical Sufficiency Certificate and, where appropriate, recognition of competencies for the aligned CVQ Units. The wide range of interdisciplinary competencies sought in Industrial Technology curricula will contribute to the development of the attributes of the Ideal Caribbean Person, as documented in the Caribbean Education Strategy 2000. This person is one who is emotionally secure with a high level of self-confidence and self-esteem; is aware of the importance of living in harmony with the environment; demonstrates multiple literacies, independence, and critical thinking; values and deploys the creative imagination in its various manifestations and nurtures its development in the economic and business fields in all areas of life. In addition to the attributes listed above, the study programs will contribute to the development of all UNESCO learning pillars. These are learning to know, learning to do, learning to be, learning to live together, and learning to transform oneself and society. CXC 13/T/SYLL 15 1

 OBJECTIVES The curricula have as objective: 1. to acquire knowledge about materials, systems and processes related to the industry, both traditional and new; 2. provide students with the opportunity to understand the interrelationships among industry-related technologies, equipment, processes, materials, and systems; 3. develop competencies in the application of manufacturing standards, processes, equipment, materials and tools for entry-level employment (government, private and self-employed sector) and lifelong learning; 4. develop competencies through design management and communication, production and evaluation processes associated with construction and manufacturing industries; and, 5. develop innovative and creative minds equipped for our knowledge and technology driven society.  ORGANIZATION OF THE STUDY PLANS The Industrial Technology Study Plans are made up of a Compulsory Core and three Option Courses, organized by sections. THE CORE The Core provides a flexible basis for a more detailed study that is sought in all three options. It is a combination of knowledge, skills and attitudes, essential in Industrial Technology study programs. The Core is, therefore, compulsory for all students. Teachers are required to integrate the competencies and processes of the Core with those of the respective Options. The Core is made up of the following Sections. Section 1: Industry Fundamentals. Section 2: Design Principles and Processes. Section 3: Information, Communication and Graphic Technologies. OPTIONS Each Option provides the core competencies relevant to industrial transformation and development in the Caribbean. The options are listed below. Option A: Electrical and Electronic Technology. Option B: Mechanical Engineering Technology. Option C: Building Technology and Furniture. Candidates will complete the Core and at least one option for certification. Institutions may also submit candidates for more than one option. In this case, the candidates will only be evaluated once in the Core. 2 CXC 13/T/SYLL 15

 SUGGESTED APPROACHES TO TEACHING AND LEARNING To facilitate student achievement of the objectives, teachers/facilitators are encouraged to engage students in the teaching and learning activities listed below. 1. Utilize industry resource persons, subject matter specialists, and professionals to give presentations and conduct demonstrations for students. 2. Establish alliances with industries, other institutions and National Training Agencies to benefit from their experience and resources (institutional and industrial). 3. Demonstrate essential concepts using experiments, prototypes, and instruments. Use video presentations where appropriate and Internet based simulations. 4. Use internal staff to help students through team teaching. 5. Encourage team research, presentation and evaluation. 6. Encourage student participation in the development of Quality Control Standards; This activity is a collaboration between teachers and students. Therefore, teachers and students are encouraged to determine the key components of quality and ensure that established standards are maintained. 7. Arrange for students' exposure to the world of work through job placement, work experience, job shadowing, and apprenticeships. This will ensure that students are kept abreast of current industry processes and resources.  SUGGESTED TIME ALLOCATION It is recommended that a minimum of six 40-minute periods per week be allocated to the curriculum, spanning two academic years or their equivalent. Single periods are not recommended. ALLIED SUBJECTS Students should be encouraged to include the following subjects in their program of study: English A, Information Technology, Environmental Science, Mathematics, Technical Drawing, Physics or Chemistry.  CERTIFICATION This study plan will be evaluated both to obtain Technical Sufficiency and, where appropriate, for the recognition of CVQ competences. Candidates will complete the Core and at least one option for certification. Institutions may also submit candidates for more than one option. In this case, the candidates will only be evaluated once in the Core. The candidate's performance will be indicated on the certificate by an overall numerical rating on a six-point scale, as well as a letter rating for each of the three dimensions of the profile, namely knowledge and understanding, use of knowledge, and practical ability. . 3 CXC 13/T/SYLL 15

The school-based assessment component for this curriculum is aligned with selected units within the Caribbean Vocational Qualification (CVQ) regional qualification. Through this integration, once all the requirements for issuing the CVQ are met, each student with acceptable grades will receive a Statement of Competence to recognize their competencies in selected units (as detailed in Appendix 1) of Qualification Level 1. Caribbean Vocational (CVQ) in: - General Construction (CCBCG10102); - Manufacture of furniture (CCLMF10103); - Electrical Installation (CCMEM11002); or, - Metalworking Engineering (CCMEM10302). Competency award decisions will be based on the quality and relevance of the evidence submitted to the occupational area.  DEFINITION OF THE PROFILE DIMENSIONS In the exams, the items and questions will be classified according to the types of cognitive, affective and psychomotor skills outlined in the following profile dimensions: (a) Knowledge and Understanding; (b) Use of Knowledge; and, (c) Practical ability. Knowledge and Understanding (KC) Knowledge The ability to identify, recall, and grasp the meaning of basic facts, concepts, principles, theories, technology, and processes already learned. Comprehension The ability to: (a) understand basic facts, concepts, principles, theories, processes and construct meaning from them in contextualized and authentic situations; and, (b) explain, think, interpret, create, estimate meaning, and use knowledge in contextualized and authentic situations. Knowledge Use (UK) Application The ability to: (a) apply technical and non-technical knowledge, processes, methods, skills and technology to carry out a procedure and perform a task or produce to expected performance standards; (b) run, build, implement, compute, and solve problems in contextualized and authentic situations; 4 CXC 13/T/SYLL 15

(c) receive, respond to, organize, and assess instruction in given or unknown situations; and, (d) cooperate and value teamwork activities. Analysis The ability to: (a) identify and recognize the component parts of a whole and interpret the relationships between those parts; (b) make qualitative evaluations and judgments based on criteria and standards; and, (c) compare, extrapolate, infer, and distinguish between component parts and draw conclusions. Synthesis The ability to: (a) design, innovate, and integrate resources to create a service or product; and, (b) make proposals for solving problems. Evaluation The ability to review, evaluate, investigate, compare and issue reasoned judgments and recommendations based on criteria and standards. Practical Ability (PA) The ability to: (a) use facts, concepts, principles, technology, formulas, theories, and processes to produce designs, drawings, and manufacture products to given performance standards; (b) demonstrate handling skills using equipment, tools, materials, processes, technology, and other resources; (c) design and create new ideas, products and services based on performance standards; (d) demonstrate craft, creativity, and communication skills based on performance standards; and, (e) responding to one's environment by applying all the senses.  EXAM FORMAT Certification for Industrial Technology programs will be based on two Written Assignments; Test 01 and Test 02 for the External Assessment and Test 03 which is the School Based Assessment comprising the SBA Portfolio. 5 CXC 13/T/SYLL 15

External Assessment Test 01 This test will consist of 60 multiple choice items covering all sections of the core. (1 ¼ hours) Fundamentals of the Industry, Design Principles and Processes, and Information and Communication Technologies. Knowledge and Understanding (KC) and Knowledge Use (UK) will be assessed in a ratio of 1:2. The Test will have a value of 60 points (1 point for each item and will represent 20 percent of the total score). Test 02 This test will consist of five mandatory structured response questions. Each Option (2 hours) (Electrical and Electronic Technology Mechanical Engineering Technology and Building and Furniture Technology) will have its own exam. Each question in this exam for the three options will be worth 18 points. The points are distributed in questions and profiles as indicated below: Knowledge and - 6 points; Comprehension (KC) Use of Knowledge (UK): 6 points and Practical Ability (PA): 6 points. This test will represent 30% of the total score. School: The school-based assessment (Appendix 1), Paper 03, will consist of the Based assignments shown in the School-Based Assessment Portfolio The School-Based Assessment Portfolio will represent 50 points distributed across the three dimensions of the profile (SBA) (Knowledge and understanding, Use of knowledge and Practical ability). Appendix 2 provides a list of possible units for integration along with an example. WEIGHTING OF THE INDUSTRIAL TECHNOLOGY TESTS The percentage weightings of the exam components for the Electrical and Electronic Technology Options, Mechanical Engineering Technology, and Construction and Furniture Technology are: EXTERNAL EXAM External Exam Test 03 Test 01 Test 02 PROFILES (PORTFOLIO GLA) TOTAL % 20% 30 % 50% Knowledge and 20 30 10 60 20 Understanding Use of knowledge 40 30 20 90 30 Practical ability - 30 120 150 50 TOTAL 60 90 150 300 100 6 CXC 13/T/SYLL 15

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 REGULATIONS FOR PRIVATE CANDIDATES Candidates who do not attend the school full-time may take the course as private candidates. A private candidate is one who does not enter through a school or other approved educational institution. Said candidate must observe the following guidelines: (i) complete all components of the examination; (ii) identify a teacher/tutor from a registered institution (school/technical college/community college) who will assess and approve the candidate's submission for the school-based assessment component of the curriculum; and, (iii) submit to the Council in the matter register the name, school and territory of the teacher/tutor identified.  RULES FOR MAKE-UP CANDIDATES Candidates for make-up must rewrite Sheets 01 and 02 of the exam for the year in which they re-register. However, candidates who have achieved a moderate score of 50 percent or more of the maximum score for the school-based assessment component may choose not to retake this component, provided they rewrite the exam no later than two years immediately. after your first try. . Candidates who have obtained a moderate score of less than 50 percent of the maximum score for the school-based assessment component must repeat the component in any subsequent sitting. Candidates for residence can enter through schools, recognized educational institutions or the Local Registration Office. 7 CXC 13/T/SYLL 15

 MAIN SECTION 1: INDUSTRY FUNDAMENTALS GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand the organization of an industry with a special focus on the manufacturing and construction industries; 2. apply a working knowledge of the codes and regulations governing the manufacturing and construction industries; 3. Demonstrate knowledge of careers in the construction and manufacturing industries and the contributions made by the people who work in them; and 4. demonstrate skills in the application of safety, health and maintenance practices in workshops and workplaces through occupational health and safety management systems. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the sectors and their roles within the construction and manufacturing industries; 2. create a basic organizational structure of the construction and manufacturing industries; 3. discuss the types of occupation levels and their functions in the construction and manufacturing industries; 4. Analyze career paths and qualifications required in the construction and manufacturing industries; 5. discuss codes and standards governing industrial processes, designs, materials, and environmental practices; 6. practice occupational health, safety and wellness standards in the construction and manufacturing industries; and, 7. discuss the impact of the industries on the social and economic well-being of the Caribbean countries. 8 CXC 13/T/SYLL 15

SECTION 1: INDUSTRY FUNDAMENTALS (cont.) CONTENT 1. Sectors and their roles (a) Definitions of: (i) an industry: - a construction; - a manufacture; and, - one electrical and electronic. (b) The construction sectors: (i) residential; (ii) industrial; (iii) commercial; and, (v) civic. (c) The functions of the following in the manufacturing sectors: (i) engineering design; (ii) industrial production; and, (iii) industrial maintenance. 2. Organizational structure (a) Staff organization chart (managers, workers, tasks and relationships): (i) top-down structure; (ii) planar structure; and, (iii) matrix. 9 CXC 13/T/SYLL 15

SECTION 1: FUNDAMENTALS OF THE INDUSTRY (continued) 3. Occupational levels and their functions (a) Semi-skilled. (b) Skillful. (c) Supervision of technicians. (d) Technologist/Master Craftsman. (e) Professional. 4. Career paths and qualifications (a) Construction industries: (i) craftsmen/traders: carpenters, electricians, electronics technicians, masons, plumbers, furniture makers, carpenters, upholsterers, painters; welders, machinists and assemblers; (i) technical workers - technicians, technologists, finishing technicians; drawing and design technicians; and (ii) professional workers: electrical, mechanical, building structure, civil and building services engineers, architects, surveyors, construction project managers, planners. (b) Fundamentals of entrepreneurship: (i) explanation of the term “entrepreneurship”: - meaning and importance; and, - risk and success characteristics. (ii) principles of entrepreneurship: - goal setting (short, medium, long term and decision-making skills); - business plans; - success factors (marketing and promotion, customer satisfaction, competitiveness, leadership, production and efficiency management, quality control); 10 CXC 13/T/SYLL 15

SECTION 1: INDUSTRY BASICS (continued) - government legislation; - credit institutions; - benefits; and, - risks. (c) Identify business opportunities in the construction and manufacturing industries. (d) Opportunities for self-employment in electrical and electronics, metallurgical engineering, building construction, and furniture production. 5. Codes and standards 5.1 Occupational health and safety standards (a) Industry health and safety regulations: (i) legal responsibilities of employers; and, (ii) general duties of employees. (b) Environmental safety practices. (c) Safety and maintenance regulations. (e) Health and welfare standards. (e) Rules for fire prevention and response. (f) Basic rules of First Aid. (g) Basic emergency response standards. 5.2 Electrical and electronic installation standards (a) Local and regional standards. (b) International standards: (i) IEEE (Institute of Electrical and Electronics Engineers) standards; and, (ii) the NEC (National Electrical Code) standards. 11 CXC 13/T/SYLL 15

SECTION 1: INDUSTRY FUNDAMENTALS (continued) (c) Safety regulations against risks: (i) electrical equipment; (ii) electrical material (wires); (iii) lines of communication; (iv) installation in buildings; and, (v) semiconductor materials and devices. 5.3 Production Engineering (a) ASME (American Society of Mechanical Engineers) Codes. (b) WTO (World Training Organization) Codes. (c) ISO (International Organization for Standardization). Related to: (i) components; (ii) processes, systems, equipment, materials; and, (iii) ethics in engineering practices. 5.4 Building construction standards (international and regional: ASNI-American National Standards Institute, BSI, ISO and CUBiC) related to: (a) designs, plans, contracts and construction of buildings; (b) construction materials, finishing materials, systems and processes; (c) building construction and natural disasters; and, (d) furniture design, materials and construction. 12 CXC 13/T/SYLL 15

SECTION 1: INDUSTRY FUNDAMENTALS (continued) 6. Occupational Health, Safety and Wellness Standards (a) Practice shop and workplace safety standards: (i) inventory of materials, tools and equipment; (ii) layout diagrams of the workshop/workplace; (iii) list of danger/threat points; (iv) prepare and place safety signs and symbols in relevant areas of a workshop/workplace; (v) marking of safety lanes; (vi) use of safety manuals for workshop and construction tools and equipment; (vii) use equipment guards and stop switches in a safe manner; (viii) use the principles of ergonomics (machines, workstations, materials); and, (ix) select and use the Personal Protective Equipment - clothing, glasses, goggles, helmets, footwear, ear muffs and ear plugs, respirators, back belts. (b) Environmental safety practices: (i) types of industrial, workshop and construction waste; (ii) waste disposal methods; and, (iii) recycling methods. (c) Safety and Maintenance Standards: Use of Equipment, Tools, and Materials Associated with Electrical, Electronic, Building Construction, and Metallurgical Engineering Installation: (i) Rules and operating procedures for the safe use of hand-held, portable, electric machine tools ; (ii) safety standards for the use and storage of materials, tools, and equipment; 13 CXC 13/T/SYLL 15

SECTION 1 - INDUSTRY FUNDAMENTALS (continued) (iii) Labeled drawings and sketches showing safety features and safe use of equipment and tools; (iv) maintenance of the workshop, workplace, equipment, materials, and tools; - Types of maintenance in workshop/work activities (preventive, predictive, breakdown); - inspection and analysis of defects (vibrations, wear) in tools and machines; - use test, measurement and safety devices; - develop and use maintenance schedules, checklists and rosters; and, - using the manufacturers' manuals (tools and machines). (v) carry out risk assessments: use of a trained person (security guard) with staff and students using security inspection checklists, security reports (strengths, weaknesses) and schedule of activities to address the weaknesses. (d) Norms for the prevention and care of fires: (i) norms for the prevention of fires in the workshop and in the workplace; (ii) types of fires: class A, class B, class C, class D; (iii) rules for handling the different types of fires; (iv) types of firefighting equipment and its storage: fire extinguishers, fire hydrants, fire alarms, hoses, fire blankets (non-asbestos); and (v) fire extinguishers. (e) Health and well-being standards: (i) observance of hygiene and personal appearance standards; (ii) practice a wellness/fitness program; (iii) practice human relations skills; and, (iv) management of interpersonal conflicts. 14 CXC 13/T/SYLL 15

SECTION 1: INDUSTRY FUNDAMENTALS (continued) (f) Basic First Aid Rules: (i) Definitions: First Aid, First Aid; (ii) first aid kit station; (iii) treatment of minor burns, electric shocks, wounds and bleeding, abrasions, bone injuries (strains, sprains); (iv) practice recovery position and mouth-to-mouth resuscitation; (v) procedures for reporting an accident and obtaining assistance; and, (vi) prepare an accident report (use of standard accident report forms). (g) Basic emergency response standards. (h) Get professional help when an accident occurs: (i) list of emergency numbers (police, fire, hospital, ambulance, Red Cross, defense force); (ii) evaluation and control of dangerous substances: spills and leaks of chemical products and other dangerous substances; (iii) respond to evacuation alarm sounds; (iv) use of evacuation route maps, assembly points, and bulletin boards; (v) perform emergency procedures for fires and natural disasters (hurricanes, earthquakes, floods, tsunamis, volcanoes); and, (vi) maintain accountability systems in emergency operations. (i) Types of hazards in the workshop: Types of workshop, accidents in the workplace and preventive procedures: falls and slips, sprains, injuries caused by falling objects, improper use of machines, tools and equipment, fume inhalation toxic. 15 CXC 13/T/SYLL 15

SECTION 1: INDUSTRY FUNDAMENTALS (cont.) 7. Impact of industries in the Caribbean (a) Trading Blocks: (i) CARICOM; (ii) CSME; and, (iii) CARIFORUM. (b) Business opportunities that lead to self-employment: (i) productivity and wealth creation; (ii) career and employment opportunities; (iii) personal promotion; and, (iv) business opportunities that lead to self-employment. 16 CXC 13/T/SYLL 15

SECTION 2: DESIGN PRINCIPLES AND PROCESSES GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand the design principles and processes used in the development and modification of industrial goods and services; and, 2. apply the design principles and processes used in industries. SPECIFIC OBJECTIVES Students should be able to: 1. explain the principles of design; 2. explain the design elements; 3. discuss design processes; 4. explain the factors that determine the adequacy of a design; and, 5. use the principles, processes and elements of design. CONTENT 1. The Principles of Design (a) Line, direction and style. (b) Shape and size. c) Colour. (d) Texture. (f) Space. (f) Shape. 2. The Design Elements (a) Line: (i) weights; and, (ii) line types. 17 CXC 13/T/SYLL 15

SECTION 2: DESIGN PRINCIPLES AND PROCESSES (continued) (b) Color. (c) Shadows. (d) Hatching. 3. The design process (a) Identification of the problem. (b) Critical analysis of a problem. (c) Generate alternative solutions. (d) Selection of the best solution. (e) Communication of design ideas. (f) Development of working drawings. (g) Manufacture of the prototype/model (functions, ergonomics, material, construction, economy, aesthetics, virtual). (h) Testing and evaluation of the product. (i) Codes and conventions (ISO and BS – British Standards). 4. Factors that determine the suitability of a design (a) Aesthetics. (b) Functionality. (c) Economy. (d) Environment: resource conservation, environmental pollution. (e) Ergonomics. (f) Suitability of material. g) Innovation. (h) Decoration. (i) Anthropometry. (j) Selection of material. 18 CXC 13/T/SYLL 15

SECTION 2: DESIGN PRINCIPLES AND PROCESSES (continued) 5. Use design principles, elements, and processes (a) Use sketches (manual or computer-assisted) to design a simple product in the areas of: (i) Electrical and Technology electronics; (ii) Construction and Furniture Technologies; and, (iii) Mechanical Engineering Technology. (b) Analyze a simple manufactured product in the areas of: (i) Electrical and Electronic Technology; (ii) Construction Technology; (iii) Mechanical Engineering Technology; and, (iv) Prepare the analysis report: - Findings (adaptation of the design); and, - recommendations. 19 CXC 13/T/SYLL 15

BLOCK 3: INFORMATION, COMMUNICATION AND GRAPHICS TECHNOLOGIES GENERAL OBJECTIVES At the end of this section, students should: 1. understand the uses of multimedia computer systems in industry; 2. understand the operating principles of a multimedia computer system; and, 3. apply basic communication graphics and design software. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the uses of computers in industry; 2. describe the operating principles of a computer; 3. use communication devices to access and exchange information; 4. describe the basic principles of graphic communication; 5. perform simple tasks using design software; and 6. describe modern trends in engineering technologies. CONTENT 1. Uses of computers in industry (i) Word processing. (ii) Accounting/financial applications. (iii) Human resources applications. (iv) Material/inventory management. (v) Process control. (vi) Robotics. (vii) Research and development. (viii) Metrology. 20 CXC 13/T/SYLL 15

SECTION 3: INFORMATION GRAPHICS AND COMMUNICATION TECHNOLOGIES (continued) 2. Use of computer operating principles (a) Projects that include: (i) information storage, organization, retrieval, and communication; (ii) use software for the creation, edition and publication of multimedia projects; (iii) apply spreadsheet development procedures: writing formulas, using functions, improving the spreadsheet, creating charts, printing spreadsheets and basic charts; (iv) use of productivity, application and presentation tools: scanners, digital cameras, camcorders, projectors, microphones, printers; and, (v) the use of storage devices: hard drives, USB drives, compact discs, digital video discs. 3. Use of communication devices to access and exchange information (a) Networks: (i) Intranet (LAN); (ii) Extranet (WAN); and, (iii) Internet. (b) Communication: (i) Fiber; (ii) Wi-Fi; (iii) GPRS; and, (iv) Telephone connection. (c) Devices: (i) personal computers (PCs); (ii) minicomputers; (iii) smartphones/tablets; and, (iv) cell phones. 21 CXC 13/T/SYLL 15

SECTION 3: GRAPHICS AND INFORMATION COMMUNICATION TECHNOLOGIES (continued) 4. Application of graphic communication techniques Use of computer-based graphic techniques: (a) preparation of pictorial drawings using CAD; (b) isometric perspective, oblique; (c) preparation of orthographic drawings using CAD; and, (d) explain the importance of the basic principles of CAM. 5. Carrying out simple tasks using design software (a) Media: (i) sound; (ii) images; (iii) video; (iv) animations; and, (v) text. (b) Software: Multimedia. (c) Develop presentations for example: (i) PowerPoint; (ii) Prezis; and (iii) Harvard charts. 6. Modern trends in engineering technologies (a) Computer numerical control machines. (b) Computer-aided manufacturing. c) Computer integrated manufacturing. (d) Virtual manufacturing. 22 CXC 13/T/SYLL 15

 INDUSTRIAL TECHNOLOGY PROGRAM OPTION A: ELECTRICAL AND ELECTRONIC TECHNOLOGY CXC 13/T/SYLL 15

OPTION A: ELECTRICAL AND ELECTRONIC TECHNOLOGY BLOCK 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS GENERAL OBJECTIVES At the end of this Section, students should: 1. apply knowledge of the units and theories associated with electrical principles and measurements; 2. demonstrate safe practices in the application of electrical theory; and, 3. apply the theories and concepts of calculations and related experiments. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the structure of an atom; 2. explain the electronic theory of current flow; 3. analyze the principles of static electricity; 4. outline the basic laws of electromagnetism; 5. explain terminology related to electrical measurements and quantities; 6. use electrical measuring instruments safely; 7. verify the principle of Ohm's law from the project data; 8. apply the principles of resistance in the determination of electrical values; 9. discuss the functions of various types of circuit devices; 10. use the principles of operation of AC and DC circuits; 11. outline the operating principles of basic circuit configurations; 12. calculate basic energy bills; and, 13. describe the operating principles of electricity generating devices. 23 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) CONTENTS 1. The structure of an atom (a) Schematic representation of an atom. (b) Parts of the atom and their functions. (c) Nucleus and valence shells. (d) Differentiate between positively and negatively charged atoms: (i) loss of electrons; and, (ii) gain of electrons. 2. The electronic theory of current flow (a) Definition of electricity. (b) Current flow. (c) Flow of electrons. (d) Effects of electricity: (i) heating; (ii) lighting; (iii) chemical; (iv) magnetic; and, (v) use simple projects to safely demonstrate the operating principles of each effect. (e) Sources of electromotive force (emf) and the resistance of the circuit. (f) Difference between emf and potential difference (p.d). 3. Principles of static electricity (a) Effects of friction on an object: (i) formed by an excess of electrons; and, (ii) electric charge storage. 24 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) (b) Basic rules for an electric charge: (i) similar charges repel each other; and, (ii) different charges attract each other. 4. Basic laws of electromagnetism (a) The molecular theory of magnetism. (b) Laws of magnetism. (c) Types of magnetic materials and their uses: (i) ferromagnetic materials (soft and hard magnetic materials); and, (ii) diamagnetic materials. (d) Use diagrams/sketch to show: (i) the magnetic effects of electric current; (ii) the Corkscrew rule; (iii) the direction of the magnetic field around a current-carrying conductor; (iv) restrict the effects of the magnetic field produced by electric currents; and (v) plot the direction of the magnetic field around a current-carrying conduit and solenoid. (e) Winding a coil for simple electromagnets: (i) guidelines and procedures for a single conductor and an iron core; (ii) note the magnetic effects of the conductor and the iron core; and (iii) analyze the process of inducing a voltage through a coil. (f) Determination of the direction of the magnetic field around a single conductor and solenoid: (i) Guidelines; and, (ii) conventional current and electron flow. 25 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (cont.) (g) Analysis of the relationship between a current-carrying conductor and the magnetic field surrounding the conductor: (i) left-hand rule for electromagnetism; (ii) analyze the application of Faraday's and Lenz's laws and the action of motors and generators; (iii) properties of electromagnetic induction; (iv) relationship of an electric current and the magnetic field surrounding the current; (v) the motor action between two magnetic fields; and (vi) factors that affect the current induced in a conductor within a magnetic field. (h) Determination of the direction of the force between two current-carrying conductors in parallel: (i) magnetic field established by the current; (ii) magnetic circuit diagrams showing the direction of current and the direction of flux in a magnetic field; and, (iii) related calculations. (i) Perform calculations to determine the flux density and energy stored in a magnetic field: (i) magnetic motive force (MMF); (ii) magnetic flux density; and (iii) magnetic circuit diagrams showing the direction of current and the direction of flux in a magnetic field. 5. Measurements and electrical magnitudes (a) The SI Units: (i) coulomb; (ii) amp; (iii) period; 26 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) (iv) electromotive force (emf); (v) power; (vi) current; (vii) energy; (viii) resistance; (ix) potential difference; (x) capacitance; (xi) inductance; and, (xii) frequency. 6. Measuring instruments (a) Characteristics, functions and safe guidelines for use: (i) multimeters; (ii) moving coils; and, (iii) digital meters. (b) Instruments to measure the properties of a circuit: (i) voltmeter-ohmmeter; (ii) digital voltmeter-ohmmeter; (iii) oscilloscopes (waveform pattern identification, voltage and frequency measurement); (iv) signal generators (supplying various waveforms to the circuits); and, (v) identify the factors that affect the sensitivity of the instruments (damping and movement of meters). (c) Linear and non-linear scales when using instruments: (i) uses of linear and non-linear scales; (ii) construction and use of linear and non-linear scales; 27 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) (iii) range extensions; (iv) calculation of series and shunt resistances for scale extensions; and, (v) series multimeters and tapping and switching arrangements. 7. The principle of Ohm's law (a) Ohm's law as a relationship between voltage (p.d), resistance and power. (b) Draw a graph between voltage (V) and current (I) and resistance (R) in a direct current circuit. (c) Build a simple electrical circuit comprising an ammeter, a voltmeter, a load, and a power source. (d) Use Ohm's laws to: (i) analyze the circuits in (b) and (c); and (ii) manipulate the formulas to solve algebraic equations for V, I, and R using circuit diagrams and Ohm's Law triangle. 8. The principles of resistance (a) Definition of resistance. (b) Types of resistors: (i) carbon film; (ii) metallic film; (iii) wire winding; (iv) MDS; (v) VDR; and, (vi) LDR. (c) Identification of resistor values by color coding for carbon resistors. (d) Draw and connect the total resistance in series, parallel, and series/parallel. (e) Calculation of the total resistance in circuits in series, in parallel and in series-parallel. 28 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) (f) Calculation of the total conductance of the parallel resistance. (g) Use circuit diagrams to show current flows. (h) Calculation of resistivity values: (i) definition of resistivity; (ii) calculate the resistance of the conductor for changes in length and cross-sectional area; (iii) known factors (value, area, length); and, (iv) equivalent resistance of series resistance. (i) Temperature coefficient of resistance: (i) change in the resistance of the material produced by the change of temperature: - positive temperature coefficient; - negative temperature coefficient; and, - zero temperature coefficients. (ii) identify materials with positive, negative, and zero temperature coefficients; and, (iii) solve problems related to the resistivity and the temperature coefficient of the resistance. 9. Circuit devices (a) Functions and characteristics of: (i) protection devices (fuses, circuit breakers); (ii) control devices (switches, relays, starters, motor control and starters); and (iii) variable resistors. 29 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (cont.) 10. AC and DC Circuits (a) Flow of electricity in different materials: (i) conductors; and, (ii) insulators. (b) Differences between AC and DC current with reference to: (i) sine wave; (ii) cycle; (iii) frequency; (iv) term; (v) breadth; (vi) average value; (vii) effective value; (viii) phase; and, (ix) applications. (c) AC and DC current sources: (i) electromagnetic generators; (ii) electromagnetic alternators; and, (iii) sketches showing e.m.f. sine wave, waveform, maximum, minimum and r.m.s. and mean values. (d) Analyze the basic components of a simple circuit: (i) emf source; (ii) load and driver; (iii) control and protection (switches and security devices); (iv) diagrams and sketches; 30 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASURES (continued) (v) connection controls in electrical circuits; and, (vi) rheostats and potentiometers. (e) Analysis of the effects of reactive components: Capacitor in AC and DC circuits: (i) uses; (ii) values and color codes; (iii) reactive power; (iv) amount of charge; (v) dielectric strength; (vi) using Farad formulas; (vii) construction of a simple capacitor (sketch and diagrams); and, (viii) connecting capacitors in an electrical circuit. Inductance in AC and DC circuits: (i) self inductance; (ii) mutual inductance; (iii) true power; (iv) calculate the inductance; and, (v) connection of inductors in electrical circuits: - phasor and vector diagrams; and, - sketches and diagrams. (vi) time constant and Lenz's laws. 31 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) 11. Basic circuit configurations (series and parallel circuits): (a) Definitions: (i) series circuit; and, (ii) parallel circuit. (b) Characteristics of series and parallel circuit operations: (i) power distribution rules; and, (ii) relationship of current, voltage and resistance. (c) Verify the operations of circuits in series and in parallel: (i) connect incandescent lamps in circuits in series and in parallel; (ii) characteristics of series and parallel circuit operations; (iii) use instruments to measure the properties of circuits; and, (iv) identify the relationship of current, voltage and resistance. (d) Analyze current and voltage relationships in series and parallel circuits: (i) circuits (RL, RC and RCL); (ii) phases; (iii) current flow; (iv) reactance (inductive, capacitance); (v) impedance; (vi) power factor; (vii) apparent power; and, (viii) active power. (e) Calculation of the total capacitance in series and capacitance connected in parallel. (f) Calculation of the total inductance in series and the inductance connected in parallel. 32 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) 12. Energy bills (a) Reading a kwh meter: (i) procedures for reading analog and digital meters; and, (ii) power and energy measurement units. (b) Calculation of energy bills (flat rates and per block). 13. Electricity generating devices (a) Types of electricity generating devices: (i) primary cells; and, (ii) secondary cells. (b) Differences between primary and secondary cells: (i) parts of cells and their functions; (ii) operating principles; (iii) sketches and labeled diagrams of Leclanché, Mercury, Nickel Cadmium cells; (iv) polarization and local action; and, (v) loading and unloading devices and their operating principles. (c) Perform simple experiments that demonstrate the conversion of chemical energy into electrical energy: (i) direct conversion of chemical energy to electrical energy in primary cells; (ii) conversion of electrical energy to chemical energy in secondary cells; and, (iii) uses of the energy converted from the cells. 33 CXC 13/T/SYLL 15

SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENTS (continued) (d) Installation of cells in series and parallel as power source: (i) schematic diagrams of cells connected in series and parallel; and, (ii) calculate the voltage of the cells connected in series and in parallel - cell e.m., internal resistance, internal voltage, terminal p.d. e) Charging and maintenance of secondary batteries: i) guidelines and safety practices for lead-acid and alkaline batteries; (ii) methods and levels of collection; (iii) pricing calculations; (iv) loading and unloading characteristics; (v) use the hydrometer and high rate discharge testers; and, (vi) preparing electrolyte. 34 CXC 13/T/SYLL 15

SECTION 2: ELECTRICAL AND ELECTRONIC DRAWINGS GENERAL OBJECTIVES Upon completion of this Section, students should: 1. produce electrical and electronic drawings using the principles of computer-aided design and manual methods; 2. understand basic electronic signs and symbols; and, 3. Demonstrate proficiency in reading and interpreting electrical and electronic plans, diagrams, and representations. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the types of electrical and electronic drawings; 2. analyze various types of electrical drawings and connection diagrams; 3. read and interpret household and commercial circuit diagrams; 4. prepare simple electrical wiring diagrams and plans according to engineering standards; 5. prepare schematic diagrams according to engineering standards; 6. prepare flow and block diagrams according to engineering standards; and, 7. explain electrical drawings to a construction crew. CONTENT 1. and 7. Electrical and electronic drawings (a) Types: (i) electrical diagrams; and, (ii) schematic diagrams. (b) Uses, characteristics and schemes of each type. (c) Draw block, flow, and circuit diagrams. (d) Graphic standards and symbols for electrical and schematic diagrams. 35 CXC 13/T/SYLL 15

SECTION 2: ELECTRICAL AND ELECTRONIC DRAWING (continued) 2. Electrical plans and connection diagrams (a) Components, connections and symbols of electrical plans: (i) plot plans; (ii) residential and commercial; (iii) internal distribution systems; (iv) electrical distribution systems; and, (v) signaling circuits. (b) Components and connection points in connection diagrams: (i) point-to-point diagrams; (ii) baseline diagrams; (iii) road diagrams; and, (iv) diagrams without lines. 3. Domestic and commercial circuit plans (a) Lines and symbols. (b) Circuit routes and isolation points. (c) Wiring arrangement. (d) Specification of plans, circuit and subcircuits. (e) Calculation of loads. (f) Computation of dimensions and starting positions from plans: (i) length of circuits; (ii) position of the switches; and, (iii) determine the quantity and cost of the plan materials (cable, flexible cords and accessories). 36 CXC 13/T/SYLL 15

SECTION 2: ELECTRICAL AND ELECTRONIC DRAWINGS (continued) 4. Electrical Wiring Diagrams and Plans (a) Guidelines and Techniques for Linework and Notations: (i) One-Line Diagram; and, (ii) operating principles of the one-line diagram (symbols, type of distribution system, signaling circuits). (b) Conversion from a one line diagram to a three line diagram and vice versa. (c) Design and draw basic electrical plans. 5. Schematic diagrams (a) Principles of operation of schematic diagrams. (b) Principles of writing (position of reference symbols, sequence, symmetry and balance, specification of line work). (c) Guidelines for simple wiring diagrams converted to schematic diagrams and vice versa. (d) Circuit connections. 6. Block and flow diagrams (a) Principles of operation of block and flow diagrams. (b) Drafting of principles, codes and regulations for: (i) block diagrams for common large and small electronic systems: stages of a radio and television receiver/transmitter, stages of a computer; (ii) flowcharts that show the flow process of electrical energy (heat, light, sound) in small household appliances or devices that work with batteries; and, (iii) symbols and sequence arrays. 37 CXC 13/T/SYLL 15

SECTION 3: ELECTRICAL POWER AND MACHINES GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand the principles of generation and production of electrical energy; 2. demonstrate competence in the use of electrical machines; 3. apply the theories and methods of calculation and experimentation to analyze and solve problems of power and machines; and, 4. appreciate the importance of shop and workplace maintenance and safety standards. SPECIFIC OBJECTIVES Students must be able to: 1. differentiate between apparent power, true power and power factor; 2. discuss the basic sources of electricity generation and production; 3. explain the main sources and conversion of primary energy used for the generation of electricity in the region; 4. compare the different types of a.c. and c.c. Electric machines; 5. connect DC and single phase and three phase a.c. mains power motors; 6. maintain generators; 7. compare different types of transformers; and, 8. install and maintain a low voltage transformer. CONTENT 1. Apparent power, true power and power factor (a) Differences: (i) functions; (ii) relations and mathematical units; and, (iii) engineering relationships. 38 CXC 13/T/SYLL 15

SECTION 3: ELECTRIC POWER AND MACHINES (continued) 2. Basic sources of electricity generation and production (a) Sources: (i) friction; (ii) pressure; (iii) heat; (iv) light; (v) chemical action; and, (vi) electromagnetic induction. (b) Functions and characteristics of each source. (c) Advantages and disadvantages of each source. 3. Main primary energy sources Non-renewable energy sources: Fossil fuel – oil, coal, natural gas, mineral fuel (uranium). (a) Renewable energy sources: (i) solar; (ii) wind; (iii) tide; and, (iv) geothermal. (b) Production processes in: (i) an oil refinery; (ii) fossil fuel power plant; (iii) wind farm; (iv) photovoltaic system; and, (v) nuclear power plant. 39 CXC 13/T/SYLL 15

SECTION 3: ELECTRICAL ENERGY AND MACHINES (continued) (c) Primary energy and the Law of Thermodynamics. (d) Methods of conversion of primary energy to electrical energy: Processes in: (i) steam generators; (ii) generators powered by internal combustion engines; and, (iii) hydrogeners. 4. AC and DC electrical machines (a) Types: (i) generators; (ii) engines; and, (iii) transformers. (b) Parties and their functions. (c) Characteristics of construction and principles of operation. (d) Codes and regulations. (e) Service and maintenance procedures. (f) Calculations related to the generator and the motor: power, synchronous speed, percentage slip (Lenz's law), induced emf, turns, voltage and current ratios of the transformers, efficiency of the power transformer. 5. Single-phase and three-phase DC and AC motors (a) Shunt, series and compound machines. (b) Relays and contactors. (c) Characteristics: (i) control circuits - pushbutton station, relays, limit switch, fuses, manual contactor and motor starters, stop and start devices, output power, input power, efficiency and losses, switch, speed control; and, 40 CXC 13/T/SYLL 15

SECTION 3: ELECTRICAL POWER AND MACHINERY (continued) (ii) Circuit diagrams. (d) Installation, testing, and decommissioning procedures. (e) Reversal of the direction of rotation for AC and DC motors: (i) guidelines and circuit diagrams and safety procedures; and, (ii) starters for single-phase and three-phase motors. 6. AC Generator (a) Installation tools, equipment, materials, safety guidelines and procedures. (b) Alternators: drop and rise in voltage. (c) Terminal voltage. (d) E.m.f. later (e) Use checklists to measure the standard of completed work, including: (i) alternators; (ii) voltage rise and fall; and, (iii) terminal voltage. 7. Types of transformers (a) Types: (i) low voltage; (ii) single phase; (iii) triphasic; and, (iv) current and voltage. (b) Uses. (c) Characteristics. 41 CXC 13/T/SYLL 15

SECTION 3: ELECTRICAL POWER AND MACHINERY (continued) (d) Characteristics and construction components. (e) Operating principles. (f) Calculations associated with transformers: (i) calculation of turns, voltage and current ratios; and, (ii) calculate the efficiency of the power transformer (transformer losses, iron and copper losses, hysteresis, eddy current and copper). (g) Cooling methods: (i) air; (ii) water; and (iii) gas. 8. Low voltage transformer (a) Installation tools, equipment, materials, safety guidelines and procedures (b) Checklists to measure the standard of finished work 42 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand the codes and regulations governing electrical wiring systems; 2. demonstrate skills in the installation of wiring systems for domestic and industrial purposes; 3. understand the principles of operation of lighting, cooling, and heating systems; 4. accurately demonstrate the use of calculations and experimentation to solve related problems; and, 5. Comply with safety and maintenance regulations. SPECIFIC OBJECTIVES Students should be able to: 1. explain the codes and regulations that govern cabling systems; 2. explain the terminology associated with cabling systems; 3 distinguish between domestic and industrial installation; 4. explain the different categories of electrical materials and their uses; 5. discuss the functions of basic cabling systems; 6. discuss the functions of basic electrical terminators; 7. perform basic tests on cabling systems; 8. Troubleshoot cabling systems; and, 9. Demonstrate electrical installation skills. CONTENTS 1. Codes and regulations associated with cabling systems (a) Regional codes: standards J S 21. 43 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) (b) International codes: (i) IEE wiring regulations; and, (ii) NEC wiring regulations. 2. Terminologies associated with wiring systems (a) Circuits. (b) Circuit symbols. (c) Electricity flows. (d) Generator devices. (e) Control devices. (f) Wires. (g) Wiring support. 3. Domestic and industrial installation Differences in: (a) domestic installation; (b) commercial; and, (c) industrial installation. 4. Electrical installation materials (a) Categories: (i) construction; (ii) address; (iii) resist; (iv) insulation; (v) magnetic; and, (vi) semiconductors. 44 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) (b) Examples and uses of each category. 5. Basic cabling systems (a) Types: (i) radial system; (ii) ring circuit systems; (iii) distribution systems; (iv) security/fire alarm systems; (v) home telephone systems; and, (vi) engine starting systems. (b) Functions of each cabling system. (c) Sketches/schematic diagrams of each system. 6. Electrical terminators (a) Types: (i) passive (one resistor); and, (ii) active (voltage regulator). (b) Functions of each type. 7. Testing of wiring systems: (a) Verification of polarity. (b) Insulation resistance between conductors and between conductors and ground. (c) Ground continuity conductor. (d) Earth leakage. 45 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) (e) Circuit breakers. (f) Loop impedance. 8. Failures in wiring systems (a) Failures: (i) overload circuits; (ii) short circuits; (iii) melting of the fuse; (iv) tripping of the automatic switches; (v) cable failures; and, (vi) failure of coils and contacts in motors. (b) Selection of fuses and circuit breakers for different types of household equipment. (c) Determine the classification of uses and circuit breakers for different types of equipment: (i) fusion current; (ii) melting factor; (iii) current rating; and, (iv) load. (d) Test and replace fuses and circuit breakers (types used in construction and household equipment). 9. Carrying out electrical installation work 9.1 Lighting devices (a) Types of lamps. (b) Types of bases/sockets for lamps. (c) Make simple lighting calculations: 46 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) (i) Lighting; (ii) inverse square law; (iii) law of cosine; and, (iv) luminous intensity. 9.2 Types of wiring methods and terminations (a) Wiring methods and their uses: (i) with cover; (ii) shielded cable; and, (iii) light gauge (EMT and PVC ducts). (b) Termination methods: (i) crimp; (ii) wire wrap; and, (iii) welding. 9.3 Devices for the operation of lighting and power circuits (a) Guidelines, standards and safety procedures for single multi-phase operation using PVC-sheathed cables: (i) lighting and power circuits - One light and two lights in parallel using single pole control switches; (ii) two lights with intermediate and two-way controls; (iii) lighting circuits with four control points; (iv) parts of the electrical circuit; (v) circuit diagrams/schematics; and, (vi) test procedures for: 47 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) - polarity; - grounding; - continuity; and, - earth leakage. 9.4 Installation of PVC electrical conduits and accessories (a) Safety guidelines, standards, and procedures for: (i) procedures for cutting, bending, and joining conduits; (ii) a single multiphase operation using PVC-sheathed cable; (iii) install a light with a single pole switch and a light with three-way controls; (iv) circuit diagrams/schematics; and, (v) test procedures. 9.5 Installation of cables and conduits to connect various types of household lighting devices; Safety guidelines, standards and procedures for single multi-phase operation using PVC sheathed cables: (a) filament, incandescent and discharge lamps (LPMV, HPMV); (b) special accessories for ceilings and walls; (c) security and emergency lighting devices; (d) circuits/schematics; and, (e) test procedures. 9.6 Steel Conduit Safety guidelines, standards, and procedures for installation on: (a) surfaces, masonry walls, and concrete slabs; (b) masonry wall and concrete slabs; 48 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) (c) rules for cutting, bending and joining conduits; (d) install a light using a three-way control; (e) circuit diagrams/schematics; and, (f) test procedures. 9.7 Electrical accessories on walls and ceilings Safety guidelines, rules and procedures for: (a) mounting boxes; (b) switches; (c) rose window; (d) joint box; (e) circuit diagrams/schematics; and, (f) test procedures. 9.8 Domestic single-phase distribution board for a single-phase domestic installation; Installation safety guidelines, standards and procedures for: (a) bipolar isolating switch; (b) fuse; (c) miniature circuit breaker; (d) bus bars; (e) neutral block; (f) grounding block and equipment; (g) grounding of exposed metal; (h) circuit diagrams/schematics; and, (i) test procedures. 49 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) 9.9 Accessories for basic single-phase domestic fixed equipment circuits to walls Guidelines, standards and safety procedures for installing: (a) bipolar switch with neon indicator; (b) fixed equipment: electric cooker, fan; (c) circuit diagrams/schematics; and, (d) test procedures. 9.10 Vibrating bell served by a double winding transformer (a) Guidelines, standards and safety procedures for: (i) building a double winding bell transformer; (ii) installation; (iii) the vibrating bell circuit; (iv) bell ringing; (v) reset push; and, (vi) variable contacts and continuous action relay. (b) Test procedures. 9.11 Burglar Alarm Circuit Connection and Testing Guidelines, standards and safety procedures for: (a) normally open circuits; (b) normally closed circuits; (c) relays; and, (d) magnetic reed switches. 50 CXC 13/T/SYLL 15

SECTION 4: ELECTRICAL INSTALLATION (continued) 9.12 Link and termination of optical cables for Television and Internet applications Safety guidelines, standards and procedures for: (a) Fiber optic applications; and, (b) installation and termination. 51 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand codes and regulations related to electronics and electronic systems; 2. understand the basic principles of operation of electronics; 3. demonstrate a working knowledge of circuit assembly tools and equipment in accordance with codes, regulations, and instructional guidelines; 4. perform precise calculations and experiments to analyze and solve problems associated with circuits, input and output devices; and, 5. observe the safety and maintenance regulations. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the characteristics and functions of basic electronic components; 2. compare analog and digital systems; 3. explain the operating principles of thermoelectricity; 4. Prepare weld joints; 5. explain the principles of operation of basic semiconductor materials and devices; 6. differentiate between filtering circuits and rectifying circuits; 7. build a full and half wave rectifier circuit; 8. use basic semiconductor devices; 9. explain the functions of basic logic gates and their truth tables; 10. design circuits using truth tables and Boolean notation for a binary-to-decimal decoder; 11. build combinational logic circuits using integrated circuits; 12. evaluate various types of multivibrators; 13. build and test serial shift register circuits and four-bit counters; and, 14. explain the production and use of radio and television electromagnetic frequency waves. 52 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (cont.) CONTENT 1. Characteristics and functions of basic electronic components (a) Diodes. (b) Transistors. (c) Thermistors. (d) Integrated circuits. (e) Composite circuits (RIC, R/L, C/L). (f) TRIAC, SCR, LED. 2. Comparison of analog and digital systems Differences: (a) uses; (b) operating principles; (c) circuits; (d) waveforms; (e) current variations; f) signals; and, (g) frequency. 3. The operating principles of thermoelectricity (a) Thermoelectric materials and devices. (b) Conduction and transport of electrons. (c) Thermionic emissions. (d) Principles and applications of thermistors and thermocouples. (e) Researchers associated with thermoelectricity (Joule, Seebeck, Peltier, Thompson). 53 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) 4. Solder Joints (a) Procedures for using soldering and soldering irons. (b) Heat conduction. (c) Oxidation. (d) Oxidation removal. (e) Molecular action. (f) Conductive materials. (g) Flow. (h) Desoldering procedures. 5. Semiconductor materials and devices (a) Diodes: (i) p-n junction; (ii) n-type devices; (iii) p-type device; (iv) LEDs; (v) the theory of the electron; (vi) doping; (vii) exposure to light; (viii) sign; (ix) movement of positive holes; and, (x) schematic diagrams and symbols. 54 CXC 13/T/SYLL 15

Sixty-five

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) (b) Transistors: (i) bipolar; (ii) field effect; (iii) regions; (iv) electric field; (v) amplification; (vi) signal switching; and, (vii) symbols and schematic diagrams. (c) Thysistor: (i) layers (n-p type materials); (ii) maneuver and circuit breaker functions; (iii) terminals; (iv) door; (v) triggering characteristics; (vi) actions of the anode and the cathode; (vii) holding power; and, (viii) symbols and schematic diagrams. (d) Semiconductor materials: (i) Electrical conductivity in: - silicon; and, - germanium. 6. Rectifying and filtering circuits a) Bridge and two-phase circuits. (b) Full wave rectification (center tap), smoothing circuitry, LC/RC filter (pi network). 55 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) (c) Differences: (i) characteristics; (ii) operating principles; (iii) use of the power transformer in rectifying circuits; (iv) action of the capacitors and inductors in the filtering circuits; and, (v) schematic diagrams. 7. Full and half wave rectifier circuit; (a) Guidelines, standards and safety procedures for: (i) use of the transformer; (ii) use of the oscilloscope; (iii) diodes; (iv) resistances; and, (v) capacitors. (b) Measure and record: (i) the input voltage; and, (ii) disconnect power. 8. Basic semiconductor devices 8.1 DIODES (a) Safety guidelines, standards and procedures for: (i) p-type; (ii) type n; (iii) zener; and (iv) LED (contact point, photodiode). 56 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) (b) Guidelines, standards and safety procedures for use in: (i) analog circuits; and, (ii) digital circuits. (c) Test procedures: (i) current-voltage relationship (flow and restriction); (ii) behavior of the circuits; and, (iii) graphs and diagrams. 8.2 TRANSISTORS (a) Guidelines, standards and safety procedures for building amplifier circuits in different configurations: (i) CE; (ii) CC; (iii) BC; (iv) advantages and selections of CE, CC, CB configurations; and (v) calculate the parameters of the transistor using the load line. (b) Circuit test: (i) input/output phase relationship; (ii) voltage gain; (iii) current profit; (iv) power gain; (v) input resistance; and, (vi) output resistance. 57 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) 8.3 TRISISTORS (a) Guidelines, standards and safety procedures for the use of SCR, TRIAC, GTO in: (i) battery charging, dimmers and speed control; (ii) compare input and output comparisons; (iii) power output; (iv) address; (v) control; and, (vi) regulation. (b) Schematic diagrams and sketches. 9. Basic logic gates and their truth tables (a) Definition of logic gate. (b) Boolean functions of logic gates: (i) AND; (ii) Or; (iii) NO; and, (iv) NAND. (c) Symbol for each logic function (IEEE standard): (i) distinctive shape; (ii) rectangular shape; and, (iii) Boolean algebra between (A and B). (d) Truth tables – Binary system: Visual representation of the commutation function of: (i) logic gate with 2 inputs for each logic function; and, (ii) output for each logical function. 58 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) 10. Circuits using truth tables and Boolean notation for a binary-to-decimal decoder Guidelines and standards for: (a) block diagram and truth table; (b) Boolean notation; and, (c) circuit diagram of the system using AND and NOT gates. 11. Combinational logic circuits using integrated circuits (a) Operating principles of integrated circuits. (b) Guidelines and standards for programmable integrated circuits: (i) construction; and, (ii) test procedures. 12. Types of multivibrators (a) Types: (i) flip-flops or bistables; (ii) a-stables; and, (iii) monostables. (b) Uses. (c) Circuit diagrams. (d) Principles of operation. 13. Serial Shift Register and Four-Bit Counter Circuits Guidelines and standards for: (a) sequential logic gates; and, (b) memory circuits and counters. 59 CXC 13/T/SYLL 15

SECTION 5: FUNDAMENTALS OF ELECTRONICS (continued) 14. Production and uses of radiofrequency electromagnetic waves and TV (a) Characteristics of magnetic waves. (b) Low and high frequency waves. (c) Uses. (d) Principles of operation. (e) Describe the modulation actions of a tuned circuit in radio and TV circuits - receiving antennas for radio and TV reception in the home. (f) Explain the sequence of stages in the receiver/transmitter of AM/FM radio and TV. 60 CXC 13/T/SYLL 15

 WORKSHOP/LAB FACILITIES Recommended equipment for a class of 16 (Students may, on occasion, work in groups of two or four). Equipment Quantity Work tables, complete with variable AC and DC voltages, outlets with 5 main voltages. 1 Storage room (storage of materials, tools and projects). Test and repair bench, complete with facilities for sawing, drilling, tapping, and 1 test fixtures for electrical repairs 1/2-inch drill press, 6" bench grinder, and 4" mechanical vise 1 Start-up line manager 2 DC motor shunt 1 Motor – single phase; capacitance starting and inductance type, universal, permanent 1 of each split phase, shaded pole, capacitor motor Motor – three-phase D.C. induction 1 Battery charger 1 Transformer: 120/240V 1KVA DRY TYPE T/F 12:24V Secondary 1 Instruments Quantity 5” double beam oscilloscope 2 *Multimeter 10 Signal generator 2 Galvanometer 2 Ammeter, D.C. ()-5A) scale 10 Ammeter, C.A. (0-5A) scale 10 Voltmeter, D.C. (0-100V) 10 Voltmeter, A.C. (0-100V) ) 10 Wattmeter (0-500W) 1 Light Meter 1 Insulation Resistance Tester 1 kWh Meter 1 Transistor Tester 1 Tachometer 1 Continuity Tester 10 Wirewound Variable Resistors 10 *Students should be encouraged to Buy your own instruments. 61 CXC 13/T/SYLL 15

Tools Quantity Electrician's pliers, insulated 10 Slip-joint pliers 10 Diagonal-cutters (pliers), insulated 10 Long-nose pliers, insulated 10 Large and small screwdrivers, assorted tips 30 Large adjustable wrench 5 Small adjustable wrench 5 Bending spring (PVC conduit) 4 Sets of open-ended wrenches – metric 10 Set of small pliers 10 E.M.T. benders (half inch; three quarter inch) 4 medium size scissors 2 plastic mallet 10 227 g. Ball Peen Hammer 10 Portable Drill 1 40W Soldering Iron 5 Small Metal Files 10 Portable Vise 5 Allen Wrench Set 5 Hacksaw and Blade 10 Awl 10 Small Cold Chisel 10 Tap and Die Sets 2 Tin Snips (assorted) 2 Consumables Ceiling rosettes, assorted plugs, switches, adapters, lamp holders, fuses, clips, circuit breakers, fluorescent fixtures, wiring nails, conduit, various types of solder, rosin cored solder flux, batteries, distilled water, cables (various sizes and cores), ground rod, insulating varnish, sealing wax, lightning rod. Miscellaneous Various wire sizes, assorted lamps and plugs, small compasses, bar and horseshoe magnets, assorted bolts and nuts, primary and secondary cells, various types of solder, various values and types of capacitors, resistors, chokes. * Students should be encouraged to purchase their own 40w soldering tools. 62 CXC 13/T/SYLL 15

SELECTION OF SOME SYMBOLS USED IN THE ELECTRICAL DIAGRAMS SYMBOLS A list of electrical symbols that will be used in the exam is provided. Electronic symbols are not included as such symbols are believed to be standard and most textbooks on the subject will include them. ELECTRICAL AND PHYSICAL QUANTITIES IN INTERNATIONAL SYSTEM (SI) UNITS In keeping with the trend toward metrics, the curriculum will be taught in SI units. 63 CXC 13/T/SYLL 15

64 CXC 13/T/SYLL 15

SELECTION OF SOME SYMBOLS USED IN ELECTRICAL DIAGRAMS (continuation) 65 CXC 13/T/SYLL 15

SELECTION OF SOME SYMBOLS USED IN ELECTRICAL DIAGRAMS (continuation) 66 CXC 13/T/SYLL 15

SELECTION OF SOME SYMBOLS USED IN ELECTRICAL DIAGRAMS (continued) 67 CXC 13/T/SYLL 15

SELECTION OF SOME SYMBOLS USED IN ELECTRICAL DIAGRAMS (continued) 68 CXC 13/T/SYLL 15

SELECTION OF SOME SYMBOLS USED IN ELECTRICAL DIAGRAMS (continued) Semiconductor 69 CXC 13/T/SYLL 15

 RESOURCES The following is a list of books and other printed materials that can be used as resource material for the CXC Electrical and Electronic Technology Option. The list is not exhaustive or prescriptive, but indicates sources that may be appropriate for use by teachers and students. Boylestad, R. Fundamentals of Circuit Analysis. New Jersey: Pearson Prentice Hall, 2004. Brimicombe M. Electronics. Cheltenham: Nelson Thornes Limited, 2002. Christopher, S. Electrical installation for NVQ. Cheltenham: Nelson Thornes Limited, 2004. Green, D. Higher Electrical Principles (3rd Edition). London: Addison Wesley Longman, 1997. Halls, M. Basic Electricity and Electrons: A Complete Course for CSEC, Volumes 1 and 2. Kingston: Caribbean Education Publishers Ltd, 2011. Hughes, E. Electrical Technology (7th Edition). London: Addison Wesley Longman, 1995. Morley A., Hughes, E., and Bolton, Principles of Electricity (5th Edition). London: Addison W. Wesley Longman, 1994. Morris, M. Principles of Electrical and Electronic Engineering. London: Addison Wesley Longman, 1994. Mullin, R. and Simmons, P. Electrical Wiring, Residential, 17th Edition. Boston: Cengage Learning, 2012. Schuler, C. Electrical Principles and Applications, 6th Edition. New York: Glencoe McGraw-Hill, 2003. Simmons, P. Electrical Grounding and Connections. Boston: Cengage Learning, 2015. Smith, R. and Stephen, H. Electrical Wiring Industrial, 15th Edition. Boston: Cengage Learning, 2015. Steinberg, W. and Ford, W. Electricity and Electronics: Basic. Chicago: American Technical Society, 1972. Tocci, R, Widmer, N., and Moss, F. Digital Systems: Principles and Application, 10th Edition. New Jersey: Pearson Education, Limited, 2013. 70 CXC 13/T/SYLL 15

RESOURCES (continued) Thompson, F.G. Electrical Installation and Workshop Technology, London: Longman and ELBS, 1992. CXC Teacher Resource Modules Revised (Electrical). Local Electrical Code/Regulations. 71 CXC 13/T/SYLL 15

APPENDIX I  GUIDELINES FOR INTEGRATING THE TRAINING AND ASSESSMENT APPROACH OF COMPETENCY-BASED EDUCATION RATIONALE School-Based Assessment (SBA) is an integral part of evaluating candidates for industrial technology offers. It provides the opportunity to individualize a part of the curriculum to meet the needs of the students and facilitate feedback to the student at various stages of the experience. This helps build students' self-confidence as they progress with their studies. The SBA assists in the development of the critical skills and abilities emphasized by the subject and enhances the validity of the exam on which the candidate's performance is reported. It makes a significant and unique contribution both to the development of relevant skills and to the evaluation and reward of students for the development of those skills. Additionally, the SBA caters to multiple intelligences as various teaching and learning strategies are used to provide students with the skills needed in everyday life. Through the SBA, students are given multiple opportunities and ways to develop and demonstrate knowledge, skills, and attitudes. The SBA score is derived from the composite scores of entries in the School-Based Assessment portfolio that include related CVQ Competency Units aligned to curriculum content. The CVQ is an award that represents the achievement of a set of competencies that define the essential (basic) labor practices of an occupational area in accordance with the levels articulated within the Regional Qualifications Framework. Its objective is the development of the Ideal Caribbean Worker, seeks to facilitate the movement of certified skilled workers within the CSME, improves the quality profile and investment attractiveness of CARICOM states' work/workforce, and harmonizes TVET systems throughout the region. Recognition of Unit competencies for CVQ Level 1 will follow standardized procedures currently in place in schools offering CVQ programs. SCHOOL-BASED ASSESSMENT PORTFOLIO As part of the School-Based Assessment, candidates will be required to produce a portfolio that provides evidence of candidates' progress and learning over the duration of the programmes. The evidence represents the formative and summative evaluations of the programs and is a compilation of all the learning experiences from the beginning to the end of the program. The Portfolio must reflect the key competencies (knowledge, skills, attitudes) required for the labor market and continuing studies. Since the portfolio is an accumulation of the candidates' continuous learning throughout the two-year program, it should begin at the beginning of the industrial technology curricula. The guidelines provided in this document for selecting appropriate tasks are intended to assist teachers/facilitators and candidates in formulating tasks that are valid for SBA purposes (Appendix II). The guidelines provided for the assessment of assignments are intended to assist teachers/facilitators in awarding grades that are reliable indicators of candidate achievement in the SBA component of Industrial Technology programs. 72 CXC 13/T/SYLL 15

For the effective teaching and evaluation of this study program, the institutions must ensure the: 1. Availability of resources, through alliances with industries, companies and other institutions. 2. understanding of assessment and certification requirements by all students. 3. Willingness of the candidate to demonstrate her knowledge and skills. 4. High standards of teaching and assessment through Quality Control Procedures. 5. planning and organizing authentic work experience opportunities that are critical to the development of competencies that are not achievable in the institution. 6. Start of the portfolios at the beginning of the delivery of the program. 7. the availability of Internal Verifiers*. 8. Use of Delivery and Evaluation Plans. These are essential quality control measures and it is recommended that they be joint activities between teachers/facilitators and students. They are developed at the beginning of the delivery of the programs. 9. Monitoring the completion and maintenance of the portfolio and ensuring the demonstration of competencies in all areas. 10. Maintenance of internal portfolio records. *An Internal Verifier is an employee of the institution and is responsible for ensuring the quality of delivery and assessment of all sections of the curriculum. The Internal Verifier assists teachers/facilitators in the preparation of delivery and assessment schedules and monitors the progress of portfolio development, as well as the maintenance of teacher and student records. They support and work to ensure accuracy and consistency in the application of the learning experience to achieve acceptable levels of proficiency. ASSESSMENT Assessments must produce evidence of the range and depth of skills, knowledge, and application taught. Types of assessments can include teacher, peer, authentic, and self-assessments. Tasks should be structured to achieve a balance in both formative (developing) and summative (critical) assessment roles. 1. Peer/Group Assessment Peer assessment aims to develop students' ability to make independent judgments by involving them in evaluating and making decisions about other students' work. It is used as a group work activity involving a variety of assessment methods to develop students' teamwork and cooperative learning skills. 2. Self-assessment Self-assessment aims to complement teacher assessment. It is an effective resource that allows students to make judgments about their own learning and allows them to work at their own pace. 73 CXC 13/T/SYLL 15

3. Authentic assessment Authentic assessment aims to provide a clear relationship to the knowledge, skills and attitudes being developed and delivery and assessment activities. Authentic assignments are real and reflect realistic training that is transparent and evokes a strong commitment to study. ASSESSMENT METHODS These may include: 1. oral and written examinations; 2. direct observation; 3. interviews; 4. practical demonstration; 5. dual training (institution and industry. Effective for practice); 6. agreement of learning contracts between staff and students; 7. computer-based assessment (provides flexibility in time, place, or even the questions students answer. Effective with multiple-choice questions); and, 8. portfolio evaluation. PORTFOLIO EVALUATION The portfolio is a student-centered communication approach that appropriately reflects teaching and learning experiences through authentic activities. This assessment provides teachers/facilitators with the opportunity to participate in student progress in a very broad context. This may include observing students as they explore, experiment, take risks, develop creative solutions, and learn to evaluate or make judgments about their own performance. The portfolio attaches great importance to quality. It provides a strong feedback loop of continuous evaluation and improvement in teaching and learning. The portfolio is one of the main quality assurance vehicles for the provision of tangible and intangible evidence, certifying the quality (relevance, validity, reliability) of educational delivery, evaluation, and outcomes. For the Industrial Technology curriculum, students will compile a portfolio to provide evidence: 1. Clearly showing student progress. It is a compilation of all the learning experiences throughout the course and is evaluated by the internal verifier. 2. Of the certification requirements (evidence and certificate) for the Caribbean Professional Qualification (CVQ). 74 CXC 13/T/SYLL 15

CHARACTERISTICS OF THE PORTFOLIO EVALUATION The Portfolio Evaluation is multidimensional in nature and has the following quality characteristics: 1. It is continuous and permanent. Provides formative and summative assessment opportunities to monitor student progress as they work to achieve learning outcomes. 2. Uses a wide variety of tangible and intangible tests (practical and written), which reflect various aspects of the delivery and learning processes. 3. It is reflective; providing students with the opportunity to analyze their performance and follow the development of their skills. 4. The results of the evaluation are used to improve the delivery and learning processes. CHARACTERISTICS OF PORTFOLIOS The portfolio is a compilation of student work based on teaching and learning experiences and should: 1. reflect the performance results and objectives of the programs being carried out (from the beginning of the delivery process up to the stage of being competent); 2. Focus on performance-based core competencies; 3. contain work samples from the beginning of the program to the end; 4. contain evidence that represents a variety of evaluation methods; and, 5. contain evidence of students' formative and summative development. PORTFOLIO PLANNING This is a collaborative activity between teachers/facilitators and students. Steps: 1. Discuss with students the importance of the portfolio as a means of monitoring and evaluating their progress. 2. Select the entries for the portfolio. These should reflect learning outcomes and experiences. 3. Organize the evidence (cover, index, performance results, artifacts, literary work, evaluation, reflection). See Appendix III for the portfolio development process. 4. Create an evaluation schedule. 75 CXC 13/T/SYLL 15

5. Maintain and store. 6. Reflection on the experiences of the students. This can take the form of a learning journal and log. PORTFOLIO EVALUATION Teachers/facilitators are encouraged to use a variety of grading strategies to evaluate the portfolio. Portfolio evaluation is a joint activity between teachers and students. Both are involved in the selection of the criteria that will be used to assess and evaluate the evidence throughout the instruction period (formative) and at the end (summative). The use of a portfolio evaluation rubric (cover design, authenticity of evidence, organization of evidence, completeness, accuracy of information, self-reflective statement) is recommended for portfolio evaluation. FEEDBACK Feedback is an integral process at CBETA. High-quality feedback consists of the following elements: 1. Clear criteria against which to judge feedback. 2. Detailed feedback that is related to student performance. 3. Comments that are oriented towards improvement. PORTFOLIO TESTS Tests MUST represent the developmental progress of candidates in each of the sections from which they are derived. Wherever possible, it is recommended that Sections of the syllabus be integrated to give evidence of their full coverage. Portfolio pieces must show integration of CVQ Units where applicable. Teachers are encouraged to use the following list as a guide in selecting items from each Section of the Industrial Technology syllabus: CORE SECTION 1: INDUSTRY FOUNDATIONS At least 10 items of evidence from Section 1: 1. The organization of a selected construction industry. 2. The organization of a selected manufacturing industry. 3. Selection of industry codes and standards. 4. Set of safety rules to follow in a workshop or on the construction site. 76 CXC 13/T/SYLL 15

5. Treatment procedure for each of the three injuries that can occur in the shop/workplace (burns, eye injuries, electric shock, bleeding, falls). 6. Student shift roster and shop/workplace maintenance schedule (machines, tools, general maintenance). 7. A set of student photos demonstrating the use of protective gear and equipment while working in the shop or at a job site. 8. An accident report prepared by the student. 9. A small business plan. SECTION 2: DESIGN PRINCIPLES AND PROCESSES At least three (3) pieces of evidence from Section 2: 1. Design principles, elements and processes. 2. Sketches of simple designs in related areas. 3. Report on the analysis of the design of a simple manufactured product. SECTION 3: INFORMATION, COMMUNICATION AND GRAPHICS TECHNOLOGIES At least three (3) pieces of evidence from Section 3: 1. Samples of projects elaborated on the principles of operation of a computer. 2. A PowerPoint presentation on modern trends in engineering technologies. 3. Two projects or assignments on the use of communication devices. OPTION A: ELECTRICAL AND ELECTRONIC TECHNOLOGY SECTION 1: ELECTRICAL PRINCIPLES AND MEASUREMENT At least six (6) pieces of evidence from Section 1 including: 1. labeled diagrams/drawings of the atom and its charges; 2. application of Ohm's laws in experiments and calculations; 3. hands-on projects, drawings, task sheets and performance reports, photos, videos on: (a) series and parallel connected resistors/lamps (industry codes and specifications); (b) measurement of resistivity and temperature coefficient in electric motor windings; 77 CXC 13/T/SYLL 15

(c) testing and maintenance of primary and secondary cells (industry codes and standards); and, (d) install, read, and record ammeter and voltmeter measurements in electrical and electronic circuits (applying industry codes and standards). SECTION 2: ELECTRICAL AND ELECTRONIC DRAWINGS (MANUAL AND COMPUTER AIDED DESIGN) At least six (6) pieces of evidence from Section 2 including: 1. Drawings detailing symbols and notations used on electrical and electronic drawings; 2. drawings showing circuit representations of lines and blocks in electrical and electronic circuits; 3. electronic schematic diagrams and electrical installation drawings; and, 4. working drawings of architectural plans. SECTION 3: ELECTRICAL POWER AND MACHINES At least five (5) items of evidence from Section 3 including: 1. energy sources (primary, secondary, renewable) to generate electricity (detailed information); 2. Practical projects, drawings, a set of photographs of work in progress, videos of work, performance reports relating to: (a) single-phase a.c. start capacitor and start inductor connection and operation. engines; (b) direct on-line connection and reduced voltage a.c. motor starters; and, (c) connect and operate: (i) autotransformers and double winding transformers; and, (ii) a DC motor (car starter). SECTION 4: ELECTRICAL INSTALLATION At least six (6) pieces of evidence from Section 4 that include: 1. Materials, uses, codes and regulations of the electrical installation; 2. practical projects, drawings, a set of photographs of work in progress, videos of work, performance reports related to: 78 CXC 13/T/SYLL 15

(a) Install electrical connection and test accessories in lighting and power subcircuits; (b) install electrical equipment to build main and secondary circuits in electrical installations; (c) completed electrical installations; (d) Connect and operate bell and indicator circuits; and, (e) four incandescent lamps and making voltage measurements for: (i) four lamps in series: (ii) three lamps in parallel and in series with a fourth lamp; (iii) two lamps in parallel and in series with two individual lamps; and (iv) two parallel combinations of two lamps each connected in series. SECTION 5: FUNDAMENTALS OF ELECTRONICS At least six (6) pieces of evidence from Section 5 including: 1. Hands-on projects, drawings, a set of work-in-progress photographs, work videos, performance reports related to: (a ) identification, selection, testing and static measurement of electronic components; (b) construct and operate half-wave, full-wave, top-center, full-wave, displacement rectifier circuits, and voltage doublers; (c) operating a two-stage, push-pull power amplifier; and, (d) build and operate bistable and monestable multivibrators. PERFORMANCE INDICATORS 1. Portfolios. 2. Checklist. 3. Task sheet. 4. Job Analysis Sheet. 79 CXC 13/T/SYLL 15

5. Performance Criteria Sheet. 6. Quality control procedures. 7. Training and Assessment Plans. 8. Records of the Internal Verifier. 9. Records of Internal Competitions. 10. Records of External Verifiers. 11. Moderation Reports. 80 CXC 13/T/SYLL 15

APPENDIX II INTEGRATION OF CVQ UNITS FOR SBA The list below has been mapped to curriculum content, teachers are encouraged to use this information as they develop activities and projects for the assessment component at school of the course: CCMEM11002 Level I in Electrical Installation (a) MEMCOR0141A Follow the principles of Occupational Health and Safety (OH&S) in the work environment. (b) MEMCOR0161A Plan to perform a routine task. (c) MEMCOR0171A Use graduated measuring devices. (d) MEMCOR0191A Use hand tools. (e) MEMCOR0051A Perform related calculations (basic). (f) MEMCOR0071A Electrical/electronic measurement devices. (g) MEMCOR0091A Draw and interpret sketches and simple drawings. (h) MEMMAH0071A Perform manual handling and lifting. (i) MEMINS0071A Prepare for conduit/electrical wiring installation. (j) MEMINS0051A Cut, bend and install electrical conduit. (k) MEMINS0011A Install, terminate and connect electrical wiring. 81 CXC 13/T/SYLL 15

SAMPLE SCHOOL ASSESSMENT 1: ELECTRICAL AND ELECTRONIC TECHNOLOGY ASSESSMENT PLAN This School Assessment is aligned to Cutting, bending, and installing electrical conduit (MEMINS0051A) and Installing, terminating, and connecting electrical wiring (MEMINS0011A) in Electrical Installation, Level I (CCMEM11002 ) Occupational Regional Standard. Complying with OH&SO requirements (BCGCOR0011A), Using Hand Tools (MEMCOR0191A), and Using Electrical/Electronic Measuring Devices (MEMCOR0071A) may also be assessed with this assignment. CANDIDATE: __________________________ EVALUATOR:__________________________ Items (MEMINS0051A) Items (MEMINS0011A) 1. Plan and prepare the installation. 1. Prepare for electrical wiring installation. 2. Install the ducting. termination and connection. 3. Inspect and notify completion of work. 2. Install electrical wiring. 3. Connect electrical wiring. 82 CXC 13/T/SYLL 15

Work Activity Evaluation Methods A client has presented you with the floor plan of 1. Practical Demonstration. a small apartment as shown above and requires 2. Oral questions. lights, sockets and a main switch installed. You 3. Evaluation of the process. are required to design the electrical circuit, 4. Evaluation of the finished product. install electrical conduit and install, terminate and connect all electrical wiring. Two-way switching is required for the kitchen and living room. Basic range of knowledge and skills  Safety and work procedures  Marking  Regulations and other relevant codes  Cutting  Quality standards  Bending  Installation tools and equipment  Fastening  Materials used in installation  Drilling/punching  Materials used for conduits  bolting/bolting  fabrication techniques  miter cutting  installation techniques  surface mounting  assembly/disassembly techniques  flush mounting  identify potential workplace hazards  in PVC conduit up to 32mm  measurements  on metal not exceeding 25mm work with power tools and Use mechanical connector kits Clamp Read and interpret freehand Pin connection schematics Measure accurately Communicate effectively Bend 900 and deviations in conduits  Cut, thread and ream conduits  Install PVC and metal conduits Candidate Signature:_________________________ Date: ________________________ Assessor Signature:_________________________ Date________________________ Internal Verifier Signature:________________________ Date________________________ 83 CXC 13/T/SYLL 15

SAMPLE SCHOOL ASSESSMENT 1: DIMENSIONS OF COMPETENCY IN ELECTRICAL AND ELECTRONIC TECHNOLOGY This School Assessment is aligned to Cutting, bending, and installing electrical conduit (MEMINS0051A) and Installing, terminating, and connecting electrical wiring (MEMINS0011A) in Electrical Installation, Level I (CCMEM11002 ) Occupational Regional Standard. Meeting OH&S requirements (BCGCOR0011A), using hand tools (MEMCOR0191A), and using electrical/electronic measuring devices (MEMCOR0071A) may also be assessed with this assignment. JOB ACTIVITY: A client has presented you with the small apartment floor plan shown above that requires lights, plugs and a main switch to be installed. You must design the electrical circuit, install electrical conduit, and install, terminate, and connect all electrical wiring. Two-way switching is required for the kitchen and living room. TASK SKILLS TASK MANAGEMENT SKILLS The candidate has to... Prepare/organize/coordinate by...  Interpret the activity  Interpret and plan the activity  Follow health and safety requirements  Select tools, equipment and materials applicable to the work environment  Apply health and safety procedures  Select and accurately use necessary tools,  Organize work station equipment  Work logically and sequentially within  Comply with organization policies and required time frame procedures, including Quality Assurance requirements  Carry out the correct procedures before and during the installation processes  Identify and rectify typical failures and problems  Demonstrate the safe and effective use of tools, plants and teams  Communicate interactively with others to ensure safe and effective operations CONTINGENCY MANAGEMENT SKILLS EMPLOYMENT/JOB ROLE/ENVIRONMENTAL SKILLS What if…? The candidate may…  Insufficient tools and equipment or  Collect, analyze and organize unavailable information  Communicate ideas and information Plan and  Material estimates are inaccurate organize activities  There are delays in obtaining materials  Work with others and as a team  Use math ideas and techniques  Solve problems  Use technology Evaluator Signature: Date: 84 CXC 13/T/SYLL 15

KEY Proficient – Rank 3 and above Not yet proficient – Below Rank 3 SAMPLE SCHOOL ASSESSMENT 1: ELECTRICAL AND ELECTRONIC TECHNOLOGY EVALUATOR ASSESSMENT This school assessment is aligned with Cutting, Bending, and Installing Electrical Conduit (MEMINS0051A) and Installing, Connecting electrical wiring (MEMINS0011A) in the Regional Occupational Standard for Electrical Installation, Level I (CCMEM11002). Meeting OH&S requirements (BCGCOR0011A), using hand tools (MEMCOR0191A), and using electrical/electronic measuring devices (MEMCOR0071A) may also be assessed with this assignment. Institution/Center: Name of the candidate: EVALUATION CRITERIA EVALUATOR 1 2 3 4 5 1. OCCUPATIONAL HEALTH AND SAFETY The candidate is appropriately dressed with personal protective equipment at all times Complies with the occupational health and safety (OH&S) requirements for the tasks and work environment All materials clean, stacked and stored for reuse or packaged for disposal Worksite clean of debris and unused materials. Tools and equipment cleaned, maintained and stored. 2. PROCESS Tools and equipment selected according to job requirements. Tools and equipment checked to verify their serviceability and any failures reported or rectified. Precisely interpreted plans. The ducts are installed according to the requirements, without damaging or distorting the surrounding environment or services. The ducts are finished and connected according to the requirements. Ongoing work quality checks are carried out in accordance with established procedures. Electrical cables are installed according to specifications. Electrical wiring is connected. The installations are made according to the specifications, the requirements of the manufacturers and the safety and industry. All cables, wires, conductors, and facilities are marked/labeled and tagged in accordance with specifications. All completed installations are tested for compliance. Completion of work is notified in accordance with established procedures. Inspections are carried out to ensure that the installed ducts meet the requirements. All conduit and wiring is fixed to specifications. All completed installations are tested for compliance. Terminations/connections are made per manufacturers requirements and safety and industry requirements. the connections etc are marked/labeled and labeled according to the specifications 85 CXC 13/T/SYLL 15

Comment/Feedback: _______________________________ _______________________________ Rating Scale: 1. I am unable to perform this task. 2. You can perform this task with constant supervision and considerable assistance. 3. Can do this task with constant supervision and some help. 4. You can perform this task satisfactorily with regular supervision. 5. You can perform this task satisfactorily with little or no supervision. Assessor Signature: Date: Candidate Signature: Date: 86 CXC 13/T/SYLL 15

APPENDIX III Guidelines for Portfolio Development A portfolio is a convenient and organized means of collecting and presenting materials that records and verifies a candidate's learning achievements and relates them to the depth and breadth of work required by each unit of the standards. occupational. The depth and breadth of work should include a diversity of displays that reflect the following criteria: - Writing, reading and comprehension skills - Critical thinking and problem solving skills - Technological skills - Practical skills - Teamwork skills The outline of the Portfolio should include information under the following headings: - Cover Page - Title Page - Table of Contents - Introduction - Supporting Evidence (depth and breadth of work) - Self-Assessment/Reflection Details of EACH heading Cover Page - School Name - Occupational Area CVQ Level 1 - Assessor Name - Candidate Name - Year Title Page - Caribbean Professional Qualification - CVQ Level 1 - Occupational Area - Year Table of Contents - By Units - Number of Pages Introduction - Candidate Portfolio including Personal Data , background on education/training experiences and expectations. 87 CXC 13/T/SYLL 15

Supporting Evidence Provides information on the key formative and summative assignments/projects completed by candidates to achieve the performance criteria in each unit of the Occupational Standards. All evidence provided by the candidate must be reviewed by the evaluator using the criteria provided. Evidence must be signed and dated on the date of review by the evaluator. Suggestions for supporting tests: - Written assignment - Oral questions (checklist format) - Projects - Work samples - Research assignments - Field trip reports - Summative assessment of practical work - Digital photos of candidates performing assignments Critiques Self-Assessment/Reflections Allows candidates to rate their performance against the relevant competency unit requirements and allows candidates to reflect in writing whether their expectations have been met in the particular occupational area. Summary Each candidate in each occupational area must prepare a portfolio that shows: - Growth and development of the candidate over the two-year period. Portfolios must be retained for assessment by the Caribbean Examination Council Internal Verifier, External Verifier and Quality Assurance Auditor. 88 CXC 13/T/SYLL 15

 INDUSTRIAL TECHNOLOGY PROGRAM OPTION B: MECHANICAL ENGINEERING TECHNOLOGY CXC 13/T/SYLL 15

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OPTION B: MECHANICAL ENGINEERING TECHNOLOGY SECTION 1: MATERIALS, HAND TOOLS, AND PROCESSES GENERAL OBJECTIVES Upon completion of this Section, students should: 1. develop an understanding of the fundamental scientific principles associated with engineering materials, tools, and processes; 2. understand the basic scientific principles that govern metallurgy and materials engineering; 3. develop a working knowledge of the selection, use, and maintenance of materials and hand tools; 4. demonstrate the use of materials, hand tools, and processes in the efficient production of goods and services; and 5. appreciate the importance of engineering codes and regulations. SPECIFIC OBJECTIVES Students must be able to: 1. distinguish between the methods used in the production of basic engineering materials and their uses; 2. explain the factors to consider in the selection of engineering materials; 3. describe the functions of engineering hand tools; 4. describe the response of solid materials to different types of forces applied to them; 5. discuss basic heat treatment methods for metals; 6. carry out basic heat treatments on ferrous and non-ferrous materials for specific purposes; 7. perform bank work operations; and, 8. discuss cutting tool operations. 89 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (cont.) CONTENT 1. Methods used in the production of basic engineering materials and their uses (a) Ferrous materials and their alloys: (i) iron and steel; (ii) sources; (iii) production processes; (iv) diagrams and sketches of production processes; (v) properties; and, (vi) uses. (b) Non-ferrous materials and their alloys: (i) aluminum; (ii) copper; (iii) lead; (iv) zinc; and, (v) brass: - sources; - production processes; - sketches and diagrams of production processes; - properties; and, - uses. (c) Plastics: (i) thermoplastics; (ii) polymers; and, 90 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (continued) (iii) copolymers; - sources; - production processes; - sketches and diagrams of production processes; - properties of various plastics; and, - uses. 2. Engineering materials (a) The function of the finished product. (b) The design of the product. (c) Structural and mechanical properties of the material. (d) Cost of material. (e) Resistance to wear. (f) Resistance to corrosion. 3. Engineering hand tools for bench work (a) Marking. (b) Measurement. (c) Inspection and retention. (d) Labeled diagrams and sketches of hand tools. 4. Forces applied to solid materials (a) Response of engineering materials to: (i) tension compression; (ii) types of stresses; - Shear strength; and, - normal stress; 91 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (continued) (iii) voltage; (iv) Young’s modulus; and, (v) modulus of rigidity. 5. Methods of heat treatment (a) Concepts of heat production and transfer: (i) Law of Thermodynamics (Laws Zero and First); (ii) conduction; (iii) convection; and, (iv) radiation. (b) Heat treatment processes: (i) annealing; (ii) normalization; (iii) cementation; and (iv) tempering. (c) Functions of each process. (d) Sources of heat: (i) furnaces; (ii) frauds; and, (iii) naked flames. (e) Cooling materials: (i) water; (ii) petroleum; and, (iii) sand. 92 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (continued) (f) The iron-carbon diagram. (g) The iron-carbon balance. 6. Heat treatment for ferrous and non-ferrous materials (a) Guidelines, procedures and safety standards for annealing: (i) ferrous material - iron, steel: - equipment; - temperature; and, - refrigerant materials. (ii) non-ferrous materials - copper, aluminum, brass: - equipment; - temperature; and, - refrigerant materials. (b) Management of the heat treatment stages: (i) recovery; (ii) crystallization; and, (iii) grain growth. 7. Bench Work Operations (a) Guidelines, procedures, and safety standards for simple projects using: hand tools and clamping devices: (i) vise; (ii) files; (iii) chisels; and, (iv) metal saws. 93 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (continued) (b) Guidelines, procedures and safety rules for the use of hand and power saws for cutting thin-walled pipe and cutting corners in light and heavy gauge metal: (i) Chiselling: - metal chips; - Metal shears in a vice; and, - cut a groove. (ii) Filling: - file flat, concave and convex surfaces; - metal cross file, metal drawing file; - test surface for flatness and squareness; and, - polish metal using abrasives and finishing materials. (iii) Drilling: - preparation of the metal for drilling; - drill holes in metal; - drill a pilot hole; and, - countersink holes. (iv) Cutting of screws: - cutting of external threads with dies; - cutting pipe thread; - cut internal threads with taps; and, - thread checking. 8. Cutting tools and tool maintenance (a) Classification of cutting tools: (i) Single point: 94 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (continued) - turning; - training; and, - drilling tools. (ii) Double point: - exercises. (iii) Multipoint: - cutters; and, - gear forming cutters. (b) Characteristics of cutting tools: (i) single tip; (ii) double point; and, (iii) multipoint cutting tools. (c) Factors affecting the useful life of a cutting tool: (i) clearance and clearance angles; (ii) cutting speed; (iii) depth of cut; (iv) chip thickness; (v) tool geometry; and, (vi) material used for the cutting fluid (coolants and lubricants). (d) Diagram showing the theory of metal cutting: (i) forces acting on the tip of a tool; and, (ii) treatment of forces at the tip of the tool. 95 CXC 13/T/SYLL 15

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SECTION 1: MATERIALS, HAND TOOLS AND PROCESSES (continued) (e) Clearance and clearance angles for cutting different materials with different cutting tools: (i) ease of chip flow; (ii) avoid rubbing the tool against the machined surface; (iii) chip formation; (iv) techniques used in sharpening tools to control chips; and, (v) Chip removal methods. (f) Types of cutting fluids and their uses: (i) pure oil; (ii) soluble oil; and, (iii) synthetic oil: - Measurement and calculation of fluid pressure. g) Guidelines, procedures and safety standards for sharpening machine tools: i) sharpening cutting tools with abrasive stones; (ii) grind lathe tools to the required angles; (iii) sharpening of drills; and, (iv) the use of refrigerants and lubricants. 96 CXC 13/T/SYLL 15

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SECTION 2: GRAPHIC COMMUNICATION AND DESIGN GENERAL OBJECTIVES Upon completion of this Section, students should: 1. develop skills in preparing, reading, and interpreting plans and designs in accordance with engineering standards; 2. understand the principles of design in the identification and solution of engineering problems; and 3. develop proficiency in the application of computer-aided design/computer-aided manufacturing. SPECIFIC OBJECTIVES Students must be able to: 1. compare the basic methods of graphic communication used in engineering; 2. prepare orthographic drawings; 3. discuss the different types of pictorial drawings; 4. prepare engineering drawings; 5. read and interpret engineering drawings; 6. evaluate the design of basic engineering components; and, 7. design simple engineering products. CONTENT 1. Basic graphic communication methods used in engineering (a) Graphic communication methods: (i) images; (ii) diagrams; (iii) drawings: pictorial, orthographic, work, assembly; (iv) geometric drawing - surface developments, interpenetration of solids, projection of points, lines and planes; and, (v) uses of models, notes and notation. 97 CXC 13/T/SYLL 15

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SECTION 2: GRAPHIC COMMUNICATION AND DESIGN (continued) (b) Graphic communication preparation methods: (i) manual and computer-aided drawing (CAD); (ii) functions of each method; (iii) advantages and disadvantages of each method; and, (iv) preparation of samples using each method (photographs, sketches, drawings). 2. Orthographic drawings AD and principles of hand drawing for: (a) first angle projection; and, (b) projection of the third angle. 3. Pictorial drawings (a) Types: (i) isometric; (ii) oblique: gentleman; and, (iii) perspective. (b) Functions of each type of pictorial drawing. (c) Drawing principles for each type of pictorial drawing. (d) Drawings and sketches using CAD and manual method: (i) 2-D CAD drawing; and (ii) 3-D CAD drawing. (e) Apply the basic principles of CAM: (i) principles of cutting tool axes; (ii) identify the Z and X axes; (iii) movement in the Z and X axes; and, (iv) using absolute coordinates. 98 CXC 13/T/SYLL 15

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SECTION 2: GRAPHIC COMMUNICATION AND DESIGN (continued) 4. Engineering drawings (a) Types: (i) multiple view; (ii) sectional; (iii) assembly; and, (iv) auxiliary drawings. (b) Prepare multiple view drawings of nuts, bolts, pins, cams, gears, and springs. (c) Preparation of simple geometric engineering drawings: (i) geometric solids - prisms, pyramid; (ii) surface development - interpenetration of prisms, cones, cylinders, square pyramids; (iii) labeling and sizing; (iv) title block; (v) notes and notation; and, (vi) tolerance. 5. Reading and interpreting engineering drawings Use samples of engineering drawings to: (a) explain ISO drawing standards; (b) read and convert measurements (imperial and metric); (c) read and interpret dimensions (size, location, hole); (d) read and interpret scales; (e) read and interpret drawing symbols: diameter, centerline, key, center-to-center, radius, inside diameter, outside diameter, countersink, countersink, tapped hole, screw thread, reference points, tolerances (location and positioning) ; (f) opinions; 99 CXC 13/T/SYLL 15

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SECTION 2: GRAPHIC COMMUNICATION AND DESIGN (continued) (g) line types; (h) read and interpret notes and notations; and, (i) read and interpret the parts list. 6. Engineering Components (a) Use design principles to evaluate the following characteristics of selected machines, tools, and components in the metalworking shop/laboratory: (i) construction; (ii) assembly; (iii) functional characteristics and mechanism of hand tools and machines (relation of design with material utility, study of the principles of simple mechanisms); and, (iv) functions of the main parts of the machine tool. (b) Prepare the evaluation report: (i) introduction; (ii) methodology; (iii) findings; (iv) conclusions; and, (v) recommendations. 7. Engineering products (a) Design of simple industrial or domestic products or mechanical devices to be manufactured in the shop. (b) Evaluate the design: (i) function; (ii) strength; (iii) materials; (iv) economy; and, (v) aesthetics. 100 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING GENERAL OBJECTIVES Upon completion of this Section, students must: 1. demonstrate a working knowledge of the operating principles of production manufacturing tools, equipment, and processes; 2. develop skills in the selection of appropriate materials, tools and equipment for the production of goods and services; 3. develop competence in the use of calculations and the design process to analyze and solve problems related to production engineering processes; 4. value the principles of quality and standards in the production of goods and services; and, 5. Appreciate occupational health and safety standards. SPECIFIC OBJECTIVES Students must be able to: 1. apply safe work practices, equipment and workshop maintenance techniques; 2. explain the processes used to shape metals; 3. differentiate between sand casting and pressure casting techniques; 4. explain the characteristics and principles of operation of simple machines; 5. explain the functions of special parts, accessories, and processes essential to the effective operation of productive engineering machines; and 6. demonstrate competency in a variety of production engineering projects. CONTENT 1. Safe work practices, equipment and workshop maintenance techniques (a) OHS standards. (b) Safety rules for the use of hand tools and equipment. (c) Predictive and preventive maintenance of hand tools and equipment. 101 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) 2. Processes used to shape metals (a) Processes: (i) casting; (ii) forging; (iii) rolling; (iv) extrusion; (v) sintering; (vi) metal machining; and, (vii) metal manufacturing. (b) Functions of each process. (c) Equipment, tools and materials used in each process. (d) Sketches/diagrams representing each process. (e) Safety guidelines and procedures applicable to each process. 3. Sand Casting and Die Casting Techniques (a) Definitions: (i) sand casting; and, (ii) die casting. (b) Differences: (i) operating principles; (ii) equipment, materials and tools used; (iii) test instruments and temperature control; (iv) advantages and disadvantages of each method; (v) nature of the casting defects and their solutions; (vi) labeled diagrams of the sand casting and pressure casting processes; and, (vii) security procedures in each technique. 102 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) 4. Characteristics and operating principles of simple machines: (a) Types: (i) levers; (ii) pulleys; and, (iii) wheel and axle. (b) Principles of operation: (i) levers; (ii) pulleys; and, (iii) wheel and axle. 5. Functions of special parts, accessories and processes (a) Functions of different types of wrenches used in couplings: (i) square; (ii) gib-headed; (iii) tapered; and, (iv) woodruff. (b) Types of couplings commonly used to transmit power from one machine to another: (i) rigid; (ii) flexible; and, (iii) gears. (c) Types of seals commonly used: (i) mechanical; and, (ii) gasket/synthetic; (d) Characteristics and functions of each type of seals. 103 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) 6. Production engineering projects 6.1 Performing sheet metal operations: (a) design and development of patterns for sheet metal work: (i) guidelines, procedures, and safety standards; (ii) pattern development principles for making simple templates: - radial line, parallel lines, simple triangulation; (iii) layout from a reference point and center line; (iv) design and development of patterns for cylindrical and conical works; (v) arrangement of rectangular ducts; (vi) design pattern for transition pieces; and, (vii) cutting templates; - template designs; - safe processes; and, - residue control strategies. (b) Sheet metal cutting guidelines, procedures, and safety standards: (i) sheet metal cutting using hand shares or foot-operated pruning shears and shears; (ii) cut a notch or corner; (iii) drilling holes in sheet metal; (iv) cutting metal with a saw; and, (v) cutting irregular shapes. (c) Bending and forming sheet metal. Guidelines, procedures and safety standards for folding and forming sheets by hand and on brake: (i) carrying out angular bends; (ii) bend metal in the bar folder; 104 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (iii) bending machine bending; (iv) forming cylinders and cones in the slip and roll forming machine; and, (v) forming metal using stakes. (d) Manufacture of sheet metal. Guidelines, procedures and safety standards for sheet metal fabrication: (i) design and production of simple industrial and household products in rectangular, cylindrical and conical shapes; (ii) calculate the allowance for making seams and wire edges, length of material per edge; (iii) making seams and wire edge seams: lap, riveted, weld, groove, cap strip, raised, elbow, double corner; (iv) make lower seams: overlap, insertion, simple, double bottom; and, (v) fixing of metal sheets by: - welding (seams or joints); - riveting (use of mechanical fasteners: bolts, nuts, pins, rivets; - joining (spot welding); and, - polishing, coloring and product protection. 6.2 Welding and desoldering operations Guidelines, procedures and safety standards for the soldering and desoldering: (a) Soldering: (i) definitions and uses of soldering; (ii) materials used; (iii) lead/tin balance diagrams; (iv) melting range; and, (v) fluxes (types and operations) 105 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (b) Performing Brazing Operations: Guidelines, procedures, and safety standards for silver brazing. 6.3 Brazing operations Guidelines, procedures and safety standards for brazing: (a) Brazing: (i) definition and uses; (ii) filler metal; (iii) flow; and, (iv) application of oxyacetylene flames. (b) Silver solder: (i) definition and uses; (ii) filler metal; (iii) flow; and, (iv) application of oxyacetylene flames. 6.4 Welding operations Guidelines, equipment, procedures and safety standards for welding operations (a) Types of welding operations (i) fusion welding: - welding with oxygen and fuel gas; - gas metal arc welding; - gas tungsten arc welding; - resistance welding; - electric arc welding; and, - laser welding. 106 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (ii) solid state welding; (iii) forge welding; and, (iv) resistance welding. (b) Uses of each type of welding. (c) Materials, equipment, tools and accessories used in each type of welding. (d) Labeled diagrams. (e) Preparation for welding operations: (i) project designs, specifications and safety guidelines; (ii) preparation of materials; (iii) measurements and related calculations; (iv) cutting equipment and accessories; (v) select the welding process; (vi) installation of equipment; and, (vii) test and adjust parameters. (f) Different types of welded joints Guidelines, specifications and safety standards for: (i) overlap; (ii) T-shirt; and, (iii) rear. (g) Different types of weld joints: (i) flat/horizontal; (ii) vertical; and, (iii) general expenses. 107 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (h) Different types of welding techniques: (i) to the right; and, (ii) to the left. (i) Carrying out cutting and welding operations with gas: (i) project designs, specifications and safety guidelines; (ii) materials: mild steel plate, plain carbon steel, aluminum and stainless steel; (iii) cut off oxyfuel gas; (iv) plasma cutting; and, (v) welding operations: - gas; - metal arch; - tungsten arc; - armored metal arch; and, - resistance welding. (j) Preparation for electric arc welding: (i) guidelines, procedures and safety standards; (ii) materials: - mild steel plates of various thicknesses; and, - electrodes. (iii) procedures for preparing plates; (iv) practice in placing the weld bead and lighting the arc; (v) perform electric arc welding using mild steel sheet of various thicknesses; - project designs for welded joints (butt square groove, butt VEE groove, lap joints, TEE and corner joints in flat, vertical and horizontal positions); and, - scratching and tapping techniques. 108 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (k) Welding defects: (i) identification of welding defects; (ii) hot cracks; (iii) cold cracks; (iv) undermined; (v) distortion; (vi) lack of merger; (vii) porosity; (viii) undermined; (ix) lack of penetration; (x) out of alignment; (xi) excessive splashing; (xii) deterioration of the weld; (xiii) craters; (xiv) causes of welding defects; and, (xv) treatment of welding defects. 6.5 Metrology (a) Measurement and computation: (i) reading and measuring with rulers, calipers, micrometers, vernier tools, and surface plate; (ii) calculate the speed and feed of the machine; and (iii) calculate the gear ratio. 109 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (b) Use of test, design, and measurement tools: (i) checking workpieces for flatness and squareness; (ii) measure round and hollow material; (iii) measure and plot from the datum; (iv) measure angles; (v) preparation and application of design fluids; (vi) layout of flat works; (vii) find the center of the round material; (viii) place round material; and (ix) inspect the work for accuracy of dimension and shape. 6.6 Machining operations (a) Electric saws (i) Guidelines, procedures and safety standards for: - miter saws; - chopping saws; and, - band saws. (ii) Operations: - select and configure speeds and advances; - select materials (mild steel, cast iron) for sawing operations; - remove and replace the saw blades; - measure and cut materials (angular and square cut); - cut the traced lines with a band saw for metal; and, - cutting and welding band saw blades for sawing contours. 110 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (b) Drill presses (i) Guidelines, procedures and safety standards for: - bench drill presses; - radial arm drill presses; and, - pedestal drill presses. (ii) Configuration of the machine controls: - configuration of the vise of the drill press; - settle in vice; - set up work with different clamps and accessories; - calculate and select the speeds and advances of the machine; - determine the tolerances of the reamer for reaming after drilling; and, - select bits. (iii) Operations: - ream; - countersunk; - countertop sink; - drill; - center hole; - point face; and, - mounting and dismounting conical shank drill bits. (c) Operation of grinding machines: (i) guidelines, procedures and safety standards for grinding machines: - inspect abrasive wheels; - balancing grinding wheels; 111 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) - true grinding wheels; and, - Abrasive coating wheels. (ii) joining and aligning workpieces for grinding; (iii) select and establish feeds and speeds for grinders; (iv) grinding flat parallel surfaces; (v) grind to the shoulder; and, (vi) rectify a conical shape. (d) Center lathe (i) Guidelines, procedures and safety standards for chuck and between-center turning: - locate and drill the center hole in the material; - selected tool bits: roughing, finishing, parting off, screw cutting, recessing; - selected materials: high carbon steel, high speed steel, satellite, carbide, ceramic; - setting of the tool bit for turning: inclination and clearance of the bits, angles of the tool bits in the lathe, types and uses of lathe teeth, driving plates; - check the alignment of the centers: live, dead, middle and rotating centers; - assembly work between centers; - calculate and set the machine for the correct speed and feed: cutting speed for different materials and spindle speeds; - turning between centers – roughing and finishing cuts; and, - use appropriate coolants/cutting fluids for different materials. (ii) Mounting and dismounting various chucks: 3-jaw, universal, 4-jaw independent, collet, various sizes: - mounting work on various chucks; - front work in mandrel; - calculate tapers; 112 CXC 13/T/SYLL 15

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SECTION 3: PRODUCTION ENGINEERING (continued) - taper cut using compound slide - using compound slide, taper fixture, offset center and form tool; - cut a shoulder and/or a recess in the work on the mandrel; - turn the work held in the chuck supported by the tailstock; and, - part of the job. (iii) Drilling: - taper shank drill holes in the tailstock: parts of a drill, size of pilot holes; - drill with a cylindrical shank drill held in a Jacob chuck, tailstock drill: drilling, reaming, countersinking, countersinking; and, - reaming with the reamer held in the tailstock. (iv) Cutting wires: - select gear train - use of manual or tables, comparison of angles and shapes, calculate simple and compound gear train; - Screw thread terms and definition (major and minor diameters, pitch, lead, crest; - External threads cut using material and die (metric); and - Internal threads cut using tap. (v) Special operations: - identify the face plate to be used for the workpiece: face plate, angle plate, clamps and accessories - fit and cut work in a chuck - compound support fit Chuck types: solid and expansion - turning the part of work on the chuck: countersinking tools, back grinding of tools; - setting and turning work with fixed and movable sliders - steady rest and steady rest, parts and uses; - knurling work; and, - countersinking work around lathe using a drill (blind holes) 113 CXC 13/T/ SILENCE 15

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SECTION 3: PRODUCTION ENGINEERING (continued) (e) Milling machine: (i) guidelines, procedures and safety standards for operating vertical and horizontal milling operations; (ii) select cutter for simple operations: flat and end mill cutters, arbors; (iii) calculating and selecting the cutting speed for the size of the cutter and the material of the workpiece; (iv) calculate and select feed rates; (v) mounting and dismounting cutters on the spindle; (vi) mount the work in a vice and check for parallelism: use of a dial indicator to test for parallelism; (vii) table adjustment for travel and depth of cut: use of a calibrated dial; (viii) choose the correct coolants and cutting fluids for different materials; (ix) surface milling work on horizontal/vertical milling machines – up (conventional) and down (up) milling; and, (x) compute simple indexing – dividing head principle. (f) Surface grinder (i) guidelines, procedures and safety regulations for carrying out grinding operations: - work devices (chucks, abrasive wheels); - calculate speeds and feeds; and, - select the appropriate refrigerant. 114 CXC 13/T/SYLL 15

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SECTION 4: METAL ARTWORK GENERAL OBJECTIVES Upon completion of this Section, students should: 1. demonstrate a working knowledge of decorative metal craft through the production of basic household and commercial products; and, 2. appreciate the principles of quality and standards in the production of engineering goods and services. SPECIFIC OBJECTIVES Students should be able to: 1. explain the basic processes used in artistic metal work; 2. use different types of ornamental metals to prepare basic household and commercial products; and, 3. apply different finishing and decorating techniques using the prescribed guidelines and standards. CONTENT 1. Processes used in artistic metallurgy (a) Metal molding Guidelines, procedures and safety standards for metal molding: - bending; - drawing below; - annoying; - punching and drift; - fulling mill; - flattening; - stamping; - torsion; - court; and, - displacement. 115 CXC 13/T/SYLL 15

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SECTION 4: METAL ARTWORK (continued) (b) Finishing Guidelines, procedures and safety regulations for: - enamelling; - recording; and, - hammering. (c) Uses and operating procedures of each process. (d) Uses of materials, tools and equipment in each process. 2. Ornamental metal for basic household and commercial products (a) Guidelines, procedures, and safety standards in the use of: (i) aluminum; (ii) brass; (iii) copper; (iv) gold; and, (v) silver. (b) Processes: (i) rolling; (ii) emptying; and, (iii) breeding. 3. Finishing and decoration techniques Decoration techniques: a) enamelling; (b) engraving; and, (c) hammering. 116 CXC 13/T/SYLL 15

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 LAB/SHOP FACILITIES Recommended equipment for a class of 16. This list provided is for a General Mechanical Engineering lab for the identified syllabus sections. 9"/255mm Giro Machine Shop Lathe, Quick Change Gearbox 36"/900mm Bed Pedestal Base 1 (desirable) 12"/300mm Giro Lathe, Quick Change Gearbox, Base 48"/1200mm Pedestal Chuck 1 (desirable) Recommended Accessories Chuck Collet Chuck Assembly (for 9"/225mm Rotary Lathe) 2 sets Independent Four-Jaw and Universal Chucks 2 sets (for 9"/1200mm Rotary Lathe) 225 mm) Sizes 6"/150 mm 1 set (for 12"/300 mm rotary lathe) Size 8"/220 mm 3-jaw universal chuck 6"/150 mm sizes 2 sets (for 9"/oscillating lathe 225mm) 8"/200mm Sizes 1 Set (for 12"/300mm Oscillating Lathe) Lathe Guides with Straight Tails Offset to Fit Drive Plates Supplied with Lathes: 1/2"/13mm, 3/ 4"/16 mm, 1"/25 mm, 1 1/2"/30 mm 0" – 1/2"/13 mm Jacob chuck complete with tapered shank and sleeve to fit tailstock 1 of both lathes Tool Holder: Left , straight and straight 2 sets Fixed shelf 2 Movable shelf 2 Knurling tool, with coarse, medium and fine knurling (straight and diagonal) 2 Drive plates 2 Boring bar with holder 2 Turning center with taper shank and sleeve 2 Parting off tool with tool holder 2 Threading Tool 2 Metric Screw Pitch Gauge 1 Set Prepared Tool Bits 2 Sets Tool Blanks to Fit Chucks 10 Piece Live Centers 2 Dead Centers 4 Face Plate 8"/200mm 2 117 CXC 13/T/SYLL 15

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Additional Tools Gauges - Outside 6"/150 mm 3 Inside 6"/150 mm 3 Hermaphrodite 6"/150 mm 3 Depth Gauge Ruler 1 Micrometers – 0 – 25 mm 3 Vernier Caliper – 15 cm 1 Surface Gauge with Fine Adjustment 3 V-Blocks with Clamps 2 sets Dial Test Indicator with Magnetic Base 2 16 cm Engineer's Square 3 15 cm Dividers 2 Combination/Center Bit #1-5 2 sets Jackhammer/Malle 3 Spirit Level precision 1 Rules, steel, 15 cm 8 30 cm 8 Router Universal model with longitudinal cross and vertical feed, 1"/25 mm shaft with 1 collars and ball nut, cutter guard, micrometer collars graduated in metric measurements Recommended Accessories Assortment of Horizontal and Vertical Milling Cutters 1 Set Machine Screw (6" Jaw) 1 Drill Press Drill Press 15"/375 mm Floor Type, 0-1/2"/13 mm Jacob Chuck with Taper Shank, 1 Set of Drill Chuck Vise - 4"/100mm Jaw 1 G-Clamps - 4"/100mm 4 G-Clamps - 6"/150mm 2 Parallel Clamps 2 Countersink Bits 2 Sets Center Punches 10 Markers 16 Drill Bits (Sizes metric) 3 – 13 mm in steps of 0.2 mm 2 sets 13 – 20 m in steps of 0.5 mm 1 set (desirable) 118 CXC 13/T/SYLL 15

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Grinders Grinders, stand-mounted bench type with eye shields 8"/200 mm wheels, 1 1/2-1 h.p. Wheel cleaners 1 Safety glasses 16 Extra oil cans (pump type) 2 Container of safety rags 1 Gun 1 Recommended Accessories Tool Holder – Swivel 1 Vise – 4"/100mm Jaws with Swivel Base 1 V-Block with Clamps 2 U-Clamps and Bolts 6 Horizontal Spindle Surface Grinders Table Travel: 8"/ 450mm (desirable) Cross Feed: 8"/200mm (desirable) 1300mm Permanent Magnetic Chuck: 2" or 300mm (desirable) Metal Bench Vise 16 Tap and Die Set: 1/8"/3 mm to 1/2"/12 mm 1 3/8"/10 mm: 3/4"/16 mm (optional ) Cold chisels: flat, layer, round nose, diamond 2 sets Adjustable Wrenches: 6"/150 mm and 8"/200 mm 1 each Stilton: 8"/200 mm and 14"/350 mm 1 each 0-1/4"/ 6 mm Hand Drill 1 Toolmakers Clamps 2 Vise 2 Vice Grip Pliers (small) 1 Vice Grip Pliers (large) 1 Files - various sizes and cuts Needle Files 1 set File Card 2 Hand Lever Scissors to cut material up to 1/8" 1 Pliers - side cutting, diagonal, long nose 1 set Gauge shims 1 Set of extractors 1 Punch punch 1 Pin punches 1 set 119 CXC 13/T/SYLL 15

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Sheet Metal Bar Bender 24"/600mm Slip Roll Forming Machine with Wire Edge Rollers 1 each 24"/600mm rollers (desirable) Tray & Box Brake (24") 1 Stakes Solid Mandrel 1 Ax 1 Splitting 1 Bick Iron 1 Square Head 1 Round Head 1 Bench Bar for In-Use Stakes 1 Soldering Furnace (gas powered) 1 (optional) 16 oz Square Tip Copper 1 Pair Electric Soldering Irons 2 6"/150 Straight Scissors mm – 10"/250 mm 6 Curves 6"/150 mm – 10"/250 mm 2 Combination 6"/150 mm – 10"/250 mm 2 Saws Hacksaw – 12"/300 mm 3 Sheet Metal Hacksaw 2 Jeweler's Saw 2 Junior Hacksaw 2 Ball Pein Hammers – 16 oz 3 Ball Pein – 8 oz 2 Cross Pein – 12 oz 2 Cross Pein – 8 oz 2 Straight Pein 2 Mallets Rawhide 2 Rubber 2 Boxwood, Embossed 4 Lifting 2 120 CXC 13/T/SYLL 15

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Phillips Head Screwdrivers (Small, Medium, Large) 1 each Standard (Small, Medium, Large) 2 Additional Hand Groovers - Assorted Sizes 3 Hand Closer 3"/75mm Jaws 2 Twist Drill 1 (optional) Gauge Radius 1 Wire Gauge 1 Air Acetylene Torch 1 (optional) Rulers, Stainless Steel 24”/600mm 2 Feelers, Outside 12”/300mm 1 (optional) Feelers, Inside 12”/300mm 2 (optional) Square Smith, 18”/450 1 Welding – Oxyacetylene (Complete) Welders Goggles with Lenses 6 Flint Lighter 2 Steel Brushes 4 Shaper Clamps, various sizes 1 Acetylene Manifold 2 Oxygen Manifold 1 (optional) A.C./D.C. Electric arc welder with cables, ground clamp 1 and electrical support 180-300 amps Welding helmets with slide-out lens holders 3 Double station oxyacetylene worktable, each 3' x 18" work surface, covered with 1 firebrick (optional) Metal arc welding table with enclosure and canvas curtain 1 Pick hammer 1 Metal inert gas Welding kit 1 Tungsten Inert gas Welding kit 1 121 CXC 13/T/SYLL 15

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 RESOURCES The following is a list of books and other printed materials that may be used by the CXC Mechanical Engineering Technology Unit. The list is not exhaustive or prescriptive, but indicates sources that may be appropriate for use by teachers and students. Austin, V. Theory of the workshop. London: MacMillan Educational, 1990. Bedford J. Metal Craft Theory and Practice, 2nd Edition. New International Metric Standard, London: J Murray, 2008. Cary, H. and Helzer, S. Modern Welding Technology. New Jersey: Pearson Education, Limited, 2011. Chapman, W. Workshop Technology – Parts 1 and 11. London: Edward Arnold, 1974. Driscoll,T. and Hibberson, E. Metalworking Projects for High Schools. London: Macmillan Caribbean, 1997. Everette, L. and Barhorst, A. Dynamics for Engineering Practices. Texas: M3P Engineering Publications, 2011. Feirer, J. General Metals. New York: McGraw-Hill Book Company, 1990. Feirer, J. Machine Tool Metalworking: Principles and Practices (3rd Edition). New York: McGraw-Hill Book Company, 1990. Gerrish, H. Technical Dictionary – Technical Terms Simplified. Illinois: The Goodhart Wilcox Company Inc. South Holland, 1982. Gibson S. Practical Welding. London: Macmillan Education, 1994. Kirkcaldy, C. Metalwork. London: Addison Wesley Longman, 1997. Ludwig, O. Metalworking Technology and Practice. New York: McKnight, 1990. Nise, N. Control Systems Engineering. New Jersey: Wiley, 2014. Petit, T. Craft Education: Metalwork Design. London: Edward Arnold, 1990. Sackey J. Metal Work Technology, The Motivate Series. London: Macmillan Education, 2007. 122 CXC 13/T/SYLL 15

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RESOURCES (continued) Smith, R. Forging and welding – Revised edition. New York: McKnight, 1990. Thomas, G. Metalwork Technology – (Metric Edition). London: John Murray, 1986. 123 CXC 13/T/SYLL 15

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 GLOSSARY OF TERMS WORD/TERM DEFINITION/MEANING account for the actual reason for the action or event annotate add a brief note to a label apply use knowledge of principles to solve problems evaluate current reasons for the importance of structures, relationships or particular processes calculate arrive at the solution to a numerical problem classify divide into groups according to observable characteristics comment express an opinion or point of view with supporting reasons compare establish similarities and differences construct use a specific format to make and draw a graph , histogram, pie chart, or other representation using data or material provided or extracted from practical investigations, construct (for example, a model), draw a diagram to scale, infer, make a logical connection between two or more pieces of information; use data to reach a conclusion define state concisely the meaning of a word or term demonstrate show; direct attention to... describe provide detailed factual information of the appearance or arrangement of a specific structure or a sequence of a specific process determine find the value of a physical quantity design plan and present with appropriate practical details develop expand or elaborate an idea or argument with supporting reasons diagram simplified representation showing the relationship between the components. differentiate or briefly explain the differences between the elements that can be used to define the elements or place them in separate categories. discuss the present reasoned argument; consider points both for and against; explain the relative merits of a case draw make a linear representation of specimens or apparatus showing a precise relationship between parts 124 CXC 13/T/SYLL 15

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WORD/TERM DEFINITION/MEANING estimate make approximate quantitative judgment evaluate weigh evidence and make judgments based on given criteria explain give reasons based on remembering; account find locate a feature or obtain from a graph formulate devise a hypothesis identify name or point to specific components or features illustrate show clearly using appropriate examples or diagrams, sketches investigate use simple systematic procedures to observe, record data and draw logical conclusions label add names to identify structures or parts indicated by pointers list without detail measure take accurate quantitative readings using appropriate instruments name give only the name of record record observations observe pay attention to details that characterize a specimen, a reaction, or a change that takes place ; scientifically examine and record sketch take the basic steps only plan prepare to carry out an investigation predict use the information provided to reach a probable conclusion or suggest a possible outcome record write an accurate description of the full range of observations made during a given procedure relate show connections between; explain how one set of facts or data depends on or is determined by others outline make a simple freehand diagram showing relevant proportions and any important details indicate provide factual information in concise terms outline explanations 125 CXC 13/T/SYLL 15

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WORD/TERM DEFINITION/MEANING Suggest offering an explanation deduced from the information provided or prior knowledge. (...a hypothesis; provides a generalization that offers a likely explanation for a set of data or observations.) test to find out, following established procedures 126 CXC 13/T/SYLL 15

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For the effective delivery and evaluation of this study plan, the institutions must ensure: 1. The availability of resources, through alliances with industries, companies and other institutions. 2. Understanding of assessment and certification requirements by all students. 3. Willingness of the candidate to demonstrate her knowledge and skills. 4. High standards of teaching and evaluation through the Quality Control Procedure. 5. Planning and organizing authentic work experience opportunities that are critical to the development of competencies that are not achievable in the institution. 6. Start of the portfolios at the beginning of the delivery of the program. 7. The availability of Internal Verifiers*. 8. The Use of Delivery and Evaluation Plans. These are essential quality control measures and it is recommended that they be joint activities between teachers/facilitators and students. They are developed at the beginning of the delivery of the programs. 9. Monitoring of the completion and maintenance of the portfolio and ensuring the demonstration of skills in all areas. 10. The maintenance of the internal records of the portfolio. *An Internal Verifier is an employee of the institution and is responsible for ensuring the quality of delivery and assessment of all sections of the curriculum. The Internal Verifier assists teachers/facilitators in the preparation of delivery and assessment schedules and monitors the progress of portfolio development, as well as the maintenance of teacher and student records. They support and work to ensure accuracy and consistency in the application of the learning experience to achieve acceptable levels of proficiency. ASSESSMENT Assessments must produce evidence of the range and depth of skills, knowledge, and application taught. Types of assessments can include teacher, peer, authentic, and self-assessments. Tasks should be structured to achieve a balance in both formative (developing) and summative (critical) assessment roles. 1. Peer/Group Assessment Peer assessment aims to develop students' ability to make independent judgments by involving them in evaluating and making decisions about other students' work. It is used as a group work activity involving a variety of assessment methods to develop students' teamwork and cooperative learning skills. CXC 13/T/SYLL 15 128

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2. Self-assessment Self-assessment aims to complement teacher assessment. It is an effective resource that allows students to make judgments about their own learning and allows them to work at their own pace. 3. Authentic assessment Authentic assessment aims to provide a clear relationship to the knowledge, skills and attitudes being developed and delivery and assessment activities. Authentic assignments are real and reflect realistic training that is transparent and evokes a strong commitment to study. ASSESSMENT METHODS These may include: 1. oral and written examinations; 2. direct observation; 3. interviews; 4. practical demonstration; 5. dual training (institution and industry. Effective for practice); 6. agreement of learning contracts between staff and students; 7. computer-based assessment (provides flexibility in time, place, or even the questions students answer. Effective with multiple-choice questions); and, 8. portfolio evaluation. PORTFOLIO EVALUATION The portfolio is a student-centered communication approach that appropriately reflects teaching and learning experiences through authentic activities. This assessment provides teachers/facilitators with the opportunity to participate in student progress in a very broad context. This may include observing students as they explore, experiment, take risks, develop creative solutions, and learn to evaluate or make judgments about their own performance. The portfolio attaches great importance to quality. It provides a strong feedback loop of continuous evaluation and improvement in teaching and learning. The portfolio is one of the main quality assurance vehicles for the provision of tangible and intangible evidence, certifying the quality (relevance, validity, reliability) of educational delivery, evaluation, and outcomes. For the Industrial Technology curriculum, students will compile a portfolio to provide evidence: 1. Clearly showing student progress. It is a compilation of all the learning experiences throughout the course and is evaluated by the internal verifier. CXC 13/T/SYLL 15 129

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2. Of the certification requirements (evidence and certificate) for the Caribbean Professional Qualification (CVQ). CHARACTERISTICS OF THE PORTFOLIO EVALUATION The Portfolio Evaluation is multidimensional in nature and has the following quality characteristics: 1. It is continuous and permanent. Provides formative and summative assessment opportunities to monitor student progress as they work to achieve learning outcomes. 2. Uses a wide variety of tangible and intangible tests (practical and written), which reflect various aspects of the delivery and learning processes. 3. It is reflective; providing students with the opportunity to analyze their performance and follow the development of their skills. 4. The results of the evaluation are used to improve the delivery and learning processes. CHARACTERISTICS OF PORTFOLIOS The portfolio is a compilation of student work based on teaching and learning experiences and should: 1. reflect the performance results and objectives of the programs being carried out (from the beginning of the delivery process up to the stage of being competent); 2. Focus on performance-based core competencies; 3. contain work samples from the beginning of the program to the end; 4. contain evidence that represents a variety of evaluation methods; and, 5. contain evidence of students' formative and summative development. PORTFOLIO PLANNING This is a collaborative activity between teachers/facilitators and students. Steps: 1. Discuss with students the importance of the portfolio as a means of monitoring and evaluating their progress. 2. Select the entries for the portfolio. These should reflect learning outcomes and experiences. CXC 13/T/SYLL 15 130

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3. Organize the evidence (cover, index, performance results, artifacts, literary work, evaluation, reflection). See Appendix III for the portfolio development process. 4. Create an evaluation schedule. 5. Maintain and store. 6. Reflection on the experiences of the students. This can take the form of a learning journal and log. PORTFOLIO EVALUATION Teachers/facilitators are encouraged to use a variety of grading strategies to evaluate the portfolio. Portfolio evaluation is a joint activity between teachers and students. Both are involved in the selection of the criteria that will be used to assess and evaluate the evidence throughout the instruction period (formative) and at the end (summative). The use of a portfolio evaluation rubric (cover design, authenticity of evidence, organization of evidence, completeness, accuracy of information, self-reflective statement) is recommended for portfolio evaluation. FEEDBACK Feedback is an integral process at CBETA. High-quality feedback consists of the following elements: 1. Clear criteria against which to judge feedback. 2. Detailed feedback that is related to student performance. 3. Comments that are oriented towards improvement. PORTFOLIO TESTS Tests MUST represent the developmental progress of candidates in each of the sections from which they are derived. Wherever possible, it is recommended that Sections of the syllabus be integrated to give evidence of their full coverage. Portfolio pieces must show integration of CVQ Units where applicable. Teachers are encouraged to use the following list as a guide in selecting items from each Section of the Industrial Technology syllabus: CORE SECTION 1: INDUSTRY FOUNDATIONS At least 10 items of evidence from Section 1 1. The organization of a selected construction industry. CXC 13/T/SYLL 15 131

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2. The organization of a selected manufacturing industry. 3. Selection of industry codes and standards. 4. Set of safety rules to follow in a workshop or on the construction site. 5. Treatment procedure for each of the three injuries that can occur in the shop/workplace (burns, eye injuries, electric shock, bleeding, falls). 6. Student shift roster and shop/workplace maintenance schedule (machines, tools, general maintenance). 7. A set of student photos demonstrating the use of protective gear and equipment while working in the shop or at a job site. 8. An accident report prepared by the student. 9. A small business plan. SECTION 2: DESIGN PRINCIPLES AND PROCESSES At least three (3) pieces of evidence from Section 2 1. Design principles, elements and processes. 2. Sketches of simple designs in related areas. 3. Report on the analysis of the design of a simple manufactured product. SECTION 3: INFORMATION, COMMUNICATION AND GRAPHICS TECHNOLOGIES At least three (3) pieces of evidence from Section 3 1. Samples of projects elaborated on the principles of operation of a computer. 2. A PowerPoint presentation on modern trends in engineering technologies. 3. Two projects or assignments on the use of communication devices. OPTION 2: MECHANICAL ENGINEERING TECHNOLOGY SECTION 1: Materials, Hand Tools, and Processes At least six (6) tests from Section 1 1. a list of Mechanical Engineering materials and their properties; 2. methods of separating metals from their ores (include drawings/photographs); CXC 13/T/SYLL 15 132

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3. Project images showing students properly dressed and performing filing, chiseling, thread cutting, and other operations; 4. heat treatment of a small hand tool: (a) punch; and, (b) cold chisel. 5. Provide a report detailing the tool, the properties to be improved, and the heat treatment process used. SECTION 2: GRAPHIC COMMUNICATION AND DESIGN (MANUAL AND COMPUTER AIDED DESIGN) At least five (5) pieces of evidence from Section 2 including: 1. steps in the Design process; 2. samples of pictorial, multiview, sectional and auxiliary drawings; and 3. design of a mechanism to satisfy an engineering need: (a) Transmission drive; (b) lifting mechanism; and, (c) provision of a report detailing the design process, including conceptualization and preliminary design indicating detailed drawings and other information. SECTION 3: PRODUCTION ENGINEERING At least six (6) Section 3 tests including: 1. processes used to shape metals; 2. reports on the operational processes of sand and die casting techniques; and, 3. Designs/Photographs of Machining, Sheet Metal and Welding projects completed step by step by the students: Sheet Metal Project: (a) mailbox; (b) toolbox; (c) water can for gardening; CXC 13/T/SYLL 15 133

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(d) trough; and, (e) others. Machining and welding project: (a) clamp; (b) vice; and, (c) chipping hammer. SECTION 4: METAL ARTWORK At least three (3) pieces of evidence from Section 4 including: 1. photographs/drawings of the processes used to shape metals; and 2. photographs/drawings of basic household and commercial products made with ornamental metal. PERFORMANCE INDICATORS 1. Portfolios. 2. Checklist. 3. Task sheet. 4. Job Analysis Sheet. 5. Performance Criteria Sheet. 6. Quality control procedures. 7. Training and Assessment Plans. 8. Records of the Internal Verifier. 9. Records of Internal Competitions. 10. Records of External Verifiers. 11. Moderation Reports. CXC 13/T/SYLL 15 134

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APPENDIX II INTEGRATION OF CVQ UNITS FOR SBA The list below has been mapped to curriculum content, teachers are encouraged to use this information as they develop activities and projects for the Assessment Component at school of the course: CCMEM10302 Level I in Metal-Mechanical Engineering (a) MEMCOR0141A Follow principles of Occupational Health and Safety. (b) MEMCOR0161A Plan to perform a routine task. (c) MEMCOR0171A Use graduated measuring devices. (d) MEMCOR0191A Use hand tools. (e) MEMCOR0051A Perform related calculations (basic). (f) MEMCOR0081A Mark/delete (general engineering). (g) MEMCOR0121A Classify engineering materials (basic). (h) MEMCOR0091A Draw and interpret sketches and simple drawings. (i) MEMCOR0111A Using power tools. (j) MEMFAB0041A Perform mechanical cutting operations (basic). (k) MEMFAB0151A Prepare for metal arc/oxyacetylene welding processes. (l) MEMMPO0021A Carry out general machining operations. (m) MEMMAH0071A Perform manual handling and lifting. CXC 13/T/SYLL 15 135

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SAMPLE SCHOOL-BASED ASSESSMENT 1: OPTION B: MECHANICAL ENGINEERING TECHNOLOGY ASSESSMENT PLAN This school-based assessment is aligned with Using Hand Tools (BCGCOR01911A) and Performing General Machining Operations (MEMMPO0021A) in the Regional Occupational Standard for metallurgical engineering, level I (CCMEM1030). Meet S&SO requirements (BCGCOR0011A), Use Graduated Measuring Devices (MEMCOR0171A), and Mark/Delete (General Engineering) (MEMCOR0081A) may also be assessed with this assignment. CANDIDATE: __________________________ EVALUATOR:__________________________ Items (BCGCOR0051A): Items (MEMMPO0021A):  Identify hand and power tools  Determine job requirements  Select hand tools  Follow sequence of operations  Use hand tools  Select and assemble tools  Select tools  Perform machining operations  Establish power supply to job site  Use power tools  Measure components  Clean  Adjust and maintain machine  Clean Mounting bracket scale: full size Work activity assessment methods A customer has provided the drawing of a practical demo bracket to you for manufacturing. The support is  Oral questions to be manufactured in three medium parts  Evaluation of the carbon steel process using a combination of machining operations  Evaluation of the finished product. The parts are then assembled using an arc welding process. CXC 13/T/SYLL 15 136

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Range of underlying knowledge and skills  Workplace and equipment safety  Machining is carried out on one or more of the requirements, including the relevant OH&S range of standard machine tools. guidelines and regulations  Work is carried out under the supervision of  Materials (ferrous and non-ferrous) specifications and predetermined standards  Bench, pedestal and surface grinders of quality and safety.  Conventional milling machine  Machines may include lathes, milling machines, planers,  Conventional metal turning lathes, formers, drills, groovers, surface grinders.  General operations of machining processes or  Materials can include ferrous materials and standard non-ferrous activities.  Hand tools, measuring instruments and  The operations and setup performed on these equipment machines are simple and can  Materials related to cutting processes include parallel cutting, grooving, planing, material preparation drilling, knurling, flat cutting , not precision  Manual manipulation of surface grinding operations.  Engineering measurement  Surface grinding operations covered by this  Unit of related calculations are those requiring magnetic chucks and  Flat surface grinding drawings, sketches and instructions.  Hand tools and equipment  Machining parameters include speeds, feeds,  Material handling while stopping the operation of tools, coolant and cutting lubricants.  Shop procedures  Hacksaws, hammers, punches.  Work safely as instructed.  Hand tools for cleaning, lubricating.  Select the appropriate tools for the use of the material, tighten and sharpen and adjust by hand.  Correctly use the tools Signature of the Candidate:________________________ Date:________________________ Signature of the Assessor:_______________________ Date________________________ Signature of the Internal Verifier:____________________ Date________________________ CXC 13/T/SYLL 15 137

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SAMPLE SCHOOL-BASED ASSESSMENT 1: OPTION B: DIMENSIONS OF COMPETENCY IN MECHANICAL ENGINEERING TECHNOLOGY This school-based assessment is aligned with Using Hand Tools (BCGCOR01911A) and Performing General Machining Operations (MEMMPO0021A) in the Regional Occupational Standard for metallurgical engineering, level I (CCMEM1030) . Meet S&SO requirements (BCGCOR0011A), Use Graduated Measuring Devices (MEMCOR0171A), and Mark/Delete (General Engineering) (MEMCOR0081A) may also be assessed with this assignment. WORK ACTIVITY: A customer has provided you with a drawing of a mounting bracket for manufacturing. The bracket will be fabricated from medium carbon steel using a combination of hand tooling and machining operations. TASK SKILLS TASK MANAGEMENT SKILLS The candidate must prepare/organize/coordinate  Interpret the activity  Interpret and plan the activity  Follow health and safety requirements  Select tools, equipment and materials applicable to the work environment  Apply work procedures health and safety  Precisely select and use necessary tools  Organize work station and equipment  Work logically and sequentially  Follow organization policies and required time frame procedures, including control requirements  Carry out correct procedures before and during machining processes  Use hand tools correctly  Identify and correct typical faults and problems Demonstrate safe and effective operational use of tools and equipment  Communicate interactively with others to ensure safe and efficient operations effective CONTINGENCY MANAGEMENT SKILLS EMPLOYMENT/JOB ROLE/ENVIRONMENTAL SKILLS What if…? The candidate can…  Tools are insufficient or unavailable  Collect, analyze and organize information  There is a power outage during machining  Communicate ideas and information  Material estimates are inaccurate  Plan and organize activities  Work with others and in teams  Use math ideas and techniques  Solve problems  Use technology Evaluator Signature: Date: CXC 13/T/SYLL 15 138

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KEY Proficient – Rank 3 and above Not yet proficient – Below Rank 3 SAMPLE SCHOOL-BASED ASSESSMENT 1: OPTION B: MECHANICAL ENGINEERING TECHNOLOGY EVALUATOR ASSESSMENT This school-based assessment aligns with Using Hand Tools (BCGCOR01911A ) and Perform general machining operations (MEMMPO0021A) in the Regional Occupational Standard for Metal-Mechanical Engineering, Level I (CCMEM1030). Meet S&SO requirements (BCGCOR0011A), Use Graduated Measuring Devices (MEMCOR0171A), and Mark/Delete (General Engineering) (MEMCOR0081A) may also be assessed with this assignment. Institution/Center: Name of the candidate: EVALUATION CRITERIA EVALUATOR 1 2 3 4 5 1. OCCUPATIONAL HEALTH AND SAFETY The candidate is appropriately dressed with personal protective equipment at all times Complies with the occupational health and safety (OH&S) requirements for the tasks and work environment All equipment and safety devices are used in accordance with legislative requirements Tools and equipment cleaned, maintained and stored. Materials are stored for reuse or disposal. 2. PROCESS Tools and equipment are selected based on job requirements. Tools and equipment are checked for serviceability and any faults that are reported or rectified. The drawings are accurately interpreted. Appropriate methods and sequences are selected for the manufacturing process. is carried out to specifications Reference points are set correctly Dimensions transferred are correct and appropriate Sequence of operations is followed to ensure maximum efficiency Tools are assembled and positioned correctly Machining parameters are set for job requirements and maximum tool life Routine maintenance and adjustments are performed as necessary 3. PRODUCT quality assurance requirements are recognized and met in accordance with manufacturing operations. Components are checked with appropriate instruments or gauges to ensure compliance with specifications. Finished surfaces meet requirements. The joints are smooth and meet the requirements of good engineering practice. 13/T/SYLL 15 139

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Comment/Feedback: __________________________________________________________________________________ _________________________________________________________________________________ Rating Scale: 1. Cannot perform this task. 2. You can perform this task with constant supervision and considerable assistance. 3. Can do this task with constant supervision and some help. 4. You can perform this task satisfactorily with regular supervision. 5. You can perform this task satisfactorily with little or no supervision. Evaluator Signature: Date: ___________________________________ Candidate Signature: Date: __________________________________ CXC 13/T/SYLL 15 140

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APPENDIX III Guidelines for Portfolio Development A portfolio is a convenient and organized means of collecting and presenting materials that records and verifies a candidate's learning achievements and relates them to the depth and breadth of work required by each unit of the standards. occupational. The depth and breadth of work should include a diversity of displays that reflect the following criteria: - Writing, reading and comprehension skills - Critical thinking and problem solving skills - Technological skills - Practical skills - Teamwork skills The outline of the Portfolio should include information under the following headings: - Cover Page - Title Page - Table of Contents - Introduction - Supporting Evidence (depth and breadth of work) - Self-Assessment/Reflection Details of EACH heading Cover Page - School Name - Occupational Area CVQ Level 1 - Assessors Name - Candidate Name - Year Title Page - Caribbean Professional Qualification - CVQ Level 1 - Occupational Area - Year Table of Contents - By Units - Number of Pages Introduction - Candidate's portfolio including personal data, background on education/training experiences and expectations. CXC 13/T/SYLL 15 141

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Supporting Evidence Provides information on the key formative and summative assignments/projects completed by candidates to achieve the performance criteria in each unit of the Occupational Standards. All evidence provided by the candidate must be reviewed by the evaluator using the criteria provided. Evidence must be signed and dated on the date of review by the evaluator. Suggestions for supporting tests: - Written assignment - Oral questions (checklist format) - Projects - Work samples - Research assignments - Field trip reports - Summative assessment of practical work - Digital photos of candidates performing assignments Critiques Self-Assessment/Reflections Allows candidates to rate their performance against the relevant competency unit requirements and allows candidates to reflect in writing whether their expectations have been met in the particular occupational area. Summary Each candidate in each occupational area must prepare a portfolio that shows: - Growth and development of the candidate over the two-year period. Portfolios must be retained for evaluation by the Internal Verifier, External Verifier and the Caribbean Board of Review Quality Assurance auditor. CXC 13/T/SYLL 15 142

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 INDUSTRIAL TECHNOLOGY PROGRAM OPTION C: CONSTRUCTION TECHNOLOGY AND FURNITURE CXC 13/T/SYLL 15

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OPTION C: BUILDING TECHNOLOGY AND FURNITURE SECTION 1: THE NATURAL AND BUILT ENVIRONMENT GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand the components of the built and natural environment; 2. understand environmental issues and their impact on the built and natural environment; 3. appreciate the influence of other cultures on local and regional building styles; and, 4. understand the principles that govern the construction industry. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the components of the natural environment; 2. discuss the components of the built environment; 3. assess the impact of environmental pollution on the natural and built environment; 4. discuss the influence of other cultures on local building styles; and, 5. discuss the principles that govern the building construction industry. CONTENT 1. Natural environment (a) Definitions: (i) the natural environment; and, (ii) the built environment. (b) Components of the natural environment: (i) the ecosystem; (ii) the atmosphere; (iii) the geosphere; and, (iv) labeled diagrams. CXC 13/G/SYLL 15 143

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SECTION 1: THE NATURAL AND BUILT ENVIRONMENT (continued) 2. Built environment (a) Definition of the built environment. (b) Environmental policies related to land management practices, uses, and restrictions. (c) Buildings and infrastructure to meet human needs (including homes, communities, cities, industries, bridges, roads). (d) Technology (materials, energy, finance, methods and systems used to construct the built environment). (e) Labeled diagrams. 3. Impact of environmental pollution on the natural and built environment (a) Effects of climate change: (i) definition of climate change; (ii) reasons for the increase in natural disasters (floods, hurricanes, acid rain, earthquakes; (iii) reasons for the decrease in water resources (flow and quality); and (iv) reasons for the decrease in soil quality (loss of organic matter) and soil fertility, soil erosion (b) Risk management strategies: (i) the KYOTO Protocol, and (ii) local, regional sustainable development conventions, treaties and practices and international 4. The influence of other cultures on Caribbean building styles Characteristics of the following architecture in Caribbean building styles: (a) British, (b) French, (c) Indian, and (d) American CXC 13/G/SYLL 15 144

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SECTION 1: THE NATURAL AND BUILT ENVIRONMENT (continued) 5. Principles of the building construction industry (a) Classification of buildings: (i) residential; (ii) commercial; and, (iii) industrial social/civic. (b) Basic construction structures: (i) solid; (ii) framed; (iii) substructure; and, (iv) superstructure. (c) Basic construction elements: (i) foundations; (ii) walls; (iii) floors; (iv) ceilings; and, (v) openings (doors, windows). (d) Work on the site: (i) design plans, planning and coordination of the work on the site with the surveyors; (ii) excavation; (iii) qualification; (iv) post-fill; (v) drainage; (vi) access road; (vii) septic and sewage systems; and, (viii) landscaping. CXC 13/G/SYLL 15 145

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SECTION 1: THE NATURAL AND BUILT ENVIRONMENT (continued) (e) Building construction documents: (i) site specification document; (ii) architectural plans; (iii) topographic plan; (iv) work plans; (v) bill of quantities; (vi) the hydrosphere; and, (vii) labeled diagrams of each component. CXC 13/G/SYLL 15 146

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SECTION 2: JOB SITE OPERATIONS GENERAL OBJECTIVES Upon completion of this Section, students should: 1. develop a working knowledge of basic job site fundamentals; and, 2. appreciate the importance and levels of preparedness for on-site work operations. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the factors to consider when choosing a construction site; 2. prepare for work operations on the site; 3. explain methods for cleaning up a construction site; 4. explain the purposes of hoarding; 5. design simple buildings/structures; and 6. prepare for an excavation. CONTENT 1. Choice of a construction site (a) Factors: (i) bearing capacity of the soil; (ii) cohesive and non-cohesive soils; (iii) correct foundation; (iv) accessibility; (v) cost; (vi) topography; (vii) history; (viii) availability of public services; CXC 13/G/SYLL 15 147

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SECTION 2: SITE WORK OPERATIONS (continued) (ix) zoning; (x) prospectus; (xi) aspect; (xii) location; (xiii) size; and, (xiv) weather. 2. Work operations on the site (a) Types of documentation: (i) Design of the building; and, (ii) Construction documents. (b) Knowledge of the contractor's responsibilities. (c) Construction of temporary shelters and services: (i) construction offices; (ii) sanitary facilities; (iii) storage of equipment and materials; (iv) water; (v) electricity; (vi) gas; and, (vii) telephone. (d) Access road. (e) Types of equipment for: (i) excavation; (ii) lifting; and, (iii) set and measure. CXC 13/G/SYLL 15 148

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SECTION 2: SITE WORK OPERATIONS (continued) (f) Safety and maintenance standards (workers, use and storage of equipment). 3. Construction Site Cleanup Methods (a) Guidelines, procedures, and safety standards for manual and mechanical methods. (b) Operations: (i) strip site; (ii) cut down trees; (iii) demolish old buildings; (iv) grounding; (v) salvage; (vi) disposition; and, (vii) removal of debris, old stumps from old cars. 4. Hoarding (a) Definition of hoarding. (b) Purposes: (i) protection of the public; (ii) protection of materials; (iii) general security; and, (iv) reduction of interferences and interruptions. 5. Layout of simple buildings/structures (a) Guidelines, procedures and safety standards for manual and mechanical methods: (i) square and rectangular buildings; and, (ii) use of the data of the site. CXC 13/G/SYLL 15 149

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SECTION 2: SITE WORK OPERATIONS (continued) (b) Measure/Calculate: (i) the distance from the site boundary to the construction line on the work plan; and, (ii) use the Pythagorean theorem (3:4:5) and the constructor's square to check the quadrature. (c) Establishment of levels: (i) using water level and reference pegs; and, (ii) introduce laser level. (d) Use profile tables to establish: (i) foundation trench lines and levels; and, (ii) lines and levels of foundation walls. 6. Preparation of an excavation (a) Guidelines, procedures and safety standards for manual and mechanical methods. (b) Operations: (i) excavation to the recommended levels in the subsoil; (ii) measure the depth of the excavation (level, pitting rod); (iii) support sides of the trenches; and, (iv) removal of excavated soil. CXC 13/G/SYLL 15 150

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SECTION 3: BASIC ARCHITECTURAL DRAWINGS GENERAL OBJECTIVES Upon completion of this Section, students should: 1. develop competency in the production of basic architectural drawings using CAD and manual standards; and, 2. develop proficiency in reading, preparing, and interpreting architectural plans. SPECIFIC OBJECTIVES Students must be able to: 1. make detailed drawings; 2. prepare sectional views; 3. apply the principles of geometric construction; and, 4. read and interpret the site plans. CONTENTS 1. Plans (a) Using guidelines and standards to prepare: (i) details of windows in masonry block wall (frame, glass fixture, sill, canopy, slider, sash, frame, pivot); (ii) door details; (iii) wooden ladder; (iv) roof member; (v) floors (wood and concrete renovation); (vi) columns (wood and concrete); (vii) beams; and, (viii) channel (frame, box and panel). CXC 13/G/SYLL 15 151

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SECTION 3: BASIC ARCHITECTURAL DRAWINGS (continued) 2. Section Views Use of guidelines and standards for the following section views of buildings and building components: (a) a wooden floor; (b) roof members (beams, ridges, planks, battens, caps); (c) wooden ladder; (d) broken sections of a building (masonry block walls; and, (e) doors and windows. 3. Geometric Construction (a) Types. (b) Principles of Geometric Construction. 4. Architectural Drawings or Site Plans Sources : (a) Parcel plans including: (i) property lines; (ii) building shape, location, and size; (iii) elevation of each corner of the site; (iv) utilities; (v) septic tanks; (vi) drawing scale, and (vii) property description (b) Foundation plans including: (i) footings, (ii) columns, (iii) foundation walls, CXC 13/G/SYLL 15 152

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SECTION 3: BASIC ARCHITECTURAL DRAWINGS (continued) (iv) floor joists; (v) drains; (vi) sections and details of footings/foundations; (vii) dimensions; (viii) scale of the drawing; and, (ix) notation. (c) Floor plans that include: (i) dimensions; (ii) interior and exterior walls; (iii) doors; (iv) windows; (v) plumbing fixtures; (vi) electrical appliances; (vii) stairs; (viii) door and window schedules; (ix) scale of the drawing; y, (x) notation. CXC 13/G/SYLL 15 153

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SECTION 4: WOOD TECHNOLOGY GENERAL OBJECTIVES In completing this Section, students should: 1. understand the characteristics, uses, parts, and properties of wood and wood products; 2. develop skills in the selection, treatment and storage of wood and wood products; and, 3. develop a working knowledge of preparing wood for production purposes. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the main classification of trees; 2. identify the parts of a tree's cross section; 3. explain the methods of wood processing; 4. explain the methods of drying wood; 5. identify different types of defects associated with wood; and, 6. explain the methods of wood conservation. CONTENTS 1. Classification of trees: (a) Classification of trees: (i) hardwoods (including mahogany, teak, oak, birch); and (ii) softwoods (including cedar, pine, and redwood). 2. Parts of a tree and their functions: (a) cambium layer; (b) growth ring; (c) marrow; (d) xylem and phloem; CXC 13/G/SYLL 15 154

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SECTION 4: WOOD TECHNOLOGY (continued) (e) bark; (f) sapwood; g) heartwood; and, (h) labeled diagrams of the cross section of a tree trunk. Hardwood and softwood properties: (a) grain direction; (b) texture; c) color; (d) strength; e) weight; and, (f) durability. 3. Wood processing methods (a) Conversion of sawn wood: (i) single/flat sawing (full sawing, slab sawing); (ii) quarter sawing; (iii) tangential sawing; and, (iv) radial sawing. (b) Types of wooden boards according to: (i) sizes (boards, battens, posts); and (ii) classification (selection of wood for commercial purposes). (c) Dress and rough wood: Guidelines, materials, equipment and standards for the following finishes; (i) flat; (ii) Law. CXC 13/G/SYLL 15 155

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SECTION 4: WOOD TECHNOLOGY (continued) (d) Storage of wood products. e) Wood conservation methods: i) application of paints and varnishes; (ii) brushed and sprayed with preservative; (iii) pressure treatments; and, (iv) immersion. 4. Methods of drying wood (a) Definition of drying. (b) Natural: air dried. (c) Artificial method: Stove-drying. (d) Procedures and standards for each natural and artificial method. (e) New and developing methods: (i) chemical; (ii) microwave energy; (iii) conditioning; and (iv) pressure drying. (f) Calculation of moisture content. (g) Advantages and disadvantages of artificial and natural seasoning methods. 5. Wood defects (a) Natural defects: (i) strips; (star, heart, cup and ring); (ii) knots; (dead, arris, splay, face, live); (iii) warps; CXC 13/G/SYLL 15 156

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SECTION 4: WOOD TECHNOLOGY (continued) (iv) bowing; (v) twists; and, (vi) spin-offs. (b) Man-made defects caused by (termites, fungi, beetles). (c) Characteristics of each defect. (d) Methods of treatment of natural and artificial defects. 6. Conservation of wood (a) Types: (i) Petroleum; (ii) soluble in water; and, (iii) Organic. (b) Characteristics of a good preservative. (c) Conservation methods. CXC 13/G/SYLL 15 157

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SECTION 5: CONSTRUCTION TECHNOLOGY GENERAL OBJECTIVES Upon completion of this Section, students should: 1. understand the operating principles of tools, equipment, and materials used in building construction processes; 2. understand the principles of the building construction industry; 3. develop competency in basic building construction operations; and, 4. Appreciate safety, maintenance, and quality standards. SPECIFIC OBJECTIVES Students should be able to: 1. explain the production of common building construction materials 2. discuss the uses of different types of building construction materials; 3. discuss the uses of different types of building construction tools and equipment; 4. demonstrate skills in the safe use of materials, tools, equipment, and processes in a variety of building construction operations; 5. demonstrate carpentry skills in the construction of building components; 6. explain the principles of the building construction industry; and 7. demonstrate basic plumbing skills. CONTENT 1. Building construction materials: (a) Aggregates: (i) gravel; (ii) sand; (iii) crushed stone; (iv) limestone; (v) granite; and, (vi) aggregate tests (silt content). CXC 13/G/SYLL 15 158

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (b) Cement: (i) Portland cement (ordinary, quick-setting, modified, waterproof); (ii) slaked or white lime; and, (iii) building blocks. 2. Uses of construction materials (a) Boards: (i) plywood; (ii) laminated boards; (iii) hardboard; (iv) plastic foam board; (v) cement board; (vi) drywall panels; and, (vii) MDF (Medium Density Fiberboard). (b) Plastics: (i) PVC; (ii) polymeric resin; (iii) thermoplastics; (iv) thermosetting plastics; and, (v) environmental issues related to the use of plastics (burning, disposal). (c) Wall materials: (i) bricks; (ii) building blocks (cement-based, glass); (iii) stones; (iv) concrete; and, (v) wood. CXC 13/G/SYLL 15 159

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (d) Concrete: Types: (i) stressed concrete; and, (ii) prestressed concrete. (e) Aggregates. (f) Mortar. g) Roof materials (aluminum sheets, tiles, plastic, tiles, concrete). (h) Flooring materials (tiles, boards, stone and plastic-based, concrete). 3. Construction tools and equipment (a) Tools: (i) brick and block laying; (ii) cut; (iii) marking; (iv) finish; (v) measure; (vi) leveling; (vii) percussion/impulse; (viii) boring; (ix) grab/hold; and, (x) excavation. CXC 13/G/SYLL 15 160

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (b) Equipment: (i) ladders; (ii) scaffolding; - use and disassembly of simple scaffolding; - guidelines, procedures and standards for: - wooden and metal scaffolding less than 2 m high; and, - guidelines, procedures and standards for the dismantling of scaffolding. (iii) mixing machines; (iv) mobile forklifts; (v) vibrators; (vi) wheelbarrow; (vii) bucket; and, (viii) jump. (c) Labeled diagrams. (d) Principles of operation. (e) Security, maintenance and storage. 4. Building construction operations 4.1 Preparation of mortar (a) Definition of mortar. (b) Materials and their use: (i) sand; (ii) water; (iii) cement; CXC 13/G/SYLL 15 161

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (iv) properties of sand, cement and water; (v) tools and equipment; (vi) guidelines for the preparation of mortars (calculations of materials based on proportions and using manual and mechanical means); (vii) standards for finished products; and (viii) guidelines, standards, and procedures for the application of mortar (as a binder and as a finishing agent). 4.2 Preparation of concrete (a) Definition. (b) Guidelines and standards for the preparation of concrete: (i) materials, tools and equipment for the preparation of standard mixes; and, (ii) differentiate between stressed and prestressed concrete. (c) Concreting operations: (i) preparation of standard mixes; (ii) dosage/dosage of concrete; - ratio of cement to sand; - ratio of water to cement; - dosage by weight, volume, strength, homogeneity; - waste reduction; and, - watertightness. (iii) compaction of concrete; (iv) moisture loss control; (v) adjusting the water content; (vi) curing of concrete (methods: spraying, sandbags, ponds); (vii) concrete test (slump, cube and compression tests); and, CXC 13/G/SYLL 15 162

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (viii) concrete placement (cautions: time between mixing and placing, transportation, height of pour). 4.3 Construction of a concrete foundation (a) Foundation types: (i) strip – (simple, narrow, deep, wide, stepped); (ii) raft; (iii) pad; and, (iv) short drilling piles. (b) Characteristics and uses of each type. (c) Guidelines, materials, tools and equipment for preparing: (i) continuous foundations; and, (ii) standards for the completed project. 4.4 Construction of formwork (a) Uses. (b) Materials, tools, equipment, and guidelines for constructing a wood form. (c) Standards for completed projects. (d) Safety procedures and methods for dismantling the formwork. 4.5 Construction of lintels and beams (a) Definition and uses of: (i) lintels; and, (ii) beams. (b) Guidelines, procedures, and standards for the construction of lintels and beams. CXC 13/G/SYLL 15 163

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) 4.6 Wall construction (a) Types of walls: (i) load-bearing; (ii) without load support; (iii) exterior; and, (iv) partition. (b) Guidelines, procedures and standards for: (i) each type of wall; and, (ii) type of relationship. (c) Guidelines, procedures and standards for finishing using: (i) render; (ii) cast; (iii) flush; (iv) painting; and, (v) mosaic. 4.7 Performing Steel Fastening Operations (a) Fabrication of Reinforcing Mats: Materials, Tools, Equipment, Guidelines and Standards for: (i) Strip Foundation Mats; (ii) cushion base mats; (iii) size and number of steel bars in the mat; (iv) shape and size of the links; (v) link spacing; (vi) length of matten and hooks; and, (vii) preparation of the jig link. CXC 13/G/SYLL 15 164

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (b) Fabrication of reinforcement cages: Materials, tools, equipment, guidelines and standards for: (i) reinforcement cage of columns and beams; (ii) square, rectangular and L-shaped stirrups; (iii) single and right angle hooks and end bars; (iv) lintel; and, (v) belt beam. (c) Reinforcement plans for mats and cages. 5. Basic carpentry skills 5.1 Roof construction (a) Functions of a roof. (b) Types of roofs: (i) sheds; (ii) flat (concrete and wood); (iii) gable; (iv) hipped roof; and, (v) four waters and valley. (c) Roof elements and their functions: (i) beams (common, hip, jack); (ii) plates; (iii) crest; (iv) ties; (v) straps; and, (vi) slats. CXC 13/G/SYLL 15 165

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (d) Purpose of eaves: (i) protection of roof members; (ii) protection of walls; (iii) aesthetics (appearance); and, (iv) ventilation. (e) Types of ceilings and their functions: (i) suspended; (ii) locked on board; (iii) functions: - join opposite walls and ceilings; - upper support floors; - esthetic; and, - insulation. (f) Advantages of using trusses: (i) economy of time, resistance, material, money; (ii) weight reduction; (iii) ease of prefabrication; and, (iv) quality control. (g) Guidelines, procedures, and standards for single-roof construction using stay trusses. (h) Calculations of beams: (i) number of beams; (ii) length of the beams (Pythagoras method, structure and square method; and, (iii) angle of the beams (inclination). (i) Selection and application of roofing (corrugated sheets, tiles, tiles, asphalt, materials integrated photovoltaics of felt construction) .CXC 13/G/SYLL 15 166

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) 5.2 Construction of doors (a) Functions of doors: (i) protection/security; (ii) privacy; (iii) ventilation; (iv) lighting; (v) acoustic insulation; and, (vi) aesthetics. (b) Types of doors: (i) paneled; (ii) French; (iii) match tackled; (iv) flush (inside); and, (v) doors with shutters. (c) Guidelines, procedures, and standards for the construction of a panel door. (d) Guidelines, procedures, and standards for door installation. (e) Select door hardware (locks, knobs, clips, restrictors, latches and staples, hinges, latches, tower latches). 5.3 Construction of windows (a) Functions of windows: (i) lighting and ventilation; (ii) sound reduction; and, (iii) aesthetics. CXC 13/G/SYLL 15 167

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (b) Types of windows: (i) shutters (strips of wood, metal, and glass); (ii) casement windows; (iii) hopper; (iv) awning; (v) sliding (vertical and horizontal); and, (vi) pivot. (c) Guidelines, procedures, and standards for the construction of: (i) mortise and tenon joints for a window frame (incorporate this activity with the Furniture Manufacturing section); (ii) a window sill (joints, grooves, weather stripping, capillary and anti-capillary grooves; (iii) apply the glazing process (stripping, glazing, putty, smooth glass, laminated glass, wire glass); and, (iv) select hardware (hinges, brackets, fasteners, tower bolts, rails) 5.4 Construction of floors (a) Functions of floors (b) Types of floors: (i) grade concrete; and (ii) wood (single and double) (c) Floor trim for the stairwell (d) Floor elements and their functions: (i) joists, (ii) bridges, (iii) subfloor, CXC 13/G/SYLL 15 168

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (iv) baseboards; (v) header; (vi) wall plates; and, (vii) floor boards. (e) Calculate: (i) floor boards; (ii) joists; and, (iii) depth of the beam. (f) Guidelines, procedures and standards for the construction of a basic wooden floor: (i) choice of wood and characteristics; (ii) board design (smooth, tongue and groove); (iii) joist cutting; (iv) nail the header beams; (v) installation of bridges; (vi) fixing tables; and, (vii) apply finishes. 5.5 Construction of a simple staircase (a) Functions of a staircase: (i) allows access from floor to floor; and (ii) an emergency escape. (b) explain the terminology related to stairs: (i) riser; (ii) yarn; (iii) run; CXC 13/G/SYLL 15 169

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (iv) elevation; (v) stringer; (vi) headroom; (vii) handrails; (viii) Newel posts; and, (ix) balusters. (c) Calculate: (i) the number of risers; (ii) number of threads; (iii) full march; and (iv) safety and comfort on stairs using formula. (d) Guidelines, procedures, and standards for: (i) a wooden ladder; - prone (straight flight); - cut limbs; - build joints; and, - assemble parts. (ii) installation of the ladder. 5.6 Basic plumbing and related services (a) Plumbing principles: (i) types of pipes; (ii) piping materials; (iii) pipe fittings; (iv) pipe joining methods; CXC 13/G/SYLL 15 170

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (v) trap seals; (vi) valves (application); and, (vii) check valves. (b) Principles of roof drainage and removal: (i) slope/slope; (ii) gutters; (iii) curves; (iv) downspouts; (v) soaking; (vi) inspection cameras; (vii) drainage sections; and, (viii) vents. (c) Types of drainage systems: (i) a pipe; (ii) two pipelines; and, (iii) operating principles of the types of drainage systems. (d) Types of plumbing tools and equipment: (i) tools (measuring, cutting, bending, pointing, fixing, and installation; (ii) equipment (cutting, bending, stepping, drilling); and, (iii) accessories ( taps, valves (e) Traps, elbows, elbows, tees, branches (f) Functions of tools and equipment (g) Nails, screws CXC 13/G/SYLL 15 171

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SECTION 5: CONSTRUCTION TECHNOLOGY (continued) (h) Carrying out basic plumbing calculations: (i) volume and capacity of storage tanks; and, (ii) measurements of area, circumference and perimeter for rectangles, squares, cylinders. (i) Guidelines, procedures and standards for the installation of pipes for domestic water supply: (i) installation of plastic and steel pipes for cold water systems; and, (ii) test and inspect the systems. (j) Explain wastewater disposal methods: (i) cesspools; (ii) septic tanks; (iii) absorption wells; (iv) immersion baths; (v) disposal fields (filter beds); (vi) chemical chambers; and, (vii) characteristics, advantages and disadvantages of each method. CXC 13/G/SYLL 15 172

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SECTION 6: FURNITURE TECHNOLOGY GENERAL OBJECTIVES In completing this Section, students should: 1. understand the characteristics of furniture design as influenced by different periods and styles; 2. develop skills in the use and maintenance of furniture, tools, and equipment; 3. demonstrate the operating principles of tools, materials, equipment, and production processes in furniture manufacturing; and, 4. Appreciate safety, maintenance, and quality standards. SPECIFIC OBJECTIVES Students should be able to: 1. discuss the characteristics of furniture designs associated with different periods and styles; and 2. demonstrate the safe use of furniture materials, tools, and equipment in the production of basic furniture. CONTENT 1. Characteristics of furniture designs (a) 16th century: (i) Queen Anne; and (ii) Georgian. (b) 17th century: Victorian. (c) 19th – 21st century (contemporary): (i) art deco; (ii) the Bauhaus; and (iii) tapered and carved legs and components. (d) Prepare a portfolio of furniture designs for each style and period. CXC 13/G/SYLL 15 173

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SECTION 6: FURNITURE TECHNOLOGY (continued) 2. Basic Furniture Fabrication 2.1 Furniture Fabrication Projects Guidelines, procedures, and standards for the selection, safe use, and maintenance of: (a) nuts and bolts; (b) hinges; (c) handles; (d) knobs; (e) staples; f) glass; g) metals; (h) upholstery materials; and, (i) carved wood products. 2.2 Furniture Making Tools (a) Guidelines, procedures, and standards for the selection, safe use, and maintenance of: (i) measuring and marking tools; (ii) cutting and drilling tools; (iii) holding and support devices; and, (iv) finishing and abrasive tools and materials; (b) Power hand tools: (i) portable power drills; (ii) circular saw; (iii) planers; (iv) sanders (belt and orbital; CXC 13/G/SYLL 15 174

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SECTION 6: FURNITURE TECHNOLOGY (continued) (v) routers; (vi) jigsaws; (vii) automatic pins and staplers; and, (viii) nail gun. (c) Cutting and shaping with hand tools Guidelines, procedures, and standards for the identification and design of simple projects that include the following operations: (i) scribing, chamfering, and irregular shapes; (ii) shape with shaved rays; (iii) chiselling along and through the grains; (iv) cut and peel with a chisel; (v) drilling and drilling holes; and, (vi) countersunk holes. 2.3 Furniture Equipment (a) Guidelines, procedures, and standards for the selection, safe use, and maintenance of: (i) mounting and dismounting of saw blades; (ii) tear; (iii) cross section; (iv) miter cut; (v) refund; (vi) bevelled; (vii) bevelled; (viii) grooved; and, (ix) cleaning, greasing, oiling. CXC 13/G/SYLL 15 175

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SECTION 6: FURNITURE TECHNOLOGY (continued) (b) Guidelines, procedures, and standards for operating and maintaining the band saw: Cut: (i) a miter; (ii) spikes; (iii) curves; (iv) circles; (v) irregular patterns; (vi) assembly and disassembly of blades; and, (vii) oil and grease. (c) Guidelines, procedures, and standards for operating and maintaining the planer: Operations: (i) paving; and, (ii) thickening. (d) Guidelines, procedures, and standards for operating and maintaining the assembly plant: Operations: (i) paving; (ii) borders; (iii) bevelled; (iv) bevelled; (v) gradual reduction; and, (vi) reimbursement. CXC 13/G/SYLL 15 176

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SECTION 6: FURNITURE TECHNOLOGY (continued) (e) Guidelines, procedures, and standards for operating and maintaining the drill press: Operations: (i) drilling; (ii) drilling; and, (iii) mortising. (f) Guidelines, procedures, and standards for operating and maintaining the lathe for turning wood: Cutting: (i) cones; (ii) cylinders; (iii) rotation between centers; (iv) turning face plates; and, (v) concave and convex shapes. (g) Guidelines, procedures, and standards for operating and maintaining the grinder: Operations: Using the grinder to grind various types of tools. 2.4 Production processes: (a) Preparation of joints for woodworking: (i) types of joints and their uses: - flare joints (butt, butt, tongue and groove, recess); - framing joints (mitre, half joint, tenon, mortise and tenon); and, - casing joints (dovetail recess, housing, tee). CXC 13/G/SYLL 15 177

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SECTION 6: FURNITURE TECHNOLOGY (continued) (ii) design simple projects using different types of joints; and, (iii) guidelines, procedures, and standards for completed projects. (b) Assembly of frames: (i) guidelines, procedures and norms for the construction of simple furniture for the home; and, (ii) operations: - pasting; - cramps; - square up; and, - winding. (c) Application of Pebble to Board Material: Guidelines, procedures and standards for the following materials: (i) pre-glued; (ii) plate on tape; and, (iii) corner edge. 2.5 Manufacture of furniture (a) Using construction, assembly and finishing techniques to: (i) manufacture and install cabinets at wall and floor level: - closet; - countertops (including the cutout of the sink); and, - shelves. (ii) standards for completed projects. CXC 13/G/SYLL 15 178

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SECTION 6: FURNITURE TECHNOLOGY (continued) (b) Construction of basic household furniture using carved and turned shapes. Including: (i) preparation for finishing (treatment of nail and screw holes, sanding of wood, application of putty, stain and sealant); (ii) apply finishes (lacquer, water and oil base, wax, enamel); (iii) installation of hardware (drawers, doors); and (iv) standards for completed projects. (c) Carry out basic upholstery operations. Guidelines, procedures and norms for: (i) preparing and assembling frames; (ii) cut covers; (iii) locate the position of the leash; (iv) tacking and stretching straps; (v) attach burlap; (vi) rolling edges in wood; (vii) apply padding; (viii) cut covers to fit specific shapes; (ix) fill surface; and, (x) make folds. CXC 13/G/SYLL 15 179

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 WORKSHOP/LAB FACILITIES Equipment recommended for a class of 16 in construction technology and furniture manufacturing ITEM QUANTITY Machine Tools Power Cut Saw/Miter Saw Circular Saw 1 band (350mm minimum diameter) 1 Saber (Jig) Saw 1 Radial Arm (min. Dia) Saw 1 Jointer (150 mm min.) 1 Thickness Planer (300 mm) 1 Drill Press (with mortising attachment) 1 Finishing Sander 1 Belt Sander (75 x 600 mm) 1 Electric Hand Drill 2 Wood Lathe - 300mm Spacing 1 Air Compressor (1 H.P.) 1 Portable Power Tools Portable Router (1 ½ H.P.) 1 Circular Saw 1 Drill 1 Planer 1 Sander 1 Pneumatic Tools Nail Gun 2 Staple Gun 1 Sander 1 Spray gun (set) 1 Safety equipment 1 Biological equipment 16 Safety glasses 16 Respirators Desk Masks (disposable) Leather gloves Technological equipment Computer 6 Printer 1 Scanner 1 Multimedia projector 1 Television 1 Interactive whiteboard 1 Software – CAD/CADD/ CAM, Windows Productivity Tools, Graphics Packages CXC 13/G/SYLL 15 180

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ITEM QUANTITY Hand Tools Squares Sliding Bevel 5 Try 5 Framing 5 Builders Square (3:4:5) (to make in shop) 2 Hand Saws Hand: Long, Cross, Back Cut 5 Finish 3 G Clamps (100, 150 and 200mm) 12 Bar (1200mm with extension) 6 Clamp Bits and 3 Drill Bit Sets Sizes 6mm – 32mm – 3mm Steps 3 Expansion 3 High Speed 3 Drill (3m – 13mm) 3 Spade Bits (set) 1 Router Bits (set) 1 Forstern Bits (set) 1 Hole Saw (set) 1 Socket Head 1 Wood Chisel Bevel Edge (3mm – 25mm) 3 Firmer (3mm – 25mm) 3 Mortise (6mm – 13mm) 3 (Lathe) Turning Tools – Heavy Duty 1 Flat Jack 6 Planing 4 Fore 1 Block Flat 4 Hammers Claw Hammers 10 CXC 13/G/SYLL 15 181

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ITEM QUANTITY Hammers (2 kg) 2 Warrington Hammers 2 Mallets (wood) Mallets 20 Rubber Mallets 2 Knives Utility Knives 6 Scoring Knives 10 Spatulas 6 Measuring and Layout Tools Scoring Gauges 10 Mortise Gauges 10 Dividers 6 Gauges (internal and external) 6 Nails Awls 6 Tape measures 30 m 2 Tape measures 5 m 5 Spirit level (600 mm long) 3 Spirit level (1200 mm long) 3 Chalk line 4 Line level 6 Screwdrivers Flat tip ( assorted sizes) 10 Phillips (assorted sizes) 10 Spoke Razors Flat 4 Round 4 Ax 1 Additional Tools Crowbars 2 Steel Fasteners Pliers 2 Pliers 2 Shares 2 Picks 2 Oil Stones 3 CXC 13/G/SYLL 15 182

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ITEM QUANTITY Shovels (long and short handle) 4 Trowels 6 Steel floats 6 Wooden floats (to be fabricated in shop) 6 Trammel net 1 Hacksaw (with spare blades) 2 Cabinet scrapers 2 Tile cutter 1 Wall brackets rollers 2 Extractor/Paint bench 1 CXC 13/G/SYMBOL 15 183

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 RESOURCES The following is a list of books that can be used as resource material for the CXC Building Technology curriculum. The list is not exhaustive or prescriptive, but indicates sources that may be appropriate for use by teachers and students. Chudley, R. Construction Technology. London: Addison Wesley Longman, 1999. Greeno, R. Principles of Construction, (2nd Edition). London: Addison Wesley Longman, 1995. Hilton, F. Carpentry and Joinery in the Tropics. London: Addison Wesley Longman, 1997. Seeley, I. Building Technology. London: MacMillan, 1974. Kummer, N. Basic masonry construction. Switzerland: Birkhauser-Publishers Bielefeld, B. for Architecture, 2007. Kern, H. Essential Guide to Steel Square: Facts, Shortcuts and Problem Solving Secrets for Carpenters, Woodworkers and Builders. Pennsylvania: Fox Chapel Publishing Company, 2007. Brotuck, T and basic roof construction. Switzerland: Birkhäuser-Publishers, 2007. Bielefeld, B. PHCC Staff and Ater Plumbing 201, 4th Edition. Virginia: PHCC Educational Foundation, 2014. Newman, J. Advanced Concrete Technology. Oxford: Butterworth-Heinemann, 2003. Roger, S. Opportunities in carpentry careers. Illinois: VGM Career Horizons, 2007. Wagner, W. and Smith, Modern Carpentry Workbook: Essential Construction Skills H. Trades, 11th Edition. Illinois: Goodheart-Willcox Publisher, 2007. Megson, T Structural and Stress Analysis. Oxford: Butterworth-Heinemann, 2005. Halliday, S. Sustainable Construction. Oxford: Butterworth-Heinemann, 2008. Incorporated Basic Building Master Manual for a Single Storey Domestic Dwelling. Kingston Builders Association: Incorporated Master Builders Association of Jamaica, Jamaica 2008. ABC Building Dictionary Revised CXC Teacher Resource Manuals (Building) Numbers 1-12 Local Building Code CXC 13/G/SYLL 15 184

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APPENDIX I  GUIDELINES FOR INTEGRATING THE TRAINING AND ASSESSMENT APPROACH OF COMPETENCY-BASED EDUCATION RATIONALE School-Based Assessment (SBA) is an integral part of evaluating candidates for industrial technology offers. It provides the opportunity to individualize a part of the curriculum to meet the needs of the students and facilitate feedback to the student at various stages of the experience. This helps build students' self-confidence as they progress with their studies. The SBA assists in the development of the critical skills and abilities emphasized by the subject and enhances the validity of the exam on which the candidate's performance is reported. It makes a significant and unique contribution both to the development of relevant skills and to the evaluation and reward of students for the development of those skills. Additionally, the SBA caters to multiple intelligences as various teaching and learning strategies are used; to provide students with the necessary skills in everyday life. Through the SBA, students are given multiple opportunities and ways to develop and demonstrate knowledge, skills, and attitudes. The SBA score is derived from the composite scores of entries in the School-Based Assessment portfolio that include related CVQ Competency Units aligned to curriculum content. The CVQ is an award that represents the achievement of a set of competencies that define the essential (basic) labor practices of an occupational area in accordance with the levels articulated within the Regional Qualifications Framework. Its objective is the development of the Ideal Caribbean Worker, seeks to facilitate the movement of certified skilled workers within the CSME, improves the quality profile and investment attractiveness of CARICOM states' work/workforce, and harmonizes TVET systems throughout the region. Recognition of Unit competencies for CVQ Level 1 will follow standardized procedures currently in place in schools offering CVQ programs. SCHOOL-BASED ASSESSMENT PORTFOLIO As part of the School-Based Assessment, candidates will be required to produce a portfolio that provides evidence of candidates' progress and learning over the duration of the programmes. The evidence represents the formative and summative evaluations of the programs and is a compilation of all the learning experiences from the beginning to the end of the program. The Portfolio must reflect the key competencies (knowledge, skills, attitudes) required for the labor market and continuing studies. Since the portfolio is an accumulation of the candidates' continuous learning throughout the two-year program, it should begin at the beginning of the industrial technology curricula. The guidelines provided in this document for selecting appropriate tasks are intended to assist teachers/facilitators and candidates in formulating tasks that are valid for SBA purposes (Appendix II). The guidelines provided for the assessment of assignments are intended to assist teachers/facilitators in awarding grades that are reliable indicators of candidate achievement in the SBA component of Industrial Technology programs. 188 CXC 13/T/SYLL 15

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For the effective delivery and evaluation of this study plan, the institutions must ensure: 1. The availability of resources, through alliances with industries, companies and other institutions. 2. Understanding of assessment and certification requirements by all students. 3. Willingness of the candidate to demonstrate her knowledge and skills. 4. High teaching and assessment standards through Quality Control Procedures. 5. Planning and organizing authentic work experience opportunities that are critical to the development of competencies that are not achievable in the institution. 6. Start of the portfolios at the beginning of the delivery of the program. 7. The availability of Internal Verifiers*. 8. The Use of Delivery and Evaluation Plans. These are essential quality control measures and it is recommended that they be joint activities between teachers/facilitators and students. They are developed at the beginning of the delivery of the programs. 9. Monitoring of the completion and maintenance of the portfolio and ensuring the demonstration of skills in all areas. 10. The maintenance of the internal records of the portfolio. *An Internal Verifier is an employee of the institution and is responsible for ensuring the quality of delivery and assessment of all sections of the curriculum. The Internal Verifier assists teachers/facilitators in the preparation of delivery and assessment schedules and monitors the progress of portfolio development, as well as the maintenance of teacher and student records. They support and work to ensure accuracy and consistency in the application of the learning experience to achieve acceptable levels of proficiency. ASSESSMENT Assessments must produce evidence of the range and depth of skills, knowledge, and application taught. Types of assessments can include teacher, peer, authentic, and self-assessments. Tasks should be structured to achieve a balance in both formative (developing) and summative (critical) assessment roles. 1. Peer/Group Assessment Peer assessment aims to develop students' ability to make independent judgments by involving them in evaluating and making decisions about other students' work. It is used as a group work activity involving a variety of assessment methods to develop students' teamwork and cooperative learning skills. CXC 13/G/SYLL 15 189

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For the Industrial Technology curriculum, students will compile a portfolio to provide evidence: 1. Clearly showing student progress. It is a compilation of all the learning experiences throughout the course and is evaluated by the internal verifier. 2. Of the certification requirements (evidence and certificate) for the Caribbean Professional Qualification (CVQ). CHARACTERISTICS OF THE PORTFOLIO EVALUATION The Portfolio Evaluation is multidimensional in nature and has the following quality characteristics: 1. It is continuous and permanent. Provides formative and summative assessment opportunities to monitor student progress as they work to achieve learning outcomes. 2. Uses a wide variety of tangible and intangible tests (practical and written), which reflect various aspects of the delivery and learning processes. 3. It is reflective; providing students with the opportunity to analyze their performance and follow the development of their skills. 4. The results of the evaluation are used to improve the delivery and learning processes. CHARACTERISTICS OF PORTFOLIOS The portfolio is a compilation of student work based on teaching and learning experiences and should: 1. reflect the performance results and objectives of the programs being carried out (from the beginning of the delivery process up to the stage of being competent); 2. Focus on performance-based core competencies; 3. contain work samples from the beginning of the program to the end; 4. contain evidence that represents a variety of evaluation methods; and, 5. contain evidence of students' formative and summative development. PORTFOLIO PLANNING This is a collaborative activity between teachers/facilitators and students. Steps. 1. Discuss with students the importance of the portfolio as a means of monitoring and evaluating their progress. CXC 13/G/SYLL 15 191

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2. Select the entries for the portfolio. These should reflect learning outcomes and experiences. 3. Organize the evidence (cover, index, performance results, artifacts, literary work, evaluation, reflection). See Appendix III for the portfolio development process. 4. Create an evaluation schedule. 5. Maintain and store. 6. Reflection on the experiences of the students. This can take the form of a learning journal and log. PORTFOLIO EVALUATION Teachers/facilitators are encouraged to use a variety of grading strategies to evaluate the portfolio. Portfolio evaluation is a joint activity between teachers and students. Both are involved in the selection of the criteria that will be used to assess and evaluate the evidence throughout the instruction period (formative) and at the end (summative). The use of a portfolio evaluation rubric (cover design, authenticity of evidence, organization of evidence, completeness, accuracy of information, self-reflective statement) is recommended for portfolio evaluation. FEEDBACK Feedback is an integral process at CBETA. High-quality feedback consists of the following elements: 1. Clear criteria against which to judge feedback. 2. Detailed feedback that is related to student performance. 3. Comments that are oriented towards improvement. PORTFOLIO TESTS Tests MUST represent the developmental progress of candidates in each of the sections from which they are derived. Wherever possible, it is recommended that Sections of the syllabus be integrated to give evidence of their full coverage. Portfolio pieces must show integration of CVQ Units where applicable. Teachers are encouraged to use the following list as a guide in selecting items from each Section of the Industrial Technology syllabus: CORE SECTION 1: INDUSTRY FOUNDATIONS At least 10 items of evidence from Section 1 1. The organization of a selected construction industry. CXC 13/G/SYLL 15 192

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2. The organization of a selected manufacturing industry. 3. Selection of industry codes and standards. 4. Set of safety rules to follow in a workshop or on the construction site. 5. Treatment procedure for each of the three injuries that can occur in the shop/workplace (burns, eye injuries, electric shock, bleeding, falls). 6. Student shift roster and shop/workplace maintenance schedule (machines, tools, general maintenance). 7. A set of student photos demonstrating the use of protective gear and equipment while working in the shop or at a job site. 8. An accident report prepared by the student. 9. A small business plan. SECTION 2: DESIGN PRINCIPLES AND PROCESSES At least three (3) pieces of evidence from Section 2 1. Design principles, elements and processes. 2. Sketches of simple designs in related areas. 3. Report on the analysis of the design of a simple manufactured product. SECTION 3: INFORMATION, COMMUNICATION AND GRAPHICS TECHNOLOGIES At least three (3) pieces of evidence from Section 3 1. Samples of projects elaborated on the principles of operation of a computer. 2. A PowerPoint presentation on modern trends in engineering technologies. 3. Two projects or assignments on the use of communication devices. OPTION C: BUILDING TECHNOLOGY AND FURNITURE SECTION 1: THE NATURAL AND BUILT ENVIRONMENT At least three (3) pieces of evidence from Section 1 including: Selection of a building and an explanation of how the history, materials, culture and climatic factors influence its design (Include photographs and site visits). CXC 13/G/SYLL 15 193

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SECTION 2: WORK SITE OPERATIONS At least five (5) items of evidence from Section 2 including: 1. a complete checklist used in the selection of a construction site (temporary shelter, access road, utilities and others); 2. images/photographs of excavation methods; and, 3. drawings/photographs of students preparing a building (step by step). SECTION 3: BASIC ARCHITECTURAL DRAWING At least five (5) pieces of evidence from Section 3 including: 1. drawing projects (pictorial, detailed, exploded assembly, sectional); 2. information and sketches of the different types of channel construction (framed, framed and paneled, solid, solid); and 3. a design/redesign of a building component to solve simple functional problems in one of the categories, namely: Categories (a) Foundations. (a) Walls. (b) Floors. (c) Roofs. (d) Stairs. 4. evidence of a plan sheet that includes an isometric drawing; orthographic drawing; bill of materials with parts, size, materials and cost; list of steps or procedures. SECTION 4: WOOD TECHNOLOGY At least five (5) tests from Section 4 including: 1. wood conversion research; 2. research on drying methods for wood; and, 3. presentation on wood defects and their treatment. CXC 13/G/SYLL 15 194

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SECTION 5: CONSTRUCTION TECHNOLOGY At least six (6) pieces of evidence from Section 5 including: 1. labeled sketches of at least six construction tools and equipment; 2. a collage or samples of various types of materials used in carpentry; and 3. photographs/drawings of students using selected construction tools, equipment, and operations. SECTION 6: FURNITURE TECHNOLOGY At least six (6) pieces of evidence from Section 6 including: 1. photographs/models of completed projects; and, 2. samples of materials used in the construction, upholstery and finishing of furniture. PERFORMANCE INDICATORS 1. Portfolios. 2. Checklist. 3. Task sheet. 4. Job Analysis Sheet. 5. Performance Criteria Sheet. 6. Quality control procedures. 7. Training and Assessment Plans. 8. Records of the Internal Verifier. 9. Records of Internal Competitions. 10. Records of External Verifiers. 11. Moderation Reports. CXC 13/G/SYLL 15 195

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APPENDIX II INTEGRATION OF CVQ UNITS FOR SBA The list below has been mapped to curriculum content, teachers are encouraged to use this information as they develop activities and projects for the Assessment Component at school of the course: CCBCG10102 Level I in General Construction (a) BCGCOR0011A Carry out the requirements of S and SO. (b) BCGCOR0021A Plan and organize work. (c) BCGCOR0031A Draw and interpret simple drawings. (d) BCGCOR0041A Perform measurements and calculations. (e) BCGCOR0051A Use hand and power tools. (f) BCGCOR0061A Use small plants and equipment. (g) BCGMAS0101A Carry out concreting of simple forms. (h) BCGCOR0111A Handle construction materials and dispose of waste safely. (i) BCGMAS0181A Mix cementitious materials (mortar and concrete). CCLMF10103 Furniture Manufacturing Level I – supports the furniture technology section of the curriculum. (a) LMFFMK0021A Operate a basic woodworking machine. (b) LMFFMK0031A Use hand and power tools to make furniture. (c) LMFFMK0122A Set up, operate and maintain basic static machines. (d) LMFFMK0161A Build furniture using the legs and rails method. (e) LMFFMK0222A Select wood for furniture production. CXC 13/G/SYLL 15 196

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SCHOOL-BASED ASSESSMENT ASSESSMENT PLAN EXAMPLE 1 - OPTION C - BUILDING TECHNOLOGY AND FURNITURE This School-Based Assessment is aligned to Concreting Simple Forms (BCGMAS0101A) and Mixing Cementitious Materials (Mortar and Concrete) (BCGMAS0181A) in the General Construction, Level I (CCBCG10102) Regional Occupational Standard. Meeting OH&S requirements (BCGCOR0011A), using hand and power tools (BCGCOR0051A), and using small plant and equipment (BCGCOR0061A) may also be assessed with this assignment. CANDIDATE: __________________________ EVALUATOR:__________________________ Elements (BCGMAS0101A) Elements (BCGMAS0181A)  Select tools and equipment  Plan and prepare the work  Erect and dismantle simple forms  Select and dose materials to mix  Place and tie reinforcements  Mix concrete  Place concrete  Mixing mortar  Clean up  Clean up Work Activities Assessment Methods Your school requires additional outdoor seating  Practical demonstration for student use during break and lunch  Oral question sessions. Your construction team was presented  Finished Product Assessment with the drawings above and asked to complete five of those benches. These benches will be made of reinforced concrete in situ and will be anchored to the ground by means of reinforced concrete footings. You must design and excavate the foundations and install the benches using the required formwork. CXC 13/G/SYLL 15 197

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Range of basic knowledge and skills  Adequate safety in the workplace and equipment  Materials. Sand, coarse aggregate, Portland cement, admixtures, colorants (where  select and use appropriate hand tools and equipment) include grading equipment accurately and safely  Simple forms and excavations. Post holes,  Concrete and formwork materials, trench foundations, deck foundations, slabs,  Measure, provide, transport and place pathways, simple concrete decks, channels, concrete in accordance with industry standards, edging of gardens  Measure and calculate relationships and proportions  Formwork (edge forms). Edge boards, dowels,  Simple formwork and strut reinforcing components, bracing  Select and handle appropriate materials for  Concrete finishes. Concreting processes with wood float, steel float and broom brushing  Use electric and manual tools  Personal protective equipment. Coveralls,  Mix concrete by hand and with machine boots, hard hat/hat, safety glasses/goggles,  Read, interpret and follow instructions, rubber boots, face masks, impervious pants, and  Effective communication jacket.  Determine the range of mortar admixtures, including  Concrete placement. Shovel, wheelbarrow, plasticizers and their application Chute and pump line  Work effectively with colleagues to execute the task  Mixtures. Concrete and mortar mixed to correct specifications  Work must be done in a team situation or individually under supervision.  The bug report can be verbal or written.  OH&S requirements are in accordance with legal requirements Signature of Candidate:_____________________________ Date:________________________ Signature of Assessor:_________________________ Date________________________ Signature of Internal Verifier:____________________ Date________________________ CXC 13/G/SYLL 15 198

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SAMPLE SCHOOL-BASED ASSESSMENT 1 - OPTION C - BUILDING TECHNOLOGY AND FURNITURE DIMENSIONS OF COMPETENCE This school-based assessment is aligned to performing concreting in simple forms (BCGMAS0101A) and mixing cementitious materials (mortar and concrete) (BCGMAS0181A) in General Construction, Level I (CCBCG10102) Regional Occupational Standard. Meeting OH&S requirements (BCGCOR0011A), using hand and power tools (BCGCOR0051A), and using small plant and equipment (BCGCOR0061A) may also be assessed with this assignment. WORK ACTIVITY: Your school requires additional outdoor seating for student use during break and lunch sessions. Your construction team has been presented with the drawings above and has been asked to complete five such benches. These benches will be made of reinforced concrete in situ and will be anchored to the ground by means of reinforced concrete footings. You must design and excavate the foundations and install the benches using the required formwork. TASK SKILLS TASK MANAGEMENT SKILLS The candidate must prepare/organize/coordinate  Interpret the activity  Interpret and plan the activity  Follow health and safety requirements  Select tools, equipment and materials applicable to the work environment  Apply work procedures health and safety  Select and accurately use necessary tools,  Organize work station equipment  Work logically and sequentially within  Adhere to organization policies and required time frame procedures, including Quality Assurance requirements  Carry out the correct procedures before and during construction processes  Mix concrete and mortar to job specifications  Identify and rectify failures and typical problems Demonstrate safe and effective operational use of tools, plant and equipment  Communicate interactively with others to ensure safe and effective operations CONTINGENCY MANAGEMENT SKILLS EMPLOYMENT/JOB ROLE/ENVIRONMENTAL SKILLS What if…? The candidate may…  Insufficient tools and equipment or  Collect, analyze and organize unavailable information  Communicate ideas and information Plan and  Material estimates are inaccurate organize activities  There are delays in obtaining materials  Work with others and as a team  Use math ideas and techniques  Solve problems  Use technology Evaluator Signature: Date: CXC 13/G/SYLL 15 199

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KEY Proficient: Rank 3 and above Not yet proficient: Below rank 3 SAMPLE SCHOOL-BASED ASSESSMENT 1: OPTION C: EVALUATION OF THE CONSTRUCTION TECHNOLOGY EVALUATOR AND FURNITURE mortar and concrete) (BCGMAS0181A) in the Regional Occupational Standard for General Construction, Level I (CCBCG10102). Complying with the OH&S requirements (BCGCOR0011A), using hand and power tools (BCGCOR0051A), and using small plants and equipment (BCGCOR0061A) may also be assessed with this assignment Institution/Center: Name of candidate: ASSESSMENT CRITERIA EVALUATOR 1 2 3 4 5 1. OCCUPATIONAL HEALTH AND SAFETY Candidate is appropriately dressed in personal protective equipment at all times Occupational Health and Safety (OH&S) requirements for tasks and work environment are met All materials are cleaned, stacked, and concrete spills and other debris are stored for reuse or pooled for disposal Concrete spills and other debris are cleaned and the surface is left in a safe condition Job site is cleaned of debris and unused materials. Tools and equipment cleaned, maintained and stored. The surface for mixing concrete or mortar by hand is safe and prepared in accordance with the work instructions. 2. PROCESS Tools and equipment selected according to job requirements. Tools and equipment checked to verify their serviceability and any failures reported or rectified. Precisely interpreted plans. Precisely erected formwork. Precisely selected reinforcing materials. reinforcement components. safely handled and transported to required position Clean excess material and debris from formwork/excavation prior to concrete placement. Concrete dosed and mixed correctly and/or transported safely by wheelbarrow and placed under direction Controlled pump line/chute and concrete placed according to instructions Formwork accurately stripped according to instructions 3. PRODUCT quality assurance requirements recognized and met in accordance with company construction operations Surface concrete finished per instructions to specified finish Concrete consolidated per instructions and smoothed to finish levels per instructions Spread concrete per instructions to specified levels CXC 13/G/ SYLL 15 200

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Comment/Feedback: Rating Scale: 1. Cannot perform this task. 2. You can perform this task with constant supervision and considerable assistance. 3. Can do this task with constant supervision and some help. 4. You can perform this task satisfactorily with regular supervision. 5. You can perform this task satisfactorily with little or no supervision. Evaluator signature: Date: Candidate signature: Date: CXC 13/G/SYLL 15 201

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APPENDIX III Guidelines for Portfolio Development A portfolio is a convenient and organized means of collecting and presenting materials that records and verifies a candidate's learning achievements and relates them to the depth and breadth of work required by each unit of the standards. occupational. The depth and breadth of work should include a diversity of displays that reflect the following criteria: - Writing, reading and comprehension skills - Critical thinking and problem solving skills - Technological skills - Practical skills - Teamwork skills The outline of the Portfolio should include information under the following headings: - Cover Page - Title Page - Table of Contents - Introduction - Supporting Evidence (depth and breadth of work) - Self-Assessment/Reflection Details of EACH heading Cover Page - School Name - Occupational Area CVQ Level 1 - Assessor Name - Candidate Name - Year Title Page - Caribbean Professional Qualification - CVQ Level 1 - Occupational Area - Year Table of Contents - By Units - Number of Pages Introduction - Candidate's Portfolio including Personal Data , background on education/training experiences and expectations. CXC 13/G/SYLL 15 202

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Supporting Evidence Provides information on the key formative and summative assignments/projects completed by candidates to achieve the performance criteria in each unit of the Occupational Standards. All evidence provided by the candidate must be reviewed by the evaluator using the criteria provided. Evidence must be signed and dated on the date of review by the evaluator. Suggestions for supporting tests: - Written assignment - Oral questions (checklist format) - Projects - Work samples - Research assignments - Field trip reports - Summative assessment of practical work - Digital photos of candidates performing assignments Critiques Self-Assessment/Reflections Allows candidates to rate their performance against the relevant competency unit requirements and allows candidates to reflect in writing whether their expectations have been met in the particular occupational area. Summary Each candidate in each occupational area must prepare a portfolio that shows: - Growth and development of the candidate over the two-year period. Portfolios must be retained for evaluation by the Internal Verifier, External Verifier and the Caribbean Board of Review Quality Assurance auditor. West Zone Office April 13, 2015 CXC 13/G/SYLL 15 203

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CARIBBEAN EXAMINATION COUNCIL Car ib b e Secondary E ducation Certificate ® INDUSTRIAL TECHNOLOGY Sample Examinations and Markschemes/Keys Sample Tests: - Paper 01 Paper 02 Option A (Electrical and Electronic Technology) Paper 02 Option B ( Mechanical Engineering Technology) Paper 02 Option C (Construction and Furniture Technology) Mark Diagrams and Keys: - Paper 01 Paper 02 Option A (Electrical and Electronic Technology) Paper 02 Option B (Mechanical Engineering Technology) Paper 02 Option C (Building and furniture technology)

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TEST CODE 01327010 SPEC 2015/01327010 CARIBBEAN EXAMS COUNCIL CARIBBEAN SECONDARY EDUCATION CERTIFICATE INDUSTRIAL TECHNOLOGY EXAM SAMPLE PAPER Test 01: General Proficiency 75 minutes PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY. 1. This test consists of 60 items. You will have 75 minutes to answer them. 2. In addition to this test booklet, you must have an answer sheet. 3. Each item on this test has four suggested answers with letters (A), (B), (C), (D). Read each item you are about to answer and decide which option is best. 4. On your answer sheet, find the number that corresponds to your question and shade the space that has the same letter as the answer you have chosen. Take a look at the sample item below. Sample Item In the drawings, the short thin dashes represent the sample response (A) adjacent parts A B C D (B) hidden details (C) moving parts (D) irregular details Best response to this item is “hidden details”, so answer space (B) has been shaded. 5. If you want to change your answer, delete it completely before completing your new choice. 6. When prompted to begin, turn the page and work as quickly and carefully as possible. If you can't answer one item, move on to the next. You can come back to this article later. Your score will be the total number of correct answers. 7. You can do any preliminary work on this brochure. 8. Figures are not necessarily drawn to scale. DO NOT RETURN THIS PAGE UNTIL DIRECTED TO DO SO. Copyright © 2011 Caribbean Examinations Council All rights reserved. 01327010/SPEC 2015

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-2- 1. When a safety hazard cannot be eliminated, students must size 6. Which of the following represents the relationship of the parts of a whole? (A) avoid danger (B) ignore danger (A) Align (C) protect or mark danger (B) Escalate (D) share information with (C) Train other students (D) Proportion 2. The MOST common injury causing 7. Colors are said to contrast if absence from work is (A) burns (A) dark value (B) back injury (B) light value (C) broken bones (C) bright and intense (D) cuts and bruises (D) different in light and dark 3. Workers practice good housekeeping practices in the workplace to 8. Which of the following factors determines the adequacy of a (A) design to prevent accidents? (B) improve productivity (C) prevent equipment failure (A) Aesthetics, functionality, (D) organize tools and equipment economically, environment (B) Functionality, convention, communication, environment 4. Personal protective equipment ( PPE) (C) Environment, manufacturing, must be maintained by evaluation, economic (D) Communication, evaluation, (A) functionality of the worker, solution (B) employer (C) safety officer (D) work supervisor 9 At what stage of the design process is detailed costing of a BETTER made product? 5. Which of the following types of firefighting materials is BEST used (A) to generate ideas about oil fires? (B) Development of a chosen solution (C) Investigation and (A) Specifications of the foam (B) Water (D) Planning and realization of the (C) Chosen dry powder solution (D) Carbon dioxide (CO2) 01327010 /SPEC 2015 GO TO THE NEXT PAGE

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-3- 10. Detailed orthographic drawings are 13. At which stage of the design process, is it BEST used to show which orthographic drawings would be the MOST relevant? (A) early stages of product development (A) generation of ideas (B) 3D views of a finished product (B) development of the chosen product solution (C) dimensions of a finished product (C) planning and realization of the product for the chosen manufacturing solution (D) how the mechanical components (D) Test and evaluate the fit to make a chosen solution of the product 14. The role of a surveyor is 11. Which stage of the design process is likely to involve mathematical models (A) prepare working drawings ? (B) establish a building on a site (C) prepare a list of quantities (A) Identify the problem and (D) manage the finances of a summary. construction project (B) Research and specifications. (C) The development of the elect 15. Which of the following solution members. the construction team carries the highest (D) Planning and Execution level of responsibility on a chosen solution. construction site? (A) Business foreman 12. Freehand writing is important (B) Project manager drawing for (C) Contractor (D) Civil engineer (A) explain the thinking behind the visuals (B) show the proposed solution in 16 The technical worker in the construction and 3D manufacturing industries is paid more (C) allows it to be used in production drawing than a skilled or semi-skilled worker because it has (D) allows numerical manipulation (A) a better position (B) highly academic qualifications (C) higher levels of knowledge and skills (D) higher productive performance 01327010/SPEC 2015 GO TO THE NEXT PAGE

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-4- 17. A top-down structure in a 21. In the computer area, the organization chart shows a communication, smartphones and tablets are connected to the computer (A) hierarchical relationship networks through networks between workers (B) horizontal relationship (A) fiber optic cables between workers (B) hierarchical and horizontal dial-up network connections (C) (C) GPRS technologies relationship between (D) WiFi technologies categories of workers (D) hierarchical relationship and horizontal between each 22. Which of the following is NOT a former of pictorial drawing? (A) Orthographic 18. The role of civil and structural engineering (B) Isometric is to produce buildings for (C) Oblique (D) Caballero (A) domestic use only (B) the banking sector (C) industrial use 23. ¿ Which of the following are used for (D) public use to develop and present project work? 19. Which of the following are I. PowerPoint standards used in building construction? II. AutocadIII. Prezi (A) ANSI, BSI, ISO IV standards. Excel (B) CUBIC, CARIFORUM, ISO standards (A) I only (C) Building Regulations, ABNSI, (B) I and II only BSI (C) II and III only (D) ANSI, CUBIC, ISO standards (D ) I, II, III and IV 20. Which of the following names is given to a group of computers in an organization that are connected to each other? (A) Internet (B) An intranet (C) An extranet (D) A subnet 01327010/SPEC 2015 GO TO THE NEXT PAGE

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-5- 24. In the area of Information and 27. Which of the following are three- Communication Technologies, dimensional forms? The term multimedia is BEST defined as, “The combined use of (A) Cylinders, cubes, spheres, cones (A) computer animations (B) Circles, squares, rectangles, applications only. triangles (B) computer sound and video (C) Cylinders, triangles, cubes, applications only. cones (C) sound, images, video and (D) Circles, cylinders, cubes, animations in computer cone applications. (D) sound, images, video, animations, and text in 28. Artists create visual weight with computer applications. (A) balance (B) emphasis 25. Which of the following is the (C) CORRECT pattern sequence in the design of (D) rhythm products or services? (A) Preliminary design, selection, 29. Which of the following factors MOST influence the success of an innovation and improvement, concept generation, evaluation, prototyping? and final design (B) Generation of concepts, (A) Selection of times, aesthetics, ergonomics, preliminary design, (B) Marketing, product demand, prototyping and final design, evaluation and improvement of times (C) Available technologies , (C) Preliminary design, evaluation, economics, generation of durability concepts, (D) Demand for products, available prototypes and final design, technologies, evaluation and aesthetic improvement (D) Generation of concepts, evaluation, preliminary design, 30. When is evaluation and improvement of a design solution MOST appropriate? prototype and final design (A) When recyclable. (B) When you meet the budget. 26. A path made by a moving point is a (C) When it is multifunctional (D) When it satisfies the needs of the (A) line customer. (B) shape (C) gap (D) texture 01327010/SPEC 2015 GO TO NEXT PAGE

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-6- 31. When using a grinder, your eyes should 35. Which of the following should you protect yourself with if your PPE needs to be repaired? (A) wear gloves (A) take your PPE home to fix (B) wear goggles (B) share with a coworker (C) hold the work firmly until yours can be fixed (C) tell your supervisor and get (D) ) keep working on the tool your PPE replaced rest (D) Continue with your task; it won't matter if you don't wear PPE this time 32. Grounding, bonding and protective devices in electrical installations 36. Ergonomics is the science of (A) stopping circuit overload (A) worker comfort (B) eliminating electricity faults (B) simplify work (C) reduce the risk of electrical work (C) determine the attitude of work shock to adopt (D) reduce the risk of electrical work (D) adapt the work environment or fires to the worker 33. When should employers identify 37. Which of the following is NOT part of the potential hazards in the workplace? of the design process? (A) When the need arises (B) When directed by (A) product selection authorities (B) Identify the problem (C) Before workers return from (C) Critical analysis of the lunch problem (D) Before making changes to (D) Developing Work Practice Drawings 34. Which of the following should you do, 38. Which of the following is NOT a if you see some co-workers factoring into the determination of the work in a way that would cause them to be appropriated from a design? injure? (A) Shade (A) Ignore them (B) Aesthetics (B) Take cover (C) Functionality (C) Inform your supervisor (D) Suitability of the material (D) Tell your coworkers you are worried and why you are worried. 01327010/SPEC 2015 GO TO THE NEXT PAGE

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-7- Item 39 refers to the following 42. The area around the machines must be declared. (A) free of scraps I. Development of work (B) waxed and smooth drawings. (C) clearly painted in red II. Design communication (D) stacked with useful material ideas. third Selection of the best solution. 43. The most effective agent to use when 39. Which of the above statements are putting out an electrical fire is stages in the design process? (A) sand (B) water (A) I and II only (C) oxygen (B) I and III only (D) carbon dioxide (C) II and III only (D) I, II and III 44. In mouth - mouth-to-mouth artificial respiration, tilting head back 40. A product developer has completed secures a prototype of a product he was developing. Which of the following is (A) a clear airway to the next sequential step to complete the victim's lung design process? (B) a good blood supply to the (A) Analyze the brain of the problem victim (B) Test and evaluate (C) effective breathing (C) Generate alternative positioning solutions for the rescuer (D) Design communication ( D) automatic rise and fall of ideas in the chest of the victim 41. A product developer is designing a 45. Which of the following should be the number of products for a customer who carried out the LAST when dealing with a specific that products must be an unconscious person who has had an electric shock used by people of various weights? and heights. Which of the following factors should you consider during the design process (A) Burn treatment? (B) Loosen tight clothing (C) Maintain airway to lungs (A) Clear economics (B) Functionality (D) Administer artificial respiration (C) Anthropometry (D) Suitability of material 01327010/SPEC 2015 GO TO NEXT PAGE

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-8- 46. The immediate action that should be point 49 refers to the following taken to help a person suffering from statements. the effect of toxic fumes is I. Create a faster production process. (A) seek medical assistance II. Use only the amount required (B) apply artificial respiration of the material. (C) open all doors and windows III. Produce components and (D) remove the person from the tools with more accurate hazard dimensions. 47. Which of the following devices is 49. Which of the above statements is MOST used to input data into a computer-assisted computing system? manufacturing? (A) UPS (B) Keyboard (A) Solo I and II (C) Mouse pad (B) Solo I and III (D) Floppy disk (C) Solo II and III (D) I, II and III 48. Computer -assisted manufacturing is the use of computer software for 50. Which of the following operations (A) reduces the amount of work that is NOT done using numerically controlled machines? (B) control the manufacture of high quality parts (A) Milling (C) move workpieces around the (B) Turning manufacturing plant (C) Filing (D) control machine tools and (D) Machinery related to plasma cutting in workpiece manufacturing 51. Entrepreneurship is the ability and willingness to (A) create a business opportunity (B) run a business that belongs to someone else (C) take a business further development stage (D) develop, organize and manage a commercial enterprise 01327010 /SPEC 2015 GO TO THE NEXT PAGE

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-9- 52. Which of the following is NOT a 55. Which of the following groups of characteristics of an entrepreneur? Are the merchants in charge of applying the finishes to the buildings? (A) Low work ethic (B) Good technical skills (A) Painters, machine operators, (C) Key personal attributes installers, plumbers (D) High managerial ability (B) Painters, plumbers, carpenters, electricians (C) Fitters, plumbers, machine operators, carpenters 53. Which of the following people is (D) Welders, electricians, carpenters, fitters responsible for the design of private and commercial buildings? Article 56 refers to the following (A) statements by the Architect. (B) Civil engineer I. Reduces greenhouse gases (C) Surveyor emissions (D) Structural engineer II. Reduces the amount of waste sent to landfills and incinerators III. Prevents pollution by reducing the need to collect new raw materials Article 54 refers to the following traders in the construction industry. I. Mason 56. Which of the statements are benefits? II. Recycling electrician? third Upholsterer (A) I and II only (B) I and III only 54. Which of the merchants listed above (C) II and III only are involved in the construction of a domestic dwelling (D) I, II and III? (A) I and II only 57. Which of the following is NOT a (B) I and III only recycling method? (C) II and III only (D) I, II and III (A) Reuse (B) Screening (C) Composting (D) Energy recovery 01327010/SPEC 2015 GO TO THE NEXT PAGE

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-10- Article 58 refers to the following 60. In information technology, WAN statements. stands for (A) Wide Array Net I. Requires minimal land. (B) WAP II Area Network. It can be operated in any (C) wide area network weather. (D) Wireless Area Network III. The volume of garbage is greatly reduced. 58. Which of the above statements are advantages of incineration? (A) I and II only (B) I and III only (C) II and III only (D) I, II and III 59. Group project work completed by some students was displayed on the school intranet. What benefit does this have over internet job posting? (A) The work cannot be copied. (B) The intranet is safe from viruses. (C) You may not use hyperlinks to other websites. (D) Projects remain private within the school. END OF TEST 01327010/SPEC 2015

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CSEC Industrial Technology – Muestra 2015 Ítem Clave Referencia del programa de estudio 1 C 1:5.1 2 B 1:5.1 3 A 1:5.1 4 A 1:6:a (viii) 5 C 1:6: d (iii) 6 D 2:1 :6 7 D 2:2:b y c 8 A 2:4:c(ii) 9 B 2:3:c 10 C 2:3:e 11 C 2:3:e 12 A 2:3:c 13 B 2:3:d 14 C 1:4:a(iii) 15 B 1:4:a 16 C 1:3 17 C 1:2:a (i) 18 D 1:1:b (iii) 19 A 1:5.5:a 20 B 3:2:a (i) 21 D 3:3:a 22 A 3:4: a(i) 23 B 3:2:a (iv) 24 D 3:1 25 D 2 :3 26 A 2:2:a 27 A 2:1:f 28 C 2:2:a 29 B 2:2 (v) 30 D 2:5:c 31 B 1:6:a(viii) 32 C 1:5.2:c 33 D 1:5.1:a (i) 34 D 1:5.1:d 35 C 1:6:a (ix) 36 D 2:4:e 37 A 2:3 38 A 2:4 39 D 2:3 40 B 2:3 41 C 2:4 42 A 1:6:c (i) 43 D 1:6:d (iii) 44 A 1:6:f (iv)

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CSEC Industrial Technology – Muestra 2015 Elemento Clave Referencia del plan de estudios 45 A 1:6:f (iii) 46 D 1:6:i 47 B 3:2:a (iv) 48 D 3:6:b 49 D 3:6: b 50 C 3:6:c 51 D 1:4:b (i) 52 A 1:4:b 53 A 1:4:a 9 (ii) 54 A 1:4:a (i) 55 B 1: 4:a (i) 56 D 1:6:b (iii) 57 B 1:6:b (iii) 58 D 1:6:b (ii) 59 D 3:3:a (i) 60 C 3: 3:a (ii)

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TEST CODE 01337020 SPEC 2015/01337020 CARIBBEAN EXAMINATION COUNCIL CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAM OPTION A – ELECTRICAL AND ELECTRONIC TECHNOLOGY SAMPLE PAPER Test 02 – Technical Proficiency 2 hours 10 minutes READ CAREFULLY THE FOLLOWING INSTRUCTIONS. 1. This assignment consists of FIVE mandatory questions. 2. Each question is worth 18 points. 3. All operation must be shown CLEARLY. 4. Use sketches when necessary to support your answers. 5. Non-programmable silent calculators can be used. 6. We recommend that you take some time to read the document and plan your responses. DO NOT RETURN THIS PAGE UNTIL DIRECTED TO DO SO. Copyright © 2012 Caribbean Examinations Council All rights reserved. 01337020/SPEC/2015

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-2- Answer ALL the questions. 1. (a) (i) State Ohm's law in words and symbols. (2 marks) (ii) Briefly explain the term “resistivity of a material”. (2 marks) (iii) Briefly explain the term “temperature coefficient of a material”. (2 points) (b) Two resistors of 10 ohms and 40 ohms are connected in parallel. A third 5 ohm resistor is connected in series with the combination and a 240 volt DC source is supplied to the ends of the complete circuit. (i) Produce a circuit diagram of the complete circuit. (6 marks) (ii) Calculate the current in each resistor. (3 marks) (iii) Calculate the total resistance of the circuit. (3 points) Total 18 points 2. (a) (i) Indicate the difference between primary and secondary cells. (2 points) (ii) State TWO safety precautions that must be observed when charging secondary cells. (2 marks) (iii) State the TWO main indicators of a FULLY charged lead-acid cell and describe ONE instrument that can be used to measure ONE of the indicators. (2 points) (b) A 6 ohm resistor is connected across a lead-acid battery. The potential difference between the battery terminals is 20 V for the open circuit condition and 18 V when the circuit is closed. (i) Using the symbol for a lead-acid cell, draw a picture showing the number of cells and the polarity of each cell and the battery. (3 marks) (ii) Produce a circuit diagram of the complete circuit when closed. (3 marks) (iii) Calculate the internal resistance of the lead-acid battery. (3 points) 01337020/SPEC/2015 GO TO THE NEXT PAGE

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-3- (iv) Calculate the charging current required to charge a 100 AH battery at the 8-hour charging rate. (3 points) Total 18 points 3. (a) (i) Indicate Lenz's law and Faraday's law of electromagnetic induction. (2 marks) (ii) Define mutual inductance and self inductance in electrical circuits. (2 points) (iii) Define the term “electrostatic shielding in transformers”. (2 points) (b) Figure 1 shows the incomplete schematic of a compound-wound DC motor circuit. Missing windings are shown separately. Figure 1 (i) In your answer booklet, draw the complete circuit, insert windings A and B into their positions in the motor circuit, and show the polarity of the direct current supply to the motor. (3 marks) (ii) Produce circuit drawings for series-connected, shunt-connected, and compound DC machines. (3 marks) (iii) State TWO different ways in which the speed of a motor can be increased. (3 points) (iv) Explain the effect on motor performance if terminals 1 and 2 are interchanged. (3 points) Total 18 points 01337020/SPEC/2015 GO TO NEXT PAGE

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-4- 4. Figure 2 shows an electric lamp that is controlled by switches S1, S2, S3 and S4. Figure 2 (a) (i) Name THREE semiconductor devices that are used as fast switching elements in the construction of logic circuits. (3 marks) (ii) Name the TWO logic gates that can replace the four switches and the combinatorial gate that can replace the switching arrangement in the circuit. (3 marks) (iii) Using the three switches S2, S3 and S4 as inputs and the electric lamp as output, draw the truth table of the circuit. (Assume that the open state of the switches is represented by logic 0, and the closed state is represented by logic 1, and that the state of switch S1 is logic 1 or closed.) (6 marks) (b) A logic circuit is shown in Figure 3. Figure 3 A, B, C, and D represent inputs to the circuit. Derive expressions for the result (i) E (ii) F (iii) G (6 points) Total 18 points 01337020/SPEC/2015 GO TO THE NEXT PAGE

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-5- 5. Figure 4 shows the electrical plan of a building with items labeled 1 through 10. Figure 4 (a) (i) In your answer booklet, write the numbers 1, 2, 3, 4, 5, and 6. Next to EACH number, write the name of the electrical item it represents. (3 marks) (ii) Briefly explain the MAIN function of any of the THREE electrical elements mentioned in (a) (i) above. (3 marks) (b) (i) Using standard drawing symbols, make a single line drawing of a three-phase, four-wire industrial electrical installation showing the utility service entrance, energy meter, main control, main distribution board, power control and lighting control. (6 points) 01337020/SPEC/2015 GO TO THE NEXT PAGE

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-6- (ii) List ONE electrical safety test that must be performed on all new installations before connecting the power source to the circuit. (1 point) (iii) Outline the procedure for performing insulation resistance tests between conductors and between conductors and earth in a complete electrical installation. (5 points) Total 18 points END OF TEST 01337020/SPEC/2015

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SPEC 2015/01337020 CSEC MS CARIBBEAN EXAMINATION COUNCIL CARIBBEAN HEADQUARTERS SECONDARY EDUCATION CERTIFICATE EXAM OPTION A – ELECTRICAL AND ELECTRONIC TECHNOLOGY TEST 02 – TECHNICAL COMPETENCE SAMPLE PAPER SOLUTIONS AND MARKING SCHEME

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SPEC 2015/01337020 CSEC MS -2- Solutions – Question 1 (a) (i) Ohm's Law The current (I) flowing in a circuit varies directly with voltage (V) and indirectly with resistance (R) at a constant temperature. Relation: 𝑉 𝑉 1=𝑅 O V = IR O 𝑅= 𝐼 (2 points) (ii) The resistivity of a material is the resistance of a cubic unit of the material measured on opposite faces of the cube. (2 marks) (iii) The temperature coefficient of a material is the increase in resistance of a resistor of one ohm of the material when subjected to a temperature increase of one degree centigrade. (2 points) (b) (i) 40 ohms ∧∧∧ 5 ohms ∧∧∧ 10 ohms 240 V (6 points) Parallel connection 2 points Series connection 1 point Supply voltage 1 point Series-parallel connection 2 points (b) ( ii) Current through each resistor It = Vs/Rt = 240/13 = 18.46 amps = current through the 5 ohm resistor (1 mark) Voltage across the parallel group 8 ohms x 18 .46 = 147.69 V Current through the 40 ohm resistor 147.69/40 = 3.69 amps (1 point)

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SPEC 2015/01337020 CSEC MS -3- Current through a 10 ohm resistor 147.69/10 = 14.769 amps (1 mark) 1 1 1 1 4 (b) (iii) 𝑅𝑝 = 40 + 10 = 40 + 40 5 1 = 40 = 8 Rp = 8 Ω RT = 8 Ω + 5 Ω = 13 Ω (3 points) Total 18 points Solutions – Question 2 (a) (i) The primary cell cannot be recharged while the secondary cell can recharge. (2 points) (ii) The room must be well ventilated. The manufacturer's charging rate must be observed. The correct polarity must be observed when connecting the cells to the charging device. 1 point for each TWO (2 points) (iii)  The lead-acid cell consists of two sets of plates immersed in a dilute sulfuric acid electrolyte.  The plates are built in the form of lead grids that serve as a frame to support the active paste; a mixture of lead oxides and sulfuric acid.  During charging, the active material is converted to lead dioxide at the positive electrode and spongy lead at the negative electrode. (2 points) (b) (i) Open circuit – 20 V Closed circuit – 18 V (3 points)

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SPEC 2015/01337020 CSEC MS -4- (b) (ii) x y (3 points) (b) (iii) 𝑉 I = 𝑅 18 = 6 = 3 amps (3 points) (b) (iv) 𝑣 (𝑜𝑝𝑒𝑛 𝑐𝑘𝑡 −�� 𝑅𝑆 Load current = 12.5 A (3 points) Total 18 points

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SPEC 2015/01337020 CSEC MS -5- Solutions – Question 3 (a) (i) Lenz's Law: The induced electromotive force produces a current that opposes the movement that produces it. (1 point) Faraday's Law: Relative motion between a conductor and the magnetic lines of force such that the conductor cuts the lines of force and an e.m.f. in the driver. (1 point) (ii) When the load current in a circuit induces an emf in the circuit, the induced emf is a self-induced emf. (2 points) (iii) Metal screen connected to earth between the transformer windings to reduce the capacitive effect of the windings. (2 points) (b) (i) (3 points) (ii) (3 points)

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SPEC 2015/01337020 CSEC MS -6- (iii) To increase speed, increase supply voltage or increase fluid force. (3 points) (iv) The direction of rotation will change. (3 points) Total 18 points Solutions – Question 4 (a) (i) Three semiconductor devices are: silicon control transistors, thyristors and rectifiers (3 points) (ii) Two logic gates: AND gate, OR NAND/NOR gate (3 points) (iii) Equivalent logic circuit S2 S3 S4 Output (lamp) 0 0 1 0 0 1 0 0 0 1 1 0 1 0 0 0 1 0 1 1 1 1 0 1 1 1 1 1 (6 points)

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SPEC 2015/01337020 CSEC MS -7- (b) (i) In E: E=A+B (2 points) (ii) In F: F = C.D (2 points) (iii) In G: 𝐺= (𝐴 +𝐵)+ (𝐶.𝐷) (2 points) Total 18 points Solutions – Question 5 (a) (i) (1) Wall lamp (2) Electrical outlet (3) Fluorescent lamp (4) Two-way switch (5 ) Electric meter (6) Earth 1 point for every TWO (3 points) (ii) (1) Wall lamp is a filament lamp installed on a wall. (2) The power outlet is used to connect portable appliances to the power supply. (3) The fluorescent lamp is used to produce electric lighting. (4) The two-way switch is used to turn a lamp on and off from two positions. (5) The electric meter is used to measure the amount of electric power used by the consumer. (6) Earth: connects the installation to the general earth mass. 1 point for every THREE (3 points)

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SPEC 2015/01337020 CSEC MS -8- (b) (i) 1 point each (6 points) (ii) Ground fault loop impedance test (reverification) polarity test using voltmeter or approved test lamp Test functional: operation of protective devices (eg residual current device – RCD) (1 point) (iii) 1. Remove all lamps. 2. Close all switches and circuit breakers. 3. Disconnect appliances. 4. Test between the phase conductor and earth for each distribution circuit. 5. Test between the neutral conductor and earth for each distribution circuit. (1 point each) (5 points) Total 18 points

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TEST CODE 01347020 SPEC 2015/01347020 CARIBBEAN EXAMS COUNCIL CARIBBEAN SECONDARY EDUCATION CERTIFICATE INDUSTRIAL TECHNOLOGY EXAM OPTION B: MECHANICAL ENGINEERING TECHNOLOGY SAMPLE PAPER Test 02: Technical proficiency 2 hours 10 minutes READ THE FOLLOWING INSTRUCTIONS SELF COMPLETELY. 1. This assignment consists of FIVE mandatory questions. 2. Each question is worth 18 points. 3. Use sketches where necessary to support your answers. 4. Non-programmable silent calculators can be used. 5. We recommend that you take some time to read the document and plan your responses. DO NOT TURN THIS PAGE UNTIL I TELL YOU TO DO SO Copyright © 2013 Caribbean Examinations Council ® All Rights Reserved. 01347020/SPEC/2015

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-2- Answer ALL the questions. 1. Figure 1 shows a jig to be fabricated from a 3mm thick, 130mm long and 100mm wide sheet of mild steel. Figure 1 (a) (i) List the tools and equipment needed to mark the template. (2 marks) (ii) List the procedural steps to follow to mark the template as shown. (6 marks) (b) (i) Explain ONE procedure for cutting out the area labeled 'A' on the drawing. (4 marks) (ii) Explain how the procedure in (b) (i) above could be carried out without going outside the design lines of the time slot. (2 marks) (c) (i) State TWO safety precautions that must be observed when using marking tools. (2 marks) (ii) State TWO safety precautions that must be observed when cutting the groove in (b) (i) above. (2 points) Total 18 points 01347020/SPEC/2015

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-3- 2. Figure 2 shows a threaded hole in a component. The hole is threaded with M10 X 1.50 mm taps. While performing the tapping operation, a tap broke in the hole and had to be removed before the job could be completed. Figure 2 (a) (i) List the procedural steps to follow to reduce the risk of tap breakage while tapping the hole in a component. (6 marks) (ii) Explain ONE method of removing a broken tap from a partially threaded hole. (3 marks) (b) (i) Name THREE types of cold chisels used in the workshop. (3 marks) (ii) Explain the use of each of the THREE types of cold chisels mentioned in (b) (i) above. (3 marks) (iii) List THREE precautions that should be observed when using a chisel in the shop. (3 points) Total 18 points 01347020/SPEC/2015

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-4- 3. Figure 3 shows a component to be produced on the center lathe from a 32mm diameter by 105mm long piece of mild steel. DIA.30 DIA.20 A Figure 3 (a) With the help of sketches, list the steps of the procedure to manufacture the component. (6 marks) (b) List the tools that will be used in the procedure in (a) above. (2 marks) (c) Explain the procedure for producing the knurled section of the component in (a) above. (4 marks) (d) State TWO precautions that must be observed when producing the knurling in (c) above. (2 points) (e) Calculate the spindle speed that will be used to produce the section marked "A" in Figure 3, if the material cutting speed is 30 m/min. (2 points) (f) State TWO safety precautions that must be observed when working on the center lathe. (2 points) Total 18 points 01347020/SPEC/2015

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-5- 4. (a) An oxyacetylene torch was lit and a sooty flame was produced. (i) Draw the soot flame. (2 marks) (ii) Name the soot flame. (1 point) (iii) Explain the reason for the soot particles. (2 points) (b) Explain the procedure for lighting the torch and adjusting it to produce an oxidizing flame, assuming the cylinder valves are open. (4 marks) (c) Copy the following table into your answer booklet and fill in the weld and braze columns to match the factor column. Welding Factor Brazing 1. Filler rod material 2. Flame type Carburizing 3. Workpiece fusion (3 points) (d) A steel bar is to be formed by welding two shorter lengths each 15mm in diameter using the metal arc welding process. With the help of sketches, list the procedural steps to be followed to ensure the strength and dimensional accuracy of the finished product. (4 points) (e) State TWO safety precautions that must be observed when using oxyacetylene welding equipment. (2 points) Total 18 points 01347020/SPEC/2015

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-6- 5. Figure 4 shows the general schematic of an incomplete arrangement of a crane and hook unit. The shaft, B, which is placed horizontally, supports the hook, C, and is held in position by a casing. Figure 4 01347020/SPEC/2015

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-7- You are required to design: (a) A housing for the shaft which can be made by fabrication or casting (b) A method of attaching the hook, C, to the shaft, B Your design must clearly show the following: (i ) The shaft, A, in position in the casing and supported by two bronze bushings inserted into the casing (6 marks) (ii) The shaft, B, free to rotate around its axis to facilitate the oscillating movement of the hook, C, as indicated by arrow E and free to rotate 360o as indicated by arrow F (6 points) (iii) A means of retaining the shaft, B, in the housing to prevent axial movement (6 points) Total 18 points END OF TEST 01347020/SPEC/2015

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01347020/MS/SPEC CARIBBEAN EXAMINATION COUNCIL HEADQUARTERS INDUSTRIAL TECHNOLOGY OPTION B: MECHANICAL ENGINEERING TECHNOLOGY DOCUMENT 02: TECHNICAL COMPETITION SPECIMEN MARKING SCHEME

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01347020/MS/SPEC Industrial Technology Option B: Mechanical Engineering Technology Document 02: Sample Technical Competence Marking Scheme Knowledge and Marks Marks Marks QUES. Comprehension B/D Total Use of knowledge B/D Total Practical skills B/D Total 1. (a) (i) (b) (i) (a) (ii) List of tools and equipment Procedure for cutting Procedure for marking towards Outside - Face Plate - Face Gauge - Center Punch 1. Coat with design die. - Marker - Divider - Chain drill 2. Mark all horizontal lines. - Hammer - Rule 2 - Chisel/Hacksaw 3. Trace all vertical lines. - Protractor - File 4 4. Locate and mark the spokes. (c) (i) 1 check each Safety Precautions when 5. Locate and draw circles. mark (b) (ii) - Do not mark the surface Procedure to stay within the lines 6. Mark angles. of surface plate - Place the tools in the center of 2 - Dot centers inside the 7. Contour template. 6 table (c) (ii) design lines Safety precautions when cutting slots - Drill inside design lines - Wear gloves - File to touch design lines 2 - Wear protective glasses - Do not remove chips 2 Two marks for 3 in sequence; with bare hands 6 One mark for 2 in sequence 6 6 -2-

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01347020/MS/SPEC Industrial Technology Option B: Mechanical Engineering Technology Document 02: Specimen of Technical Competence Mark Scheme Marks Marks Marks QUES. Knowledge and use of knowledge Practical skills Comprehension B/D Total B/D Total B/D Total (b) (i) (a) (ii) (a) (i) 2. Types of cold chisels Broken tap removal Steps Procedure - Flat - Cape or cross section - Tap extractor 1. Select the correct tap and drill - Round nose - Use of EDM machine to burn the bit. - Diamond tip 3 tap 2. Drill the required hole. - Use tweezers if it's enough. 3 Start playing at a right angle. Any three – 1 mark each exposed 3 4. Use taps in sequence. 5. Backing to break chips. 6 (b) (iii) (b) (ii) 6. Use lubricant. Precautions Using chisels 1–6 in sequence 6 marks - Flat to cut small, flat sheet - Mushroom rivets, bolts and nuts head of chisel 1–5 in sequence 5 marks - End/cross cut to clean - Hold tool chisel firmly and 1–4 in sequence 4 marks slots correctly 3 1–3 in sequence 3 marks - Round tip to cut round - Maintain correct angled slots and correct start of 1–2 in sequence 2 marks incorrectly drilled holes - Tip of diamond to chip 1 point each 1 point for every 3 not in the corners 3 sequence Any of the three – 1 point each 6 6 6 -3-

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01347020/MS/SPEC Industrial Technology Option B: Mechanical Engineering Technology Document 02: Specimen of Technical Competence Mark Scheme Marks Marks Marks QUES. Knowledge and Use of Knowledge Practical Skills Comprehension B/D Total B/D Total B/D Total (b) (c) (a) 3. Component Fabrication Tools Procedure to Produce Knurling Component Fabrication Procedure Steps: Select the Component Fabrication Tool necessary knurling. - Facing tool - Central knurling tool. 1. Face - Right Turning Tool - Set spindle speed to ¼ 2. A-Turn - Center hole turning speed. 3. Chamfer - Cut-Off Tool - Bring tool into contact with 4. Rotate Material - Knurling tool job. 5. Face - Tailstock Center 2 - Activate auto feed. 6. Center Drill Any of three – 1 mark each - Feed and Reverse Tool 7. Cut to dia. 30 of travel until depth is 8. Cut a 6mm gap, 4 depth (d) achieved. 9. Chamfer the area to be Precautions when producing 4 6 in sequence: 4 knurling marks 5 in sequence: 3 knurling marks 10. Set the compound slide to - Make sure the tool is in the center. 4 in sequence - 2 taper marks - Make sure speed is correct. 3 in sequence - 1 mark 11. Taper Cut - Make sure both rollers are at 12. Knurling contacting the work. (e) 6 2 Calculation of spindle speed 12 in order – 6 points Any two – 1 point each CS X 1000 1 point 10 in order – 5 points πD 8 in order – 4 points 6 in order – 3 points 30 X 1000 1 point 4 in order – 2 marks 3.142 X 20 2 in order – 1 mark = 478 rpm 2 -4-

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01347020/MS/SPEC Trademarks Trademarks Trademarks QUES. Knowledge and use of knowledge Practical skills Comprehension B/D Total B/D Total B/D Total 3. (f) Safety precautions - Make sure the chuck key does not get stuck in the chuck - Do not wear loose clothing - Wear glasses Either: 1 point every 2 6 6 6 -5-

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01347020/MS/SPEC Industrial Technology Option B: Mechanical Engineering Technology Document 02: Specimen of Technical Competence Mark Scheme Marks Marks Marks QUES. Knowledge and Use of Knowledge Practical Skills Comprehension B/D Total B/D Total B/D Total 4. (c) (b) (d) Lighting and adjusting the torch to obtain SKETCH FACTORS WELDING ARM an oxidizing flame Filler rod Equal Different Material Procedure Steps - Open acetylene valve approximately 1. Beveled ends. Type of flame Neutral Fuel half turn. 2. Angle iron bracket. Fusion Fusion No Fusion - Ignite acetylene with torch 3. Clamp parts. lighter parts. 4. Do a root pass. 3 - Open the oxygen needle valve. 5. Remove slag/clean. Five Correct - 3 Points - Adjust both valves to get 6. Make a series of passes. Every 2 correct (less than 5) – desired flame (more oxygen). 7. Repeat steps 5 and 6 until 1 mark out of 4 cavities is filled. 4 in order – 4 points 4 (e) 3 in order – 3 points 5/6 in order – 4 points Safety Precautions 2 in order – 2 points 4 in order – 3 points - Wear safety glasses. 3 in order - 2 points - Wear gloves. (a) (iii) 2 in order – 1 point - Remove all combustibles. 2 Reason for sooty flame: Aim flame away from Acetylene only burns. (a) (i) body. There is little or no oxygen in the gas mixture of the sooty flame. Either – 1 mark each High Carbon. 2 2 (a) (ii) 1 Name the soot flame 6 6 6 Luminous -6-

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01347020/MS/SPEC Industrial Technology Option B: Mechanical Engineering Technology Document 02: Technical Competence Sample Mark Scheme POSSIBLE SOLUTION TO QUESTION 5 -8-

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TEST CODE 01357020 SPEC2015/01357020 CARIBBEAN EXAMINATION COUNCIL CARIBBEAN SECONDARY EDUCATION EXAM CERTIFICATE® INDUSTRIAL TECHNOLOGY OPTION C: FURNITURE AND CONSTRUCTION TECHNOLOGY SAMPLE PAPER Test 02: Technical Competence 2 hours 10 minutes READ THE FOLLOWING INSTRUCTIONS BEWARE ULLY. 1. This assignment consists of FIVE mandatory questions. 2. Use sketches where necessary to support your answers. All sketches must be done to proportion. 3. Non-programmable silent calculators can be used. 4. It is recommended that you take some time to read the document and plan your responses. DO NOT RETURN THIS PAGE UNTIL I TELL YOU TO DO SO Copyright © 2013 Caribbean Examinations Council All Rights Reserved. 01357020/SPEC/2015

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-2- BUILDING TECHNOLOGY AND FURNITURE LIST OF FORMULAS Candidates should refer to the following list of formulas for assistance in answering the questions. ROOF CALCULATIONS TRUE LENGTH OF COMMON RAIL WITH CANTILEVER  Cantilever = Lift/Current = X/Cantilever Value of X = (Lift x Cantilever)/Running Value of X + Original Lift = Total Lift Given + Cantilever = Total Lift of run  = Slope Span Pitch x Span = Height (Pythagorean Theorem) Beam length = √Total height2 + Total run2 STAIR DESIGN CALCULATIONS Formula for calculating tread dimensions and height 2R + T OR 2R + G = 550 mm to 700 mm Where R = rise, G = run and T = tread CONCRETE BLOCK WALL CALCULATIONS Wall area  = Number of blocks Block area MOISTURE CONTENT OF WOOD Wet weight − Dry weight  % Moisture content = x 100 Dry weight FLOOR JOIST DEPTH Span in mm  + 50 mm = Depth in (mm) 24 01357020/SPEC/2015 GO TO NEXT PAGE

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-3- Answer ALL the questions. This document contains metric dimensions only. You should work your answers in the metric system. 1. Figure 1 shows the floor plan of a small building that is built with 150mm hollow concrete block walls. Dimensions are as indicated on the plan. The floor is reinforced concrete slab 100 mm thick above ground. The building is covered with a hipped roof which is 1.4m high and the beams are set on 400mm centres. The overhang is 300 mm around. Member sizes are as follows. - Beams 50mm x 150mm - Fascia 25mm x 250mm - Wall plate 50mm x 100mm. Bolted to ring/belt joist which is 150mm wide x 250mm deep (NOTE: eave is not boxed and roof is covered with corrugated galvanized (zinc) sheets.) Figure 1. Floor plan 01357020/SPEC /2015 CONTINUE TO THE NEXT PAGE

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-4- 7- (a) Produce a neat, labeled single-line sketch of the plan of the part of the roof outlined in Figure 1. (6 marks) (b) (i) List, in sequence, THREE processes involved in safe excavation a strip foundation with a depth of 1.4 meters. (3 points) (ii) Name THREE tools or equipment needed to excavate a strip footing by hand. (3 points) (c) A foundation is going to be built on a site with a slight slope. (i) Name, rightly, a suitable base to be used on this site. (2 marks) (ii) Make a drawing that illustrates your answer to (c) (i). (4 points) Total 18 points 2. (a) Indicate TWO reasons for dismantling a construction site. (2 points) (b) List TWO temporary services that a well-managed construction site should provide. (2 points) (c) Indicate TWO functions of the exterior walls of a building. (2 points) (d) (i) Explain how corner profile boards are placed when establishing a small building (4 points) (ii) Explain, with the help of drawings, ONE method of ensuring that the corners of a building small are at 90°. (2 points) (e) Figure 2 shows a panel door Figure 2. Panel door Make a neat sketch of the horizontal section X-X (6 points) Total 18 points 01357020/SPEC/2015

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-5- 3. (a) Indicate FOUR functions of a window. (4 points) (b) Make a single line sketch of (i) a shutter window (ii) a casement window (iii) an awning window (6 points) (c) Figure 3 shows two doors labeled as A and B. Figure 3 Two doors Using the labels A and B, name EACH of the doors shown in Figure 3. (2 points) (d) A ladder has a total height of 2.6 m. It has 200 mm high risers and 250 mm wide steps. Calculate the (i) total number of risers on the stair (ii) total number of treads on the stair (iii) total run of the stair. (6 points) Total 18 points 01357020/SPEC/2015 GO TO THE NEXT PAGE

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-6- 4. Figure 4 shows the side view of a surface planer or jointer with three parts labeled X, Y, and Z. Figure 4. Side view of the surface planer (a) Name EACH labeled part of the planer of surfaces. (3 marks) (b) (i) List THREE factors that create the smoothness of a planed surface on the jointer. (3 marks) (ii) Explain, in sequence, with the aid of sketches, the cutting of a 6mm deep by 15mm wide recess in the edger. (3 points) (c) Briefly explain, with the aid of a sketch, the position of a worker's hands in relation to the planer or edger when (i) starting a cut (ii) midway through the cut (iii) ) completes the cut. (3 points) (d) (i) List THREE operations other than undercutting that can be performed on the jointer. (3 points) (ii) State one possible cause for EACH of the following problems when using the edger: a) Stock chips at end of operation b) Stock chips at start of operation c) Cutter does not makes contact with the stock (3 points) Total 18 points 01357020/SPEC/2015 GO TO THE NEXT PAGE

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-7- 5. Figure 5 shows a small panel door for a closet. The frame is 19mm thick and is slotted to receive a plywood panel. Figure 5. Door panel (a) (i) Indicate the most suitable joint that should be used to connect the tracks and door studs. (1 point) (ii) Name THREE types of fittings necessary for the operation of this door. (3 marks) (iii) State the purpose of TWO of the types of hardware mentioned in (a) (ii). (2 points) (b) Make a labeled isometric sketch of EACH of the following before cutting the joint: (i) A rail stakeout (6 points) (ii) A stud stakeout (c) Describe, in sequence, the steps taken to form the piece to be cut at the end of ONE rail. (6 points) Total 18 points END OF TEST 01357020/SPEC/2015

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01357020/SPEC/MS CARIBBEAN EXAMINATION COUNCIL INDUSTRIAL TECHNOLOGY HEADQUARTERS OPTION C: FURNITURE AND CONSTRUCTION TECHNOLOGY PAPER 02: TECHNICAL COMPETITION SOLUTION AND MARKING SCHEME SAMPLE PAPER 2015

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 1 (a) (i) PLAN VIEW OF ROOF A SQUARE Sketch Drawing : hipped beams –1 - - 6 Jack rafter –1 Crown rafter –1 Ridge –1 Common rafter –1 Labeled –1 - - SUB TOTAL - - 6 6 -1-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Marking Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 1 (b) (i)  Select method, tools and method correct team.  Dig trench  Wood must be installed to prevent this side from collapsing when excavating to the required depth (First three in sequence - 3 points) 3 (First two in sequence - 2 points) (First one in sequence - 1 point) ( b ) (ii) TOOLS AND EQUIPMENT Manual excavation work 3 – Pickaxe – Shovel or shovel – Wheelbarrow (1 brand each) SUB TOTAL 6 - 6 12 -2-

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01357020/SPEC/MS Industrial Technology Option C: Construction and Furnishing Technology Document 02: Sample Mark Scheme of Technical Competence Excavation and Materials Required to Produce Adequate Foundation 1 (1 point) (ii) Stepped Foundation on a Site inclined Stepped foundation – 2 Reinforcement – 2 (4 points) 4 TOTAL 6 6 6 18 -3-

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01357020/SPEC/MS Industrial Technology Option C: Construction and Furniture Technology Document 02: Technical Competence Sample Marking Scheme remove rocks and boulders in area where building will be established  Clear trees and shrubs  Remove nests of termites 2 (1 mark each for TWO) (b) Temporary Services  A supply of fresh water  A toilet  An electrical supply 2  A telephone (1 point for each TWO) (c) Functions of the external walls of a building  Enclose the building  Protect the interior of the building from the elements 2  Support the roof and upper floors (1 point each for any TWO) SUB TOTAL 6 - - 6 -4-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 2 (d) (i) Position of corner profile boards to rethink them  Locate the position. (1 point)  Measure the position on the ground and place the peg on the mark. (1 point)  Check that the lines are at right angles to the position of the proposed wall. (1 point) 4  Run lines from the center to the pegs. (1 point) SUBTOTAL 6 4 10 -5-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 2 (d) (ii) Method of squaring a small building during the stakeout (1) Method 3 : 4 : 5 (2) Method – Builder's Square 2 Builder's Square (2 points per sketch and label of any method) 2 TOTAL 6 6 2 14 -6-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 2 (e) Panel Door Sketch Section X-X: Stile –1 Muntin –1 Panels –1 Grooves –1 Horizontal Section –1 4 1 point each for any FOUR (4 points) TOTAL 6 6 6 18 -7-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Marking Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 3 (a) Window Function - Vision Through/Privacy - Ventilation - Exterior view - Lighting (natural) - Decoration (1 point EACH – maximum 4 points) 4 (b) Individual sketches of windows (2 points each) 6 (6 points) SUB TOTAL 4 - 6 10 -8-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Marking Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 3 (c) Names of doors (A) - protruding, braced and battens (joints) ( B) - Flush door (1 point each – 2 points) (d) (i) Total number of risers equal to 2,600/200 = 13 risers (2 points) (ii) How will there be one less than the number of risers risers, the total number of steps equals 13 – 1 = 12 steps. (2 points) (iii Total route = 12 × 250 = 3,000 m. (2 points) 6 TOTAL 6 6 6 18 -9-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furnishing Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 4. (a) Planer/Joint Parts X – REAR ( output) Table Y – FENCE Z – FRONT table (feed) (1 mark each) 3 (b) (i) Factors that determine the smoothness of a planed surface - Cutting wire diameter - Number of blades - Number of revolutions per minute - Feed rate (1 point each for any THREE) 3 (b) (ii) Procedure for cutting a rabbet - Set power 15mm from knife edge - Set front entry table 6mm down 3 SUBTOTAL 6 - 3 -10-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKS KC UK PA TOTAL Sketch (c) Hand position on plane (i) Both hands pressing material on table 3 (ii) Left hand moved on rear table pressing material down (iii) Right hand lever/push block to finish (d) (i) Bevel Clamp Tabs Taper (1 mark for each THREE) 3 (d) (ii) a ) Exit table too high b) Exit table too low c) Both tables too high (1 point each) 3 TOTAL 6 6 6 18 -11-

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01357020/SPEC/MS Industrial Technology Option C: Building and Furniture Technology Document 02: Technical Competence Sample Mark Scheme QUESTION SOLUTION MARKINGS KC UK PA TOTAL 5 (a) (i) Mortise and tenon joint with gasket 1 (ii) Hardware hinge Straight lock (cabinet lock) Latches Knob (handle) (1 mark for each THREE) 3 (iii) Purpose Hang the door Lock the door Keep the door closed Operate and close the door (1 mark for each TWO) 2 5 b (i ) Setting out a rail (2 points per sketch) (1 point for any TWO labels) 3 SUB TOTAL 6 3 -12-

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01357020/SPEC/MS Industrial technology Option C: Construction and furniture technology Document 02: Sample of technical competence Scheme of marks labels) 3 5 (c) Pictorial 2 Anchor 1 Dowel 1 Groove 1 Proportion 1 6 TOTAL 18 6 6 6 -13-

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2010 CONSTRUCTION TECHNOLOGY OPTION 1: WOODS TECHNICAL PROFICIENCY Copyright © 2010 Caribbean Examination Council St Michael, Barbados All Rights reserved.

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-2- GENERAL OBSERVATIONS The number of candidates who sat for the examination was approximately 1,776 and 83 percent of them obtained Grades I–III. Candidates did fairly well on the School Based Assessment (SBA) practical project, but some fell short on the written project. The competencies that require focused attention are Knowledge and Application, which are assessed in Paper 01 (Multiple Choice) and Paper 02 (Essay/Structured Response/Problem Solving Questions). DETAILED COMMENTS Paper 01: The performance of multiple-choice candidates in this paper improved marginally over that of 2009. Based on the common selection of certain items, the need for more coverage of theoretical aspects cannot be overemphasized of the unit. Paper 02 – Structured response/essay questions Paper 02 was a structured response test with three sections, namely A, B and C. Section A This section had one compulsory question based on Module C7.1: Introduction to drawing . The question was worth 40 points. Section B This section consisted of five questions based on Modules C2, C3, C5, C6.1—Materials—and C6.2—Hardware. Candidates had to attempt three questions from this section. Section C This section had three questions based on Module C4, Upholstery, Module 6.3, Basic Cabinetry and Module C6.7, Home Furnishings. Candidates had to answer only one question from this section. The average score in this work was 51.21 out of a total of 120 points. Section A Question 1 This question, based on Module C7—Drawing and Design—was required. For Parts (a) and (b), the main focus was on Objectives C7.1:5–7 from the Introduction to Module Drawing section, while Parts (c) and (d) were on the Objective C7.2:5 from the Introduction to Design section. The question required candidates to demonstrate drawing and design skills using freehand or ruler-assisted sketching. Candidates were presented with a pictorial view of a small workbench with the structural framework to be designed with wood. The dimensions of the table were: length - 1250 mm, width - 600 mm and height - 750 mm. The tabletop should be constructed from 19mm plywood and finished with plastic laminate.

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-3- Figure I. A Small Workbench Part (a) required candidates to show the following orthographic views of the table: i. A typical front elevation ii. A typical plan view showing all the major hidden details iii. A typical final view In Part (b), candidates were required to provide the title and add two main dimensions for each orthographic view produced. For Part (c), candidates were asked to name and draw the most suitable union to show the i. connection of table leg and bottom rail ii. center cleat and bottom rail connection iii. connection between the top rail and the table leg. In Part (d), candidates were required to produce a sketch to explain a procedure that could be used to fasten the table to the frame. Most of the candidates obtained 60 percent or more of the scores assigned to this part of the question. In response to Parts (a) (i), (ii) and (iii), 60 percent of the candidates were able to correctly interpret the drawing and produce the required orthographic views. However, some candidates showed deficiencies in distinguishing between orthographic and pictorial views or front elevation and end elevation. In Part (b) (i), most of the students were able to correctly identify and label the required views. Some of the candidates did not include the titles of the spelling sketches they produced. For Part (b)(ii), some of the candidates were unable to adequately size the sketches to show two main dimensions. Some candidates did not score well in these areas because they did not give dimensions or gave unrealistic dimensions.

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-4- In Part (c), most of the candidates gave satisfactory answers. They were able to sketch suitable joints for connection in (i) or (iii) respectively. However, some candidates found it difficult to indicate the most appropriate joint in (ii) to show the connection of the center batten and bottom rail. Some candidates drafted other unions for the connection that were not designed to withstand the lateral pressure that can be found between these two members. In general, many students identified a variety of joints of varying suitability, but were unable to illustrate them with pictorial or orthographic sketches. The use of appropriate models and artifacts to illustrate the use of joints in specific applications should be reinforced in the classroom. Models, whether assembled or exploded, should be kept on display in workshops and used as teaching and reference material. Candidates should also be taught good drawing skills and allowed to practice these skills and produce pictorial and orthographic views of various woodworking components. In Part (d), the candidates performed quite well. They were familiar with the fastening principles required to anchor the table to the frame, but were unable to produce adequate sketches to illustrate them. Candidates should be given adequate time to communicate their understanding of the components of furniture and cabinet construction in graphic form. The expected responses to question 1 were: (a) (i) (ii)

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-5- (iii) (b) (ii) Typical dimensions are as follows: - Top length: 1250 mm - Width: 600 mm - Height: 750 mm - Frame: 1150 x 500 mm - Overhang: 25 to 50 mm - Table top thickness: 19 mm - Leg: from 50 to 75 mm (c) (i) (ii) Mortise and tenon joint (iii) Mortise and hip tenon joint

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-6- (d) Section B Question 2 This question assessed the candidate's knowledge and application of Module C2—Hand Tools and Klork Bench. Special attention was paid to the objectives of Module C2.1—Planning and Design—in relation to design tools. Part (a) (i–v) required candidates to indicate two uses each of the test square, sliding bevel, marking indicator, mortise indicator, and marking knife. Overall responses to this part of the question indicated that most of the candidates were familiar with design tools and had an adequate understanding of their uses in furniture work. However, some students were unable to distinguish between the use of the mortise and the dial indicator, while others had difficulty indicating the use of the sliding bezel. Based on the responses to this question, it is necessary for students to spend quality time on the design component of the projects they undertake in the shop. This will help them better appreciate the use of various hand design tools. In addition, greater emphasis should be placed on helping students correctly use design tools to produce intricate joints, shapes, and designs in wood surfaces. For Part (b), candidates were asked to produce carefully labeled sketches of three of the tools listed in Part (a). More than 50 percent of the candidates were unable to use properly labeled sketches to decipher between the marking indicator and the mortise indicator, respectively. This resulted in some candidates giving poor answers to this part of the question. The expected answers to question 2 were: 2 (a) (i) Try Square - Used to mark lines at right angles (90 degrees) to surfaces and to check the squareness of the frame being assembled. (ii) Sliding Level – Used to mark dovetails and to test chamfers and chamfers. (iii) Marking indicator: used to mark lines along the grain, these lines being parallel to a given surface. Use it to score parallel lines when bringing the wood to a uniform width and thickness. (iv) Mortise Gauge – Used to mark double parallel lines for tenons, mortises, flange joints, and grooves. (v) Scoring Knife - Used to scribe razor-edged lines for dovetail and pocket joints.

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-7- 2 (b) Try Square Scoring Gauge Sliding Chamfer Mortise Gauge Scoring Knife Question 3 This question focused on Module C3—Machine Operations—of the syllabus. Candidates' knowledge and application of woodturning foam was assessed against objectives related to safety practices, uses, and turning principles. Part (a) required candidates to list five safety rules that must be observed when operating the woodturning lathe. For part (b), candidates were required to indicate five items that can be produced on the wood turning lathe. In Part (c), candidates were required to explain five operating procedures necessary to prepare and clamp wood stock between the dead and live centers of the turning lathe.

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-8- More than 60 percent of the candidates who responded to Part (a) were able to establish the appropriate safety rules that must be observed when operating the lathe. However, some candidates were unable to adequately answer regarding safe practices to follow when preparing to use the lathe. If candidates are going to perform operations such as spindle turning and face plate turning on the lathe, they should be fully aware of the safety regulations governing their use. It is necessary to give detailed explanations about safe practices in the use of the wood lathe among other machines in the shop. Greater emphasis should also be placed on the varied uses and the correct procedures to be followed when operating the lathe. In addition, the instructional process should involve frequent demonstrations and regular supervised practice. Observance of safety in the use of this and all woodworking machines should be emphasized at all times. The responses to part (b) clearly indicated that this part of the question was favored by the students. Only a few candidates found it difficult to correctly identify the five different elements. Part (c) of the question was fairly well done, with approximately 50 percent of the candidates being able to explain the procedures needed to prepare and set a piece of material for turning on a wood-tuning lathe. Answers to this question include the following: (a) Safety rules to follow when preparing to operate the wood lathe. (i) Do not wear loose clothing or jewelry that could get caught in rotating material. (ii) The tail stock should be checked to make sure it is adjusted. (iii) Position the tool rest to accommodate the cutting action of the wood turning tool. (iv) Make sure the motor speed is correct for the size of material being turned. (v) Goggles or face shields must be worn to protect the operator from flying chips. (vi) Avoid leaving unused tools on the lathe as they may cause injury or be damaged if dropped. (b) Items that can be produced on the lathe (i) Rolling pin (ii) Table legs (iii) Lamp stands (iv) Fruit bowls (v) Cups (vi) Tool handles (c) Steps involved in preparation and fixing material between live and dead centers (i) Square and mark diagonals at both ends of material to be turned. (ii) Use a bradawl to make starter holes in the center of the diagonal lines at each end. (iii) For hardwoods, saw cut one end to receive live or spiked center. For soft woods, use a mallet to hit the pointed center at one end of the butt. (iv) Insert the sprocket center stem into the headstock shaft and slide the tailstock down. (v) Carefully place the dead center in the hole made by the bradawl. (vi) Lock the tailstock and then set dead center on the wood by tightening with the tailstock handwheel. (vii) Test the grip by turning by hand and make any necessary adjustments to avoid binding in neutral.

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-9- Question 4 This question assessed the candidate's knowledge and application of the Furniture Construction: Hardware C6.2 module. The specific submodules tested were C6.2:1, C6.2:3 and C6.4:6 respectively. In Part (a), candidates were asked to list the correct names of the hardware items labeled A–D in Figure 2. Figure 2. Types of Hardware For Part (b), candidates were required to meet two requirements, namely: - produce neat and labeled sketches of the T-Hinge, Butt Hinge and Decorative Hinge: indicate the most suitable use for each hinge indicated in (b) (ii). Figure 3. Part of door and frame (c) (ii) requires candidates to indicate the correct height for the hinge from the top of the door to the top of the hinge. For Part (a), candidates had some difficulty in providing the correct name of the hardware store labeled B that represents the cabinet lock. Many candidates mistook this lock for a typical mortise lock.

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-10- Candidates must be able to distinguish between various types and uses of locks and correctly select locks for domestic use. Most of the candidates were able to say satisfactorily the names of the hardware items labeled A, C, and D. The responses indicated that they were most familiar with this type of hardware. Part (b) was generally well known to the candidates. Most of the students were able to obtain satisfactory marks on this part of the question. Some of them showed weaknesses when drawing the types of hinges. For candidates to earn full marks on items that involve the production of neat, well-proportioned hardware sketches, among other components, a lot of sketching practice is required. Part (c)(i) was successfully completed by candidates who were familiar with stop hinge use and installation. Candidates were able to correctly position the hinge between the style and the frame. For Part (c)(ii), most of the candidates were able to indicate the correct height of the hinge in reference to the top of the door. Expected answers to this question were: (a) A) Back flap hinge B) Cabinet lock/drawer lock C) Ball latch D) Cabinet door knob/handle (b) i. T-Hinge: This hinge is mainly used for exterior doors, such as barns, storage rooms, and gates. ii. Butt Hinge – Used on flush and panel doors to secure them to their frames without exposing the screws.

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-11- iii. Decorative hinges: as the name suggests, they are special hinges that can be used on house doors, cabinet doors, cabinet furniture covers, etc. (c) (i) (ii) Height range 50 – 225 mm Question 5 The objectives of this question, based on Syllabus Module C6.1, materials, were to assess the candidates' knowledge of the types of commonly occurring defects in wood, as well as the anatomy of a tree. Part (a) asked candidates to name the five defect types labeled A–E in Figure 4. Figure 4. Wood defect types For part (b) (i–iii), the Candidates were required to produce a typical cross-sectional sketch of a tree trunk and identify the annual rings, heartwood, and cambium layer.

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-12- Part (c) required candidates to explain the role of leaves, cambium, bark, heartwood, and sapwood in relation to tree growth. For Part (a), most candidates found it difficult to identify the diagram showing the defect labeled "B". Most of the candidates scored well in Part (b) because they were able to produce the desired sketch and indicated the correct locations of the annual rings and cambium. Some candidates seemed to confuse the position of the heartwood with the sapwood. Therefore, the position of the heartwood was indicated incorrectly in some cases. This resulted in some of the candidates not receiving full marks for this part of the question. Part (c) was well done overall. The candidates' responses to this part of the question indicated that they were very familiar with the anatomy of a tree and how the function of each part contributed to the growth of the tree. Expected answers to this question were: (a) A Droop B Spring C Cup Shakes/Ring Shakes D End Separations, Splits/Stops E Winding/Twist (b) (c) Sheets take up carbon dioxide from the atmosphere . Photosynthesis takes place due to sunlight and this helps in the production of food for the tree. The cambium layer lies between the bast and the wood and forms the new wood and the new bast as a result of cell enlargement and division, both radically and tangentially. The bark protects the living bast from sudden temperature changes, prevents water evaporation, the entry of harmful insects, and protects the tree from animal injuries. The purpose of the heartwood is to support the tree and it is the part of the tree that is most resistant to decay and attack by insects and fungi. The sapwood allows the transport of mineral salts to all parts of the tree.

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-13- Question 6 This question assessed candidates' familiarity with Module C5—Finishes Candidates were required to demonstrate their knowledge of the types, components, and application of various types of finishes. Part (a) of the question required candidates to list three types of furniture finishes. For Part (b), candidates were required to indicate three reasons for applying finishes to furniture. Part (c) (i–ii) asked candidates to list four ingredients needed to make paint and to indicate ONE function of each given ingredient. In Part (d) (i), candidates were required to provide brief explanations of the steps involved in preparing wood surfaces for painting. Part (d)(ii) required applicants to describe three steps to take to achieve quality painted surfaces. Approximately 70 percent of the candidates who attempted this question were able to provide satisfactory answers. There were clear cases where candidates found it difficult to decipher between preparatory finishing materials and final finishes. Candidates must be able to clearly distinguish between materials needed to prepare surfaces for the desired finish and those to be applied after the preparatory work. The general response to Part (b) was poor. The students did not rationalize well when pointing out three important reasons for the application of finishes. Part (c) (i) was satisfactorily fulfilled. Candidates were able to identify the appropriate components used in the manufacture of paints. Part (c) (ii) presented difficulties for some students as they could not explain the role of each component in the paint manufacturing process. Candidates must be fully aware of the components and manufacturing process used to purchase various finishes if they are to be able to use them safely. Candidates who must interact with these materials should be aware of finishes, such as oil-based paint and varnish, for example, with flammable and toxic properties. While most of the candidates completed Part (d)(i) satisfactorily, they found difficulty with Part (d)(ii) in which they were asked to explain the steps necessary to achieve quality painted surfaces. Plenty of practice in the use of shop applied finishes should be encouraged. The knowledge to be gained will enable candidates to competently apply various finishes to both indoor and outdoor furniture to commercial standards. Expected responses to this question were: (a) Types of furniture finishes 1. Paint 2. Varnish/Polyurethane 3. Wax polish 4. Clear lacquer 5. Wood stain 6. Sealer 7. Shellac 8. Linseed oil 9. Teak oil 10 . Plastic sheet

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-14- (b) Reasons for applying finishes to furniture: 1. Preserves the life of the material by protecting it from moisture and other elements. 2. Improves the appearance of the material being coated, especially if the material does not have an attractive grain structure. 3. Protective coatings, such as varnish and oil-based paints, provide an easily cleanable surface. (c) (i) Four paint ingredients/components 1. Dryer 2. Pigment 3. Solvent 4. Binder/Vehicle (c) (ii) The function of the ingredients/components Dryer: these are substances added to oils to accelerate oxidation and curing process. Pigment – This is a fine powder that is added to a liquid foundation for color. Solvent: This is a liquid mixture that dissolves certain materials. Vehicle Binders – This provides the level of suspension for the pigment and also acts to bind the pigment to the surface it is provided with. (d) (i) Three steps to prepare wood for painting (any one of the three below) 1. Remove loose knots and plug holes with wood pellets/filler. 2. Drill nail holes below the surface. 3. Fill all gaps with putty/wood putty. 4. Sand properly with proper grade sandpaper. 5. Treat knots with a coat of shellac polish to prevent oozing resin. (d) (ii) Steps to Quality Painted Surfaces 1. Primer Coat – This first coat should work well into the material to provide a base for subsequent coats. Filling and light sanding required. 2. Basecoat: Apply two coats of flat color paint/basecoat. Lightly sand with very fine grade sandpaper to maintain a smooth surface between coats. 3. Top/Top Coat: The top coat should be applied after the base coat has dried sufficiently. It can be applied both with a brush and with a spray gun. Section C Question 7 This question required candidates to demonstrate their knowledge of Module C4—Upholstery—with a primary focus on Module C4.1—Tools and materials. Part (a) tested candidates' general knowledge of the types and uses of upholstery tools. In Part (a)(i), candidates were given three upholstery tools in Figure 5 and asked to name each one, while Part (a)(ii) required them to indicate the function of these tools. tools for upholstery work.

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-15- Figure 5. Upholstery tools Part (b) assessed the candidates' knowledge of upholstery material. In Part (b)(i), candidates were given two diagrams in Figure 6 showing springs used for upholstery work and asked to name each, while Part (b) (ii) required them to indicate how each was used specifically for this craft Figure 6. Upholstery Springs Part (c) assessed candidates' ability to outline, in correct sequence, five steps in making and fitting a padded seat for the stool shown in Figure 7. Figure 7. Structure of the stool with strapping in place Part (a) (i) was widely known. Candidates who responded to this part of the question easily identified the tools labeled X and Z, but had great difficulty recognizing the tool labeled Y. Part (a) (ii) of the question was. overall well done Students knew the functional requirements of the tools they identified.

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-16- Most of the students misinterpreted the tool labeled Y for a brush. Their responses revealed that they were not familiar with its use for general upholstery work. For Parts (b), (i) and (ii), students were able to identify the spring labeled A, but many had difficulty labeling spring B. Student responses to Part (b) (ii) were deficient. This may be due to their inability to easily identify the springs shown in Figure 6. The difficulty experienced by the candidates affected their ability to correctly indicate the function/application of Spring B in particular, for upholstery work. More effort should be put into the upholstery module of the syllabus if candidates are to perform well on questions related to it. Part (c) (ii) was completed satisfactorily by the majority of the students. Systematic instruction must be given to candidates so that they can properly apply the principles and techniques required for the production of upholstery work. Factory and workshop visits would also help candidates to observe upholstery skills being applied. Expected responses to this question were: (a) (i) X – Scissors/Scissors Y – Strainer/Fabric Stretcher/Tensioning Tool Z – Tack Hammer (a) (ii) Scissors are used to cut fabric Strainers are used to tension belts Tack hammer is used to drive and remove tacks and nails (b) (i) A: tension spring B: coil spring (ii) Coil spring: used for high quality work and installed vertically Tension spring – used on cheaper furniture and installed horizontally ( c) The five sequential steps to make and fit the padded seat to the frame are: 1. Cut burlap 25mm larger than the top. 2. Strain the burlap over the edges and secure with thumbtacks. 3. Select the padding (foam/sponge) and cut it 4-6mm larger than the stool. 4. Measure and cut adequate cover material to cover the padding and extend it beyond the thickness. 5. Secure the padding with tacks.

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-17- Question 8 This question assessed the candidate's knowledge and application of Module C6.4 — Home Furnishings. The targets tested for this module were C6.4:4 and C6.4:5, respectively. Part (a)(i) required candidates to name and produce sketches of suitable widening joints that could be used to join table tops to achieve a table top width of 900mm. For Part (a)(ii), candidates were asked to name the tool used to hold the boards when making widening joints. In Part (b), the elevation of a wall shelf made of solid wood boards is shown in Figure 8. Students were asked to (i) name a joint that is suitable for attaching the shelves to the vertical sides of the shelf and (ii) explain, with the help of sketches, three steps necessary to make this joint. Figure 8. Wall Shelf Many of the candidates responding to Part (a)(i) were able to name and produce three suitable sketches of appropriate flare joints applicable to achieve the 600mm width required for the table top. Candidates also responded well to Part (a)(i). For Part (b) (i), the responses of the candidates were satisfactory. Their responses confirmed that they were well acquainted with the use of various appropriate joints to join the shelves to the sides of the bookcase. Part (b)(ii) was not done well. The students found it difficult to adequately explain, with the help of illustrations, the three steps that need to be followed to produce the accommodation board. It is imperative that candidates obtain adequate shop practice in the fabrication of various joinery joints. This knowledge should help them select and produce appropriate gaskets for various components required in both cabinet making and home furnishings.

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-18- The expected answer to this question was: (a) (i) Names and schematics of three typical flare joints Dowel joint Alternative schematic Groove bolted joint Alternative schematic Long tongue and groove joint Recessed joint (a) (ii) Cramps sheet can be used to hold boards together. (b) (i) Stopped box/through box joint

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-19- (b) (ii) Necessary steps to make the connection mentioned in b (i) 1. Trace the trench leaving space for the stop. 2. Lay out the shelf by eliminating the space for the stop. 3. Cut the through hole with a chisel. 4. Saw the sides. 5. Remove residue with a kitchen chisel. 6. Level the bottom with a hand router. (b) (ii) Diagram showing the steps to produce a Joint Home Question 9 This question assessed the objectives and content detailed in Modules C6.3 - Cabinet making. The specific sections addressed were C6.3:2 and C6.3:4. Candidates were presented with a drawing of a cabinet frame in Figure 9 representing a bathroom closet. Figure 9. Frame for a bathroom cabinet In Part (a) (i), the candidates had to indicate three suitable materials to make the upper part of the cabinet. Part (a)(ii) tested your ability to choose three suitable waterproof finishes to coat a wood deck. Part (b)(i) tested candidates' ability to describe four processes to follow to fabricate the top to fit the cabinet frame. Part (b)(ii) tested candidates' understanding of the six steps that must be followed to apply a waterproofing material to the wood deck indicated in (a)(ii). For Part (b) (iii), candidates were required to indicate four reasons why special care should be taken when selecting a wood product for use in the bathroom.

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-20- For parts (a) (i) and (ii), approximately 50 percent of the candidates were able to identify the proper materials to make the top of the cabinet, but were unable to provide appropriate answers on the proper materials to waterproof it . The responses of the candidates who attempted part (b) of the question were not convincing. Many of them were unable to properly explain the procedures required for (b) (i) and (ii) and in some cases confused the processes. For Part (b)(iii), approximately 50 percent of the candidates provided adequate reasons for the need for caution when selecting wood products for use in the bathroom. In addition to Bill of Materials and Bill of Quantity preparation, student projects will require even more in-depth planning and analysis so that the work can be logically organized. This will include careful study of environmental factors, such as moisture content, which may affect the material resources available to them. These phases should replace the participation of students in the manufacturing and finishing processes. Therefore, a lot of time needs to be spent on product or project analysis to cement these vital skills. In addition, it is also necessary to dedicate time to the execution phases of the projects. All projects to be undertaken by students could be designed in such a way as to reflect the requirements of the School Based Assessment. This approach should give students the opportunity to develop an even greater understanding and appreciation of the processes involved in design and production as used by furniture manufacturers. This will also allow them to make a smoother transition to the workplace. The expected answers to this question were: (a) (i) Suitable materials to make the top of the cabinet 1. Plywood 2. Marine plywood 3. Granite 4. Concrete backboard 5. Solid wood (a) (ii) Waterproofing materials that can be used to cover a wooden top 1. Plastic laminate 2. Plastic coating 3. Tiles 4. Paint 5. Varnish (b) (i) Processes to prepare the top to fit the cabinet 1. Measure to correct length and width of top 2. Design overlaps 3. Square and cut material to correct size 4. Cut opening for sink 5. Fit top to cabinet

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-21- (b) (ii) Processes for fixing waterproofing material to wood top If plastic sheeting is used as surface finish: 1. Cut edge strips 2. Glue strips 3. Trim strips flush with top 4. Spread contact glue on top and laminate and let dry to touch 5. Secure laminate on top 6. Trim edges OR if using clear/transparent finish as surface finish: 1 Fill holes/cracks 2. Sand 3. Seal/prime surface 4. Sand/clean 5. Apply topcoat OR, if using ceramic tile or similar material as surface finish: 1. Cut strips for edges 2 Attach strips to edges 3. Mix tile adhesive 4. Spread adhesive over area to be tiled 5 Lay/Set tiles 6. Apply grout 7. Clean tile surface (b) (iii) Reasons why care should be taken when selecting a wood product to use in the bathroom 1. Wood can absorb moisture 2. Wood can rot easily 3. Wood can disintegrate. 4. Wood can be difficult to keep clean on its own. Rationale for School-Based Assessment (SBA). response documents (documents 1 and 2). The assignments established for the SBA were intended to deepen students' knowledge and help them achieve proficiency in skills required in the construction/carpentry industry and that are within the competence of high school students. By focusing on both process and product, the SBA component was designed to allow students to demonstrate improvement in their skills over a period of time and to involve their teachers in the process.

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-22- Requirements Each candidate was required to complete one practical and written assignment during terms four and five of the two-year course (terms one and two of the exam year). The practical work was worth 90 points and the written work 30 points. Practical Assignment For the practical assignment, candidates were required to construct a project designed to use the skills and knowledge covered in the syllabus. Candidates were given the option to choose a project from a list of three pre-set requirements provided by CXC. All project dimensions are given in millimeters (mm) unless otherwise noted. The project should not exceed the dimensions of 700 mm long x 400 mm deep. Omitted dimensions were left to the discretion of the students. Each student was expected to: i) Provide a planning sheet for the project which should have included the following: a) drawings and/or sketches b) procedural steps c) a list of materials d) a list of tools and equipment to to be used. ii) build a project The details of the project had to be approved by the teacher before it started. Written task The written task took the form of a report of around 1000 to 1200 words based on the Common Module: Career Opportunities. Students were required to write on the topic set by CXC for each exam. The theme was based on the following module themes: i) Job search ii) Career choice iii) Industrial visits iv) Engineer or inventor profile Students were assessed on the accuracy of information, clarity of presentation, the use of technical language and knowledge. of career opportunities in the building technology industry as described in the unit's common module.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2010 CONSTRUCTION TECHNOLOGY OPTION II: CONSTRUCTION Copyright 2010 Caribbean Examination Council St Michael, Barbados All rights reserved.

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-2- GENERAL COMMENTS This year, 2010, 1,912 candidates took the Building Technology Construction exam. This was 25.29 percent more than the 1,526 who wrote the exam in 2009. Of these, 81 percent scored Grades I - III compared to 2009. The Building Technology exam consists of three exams: Exam 01 - Multiple Choice (consisting of 60 items) Paper 02: Structured Restricted Response (Essay Questions) Paper 03: School Based Assessment (SBA) Candidates performed satisfactorily on SBA practical projects; however, the written homework continues to present a challenge. There seems to be some degree of uncertainty on the part of both teachers and students as to the correct format in which to present the SBA. It may be necessary to modify the marking scheme to simplify the marking of written work. Candidates appeared to be knowledgeable on a wide range of syllabus topics, but were unable to apply that knowledge when prompted in Test 02 application questions. Therefore, the conclusion is that not enough time is allocated practical for candidates to develop competencies that will enable them to improve their overall performance on the exam. This issue needs to be urgently addressed in order to maintain comparable performances on successive exams. Teachers are expected to use the practical assignment to teach more about the related building principles, technologies and science inherent in the various modules of the syllabus. (1) Question 1 of the exam is compulsory and is based on Modules D5 – D9 which covers walls, floors, ceilings, doors, windows and stairs. This question is worth 40 points. Over the years, approximately 30 percent of candidates would complete this question. This inevitably has a negative impact on the overall performance of Paper 02. A critical analysis of the factors contributing to the poor performance of candidates on Question 1 is necessary. Discussions on the above-mentioned topic between the examination committee and The diverse group of examiners and Assistant examiners from a large cross section of the Caribbean revealed that the main factors are:  Candidates lack prior knowledge of construction procedures and techniques used to assemble building components, e.g. doors, windows , floors, ceilings and stairs. This hampers their ability to answer questions that require them to produce sectional sketches of building components. Unfortunately, the need to produce section sketches is unavoidable because Section 1 of the syllabus deals specifically with detailing/section drawings of building components and Question 1 is designed to test candidates' abilities in that area.

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-3-  Candidates' poor drawing/sketch skills continue to hinder their ability to perform satisfactorily, especially on Question I. The ability to produce and interpret detailed sectional drawings/sketches is something that should be fully developed by all interested candidates. in the field of Building Construction. Drawing/sketching is the language of the construction industry. Therefore, every effort should be made to equip candidates with good drawing/sketch skills. (2) Candidates should be reminded to use the drawing paper attached to the answer book to answer only required question 1, in Section A. This point can be repeated as it continues to cause problems during the marking exercise. DETAILED COMMENTS Test 01 - Multiple Choice This test consisted of a total of 60 multiple choice items based on all theoretical aspects of the syllabus. The candidates answered most of the questions reasonably well. However, their responses to some of the questions clearly suggested that they were not adequately prepared for the exam. Teachers should take note of the units, specific objectives and related content indicated in the syllabus and use it to ensure that students are adequately prepared for the exam. Paper 02 - Structured restricted response essay questions This was a free response test with three sections A, B and C. Each question received the same weighting for the Knowledge and Application profile dimensions. Section A This consisted of a compulsory design question based on Modules D5 - D9 of the syllabus. The question is worth 40 points Section B Contains five questions based on Modules D2 - D10 of the syllabus, of which candidates are expected to answer three questions. The questions were worth 20 points each. Section C consisted of three questions based on modules D11 to D13 of the syllabus, of which candidates were expected to answer one question. The question is worth 20 points.

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-4- Section A Question 1 This was a mandatory design question consisting of five parts designed to test candidates' knowledge and understanding of the best practices adopted in the construction industry when working on i) doors and door frames. doors ii) walls iii) wooden stairs Candidates were presented with a floor plan and front elevation of a door with panels and a frame (see Figures 1 and 2). Part (a) assessed candidates' ability to demonstrate their understanding of the construction details of a paneled door and frame. This part of the question required candidates to produce a sketch of a vertical section of the door and frame at A-A on the floor plan. Foundation and wall details were not required. Candidates who were best prepared for the exam performed satisfactorily. However, the weaker candidates found this question very challenging. Although they found it difficult to produce the vertical section sketch, they were able to produce the correct details of the foundation, wall, and roof that were not required.

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-5- Parts (b) (i) and (ii) evaluated the knowledge of the candidates about the type of door and its respective parts. In general, this part of the question was well done. However, the weaker candidates referred to 'Muntin' as 'Mullion' and 'Middle Rail' as 'Intermediate Rail'. In addition, the candidates named the parts of the door frame as part of the door. The question particularly asked candidates to label six parts of the door in Figure 2 (not the door and frame). Part (c) tested candidates' ability to demonstrate an understanding of the construction details of a window opening in a wall. This part of the question required candidates to produce a labeled sketch of a vertical section through the wall at section C-C on the floor plan to show details of the concrete sill and header. Window and frame details were not required. This was generally well done. Parts (d) (i), (ii), and (iii) tested candidates' knowledge of anti-capillary slots, their purpose, and where they can be found in buildings. Many candidates showed little or no knowledge of this constructive feature. This may be because it is not being taught. Therefore, teachers are encouraged to teach all syllabus topics (note that the syllabus section dealing with anticapillary furrows is D8.2:6). Part (e) tested candidates' understanding of wood stair construction techniques. Part (e) required candidates to (i) produce a labeled vertical section of the stair at B-B in the plan view of Figure 1 to show how a riser and tread connect to each other, and (ii) give the function of a riser, tread, clearance, handrail, balustrade, and stile in relation to stairs. See Appendix 1 for sample responses to Question 1. Section B Question 2 This was one of the popular questions in Section B. It tested candidates' knowledge and understanding in the areas of (i) site preparation and (ii) basic site management Part (a) asked candidates to list five factors that affect the choice of a construction site. This part of the question was very well done. Part (b)(i) required candidates to list five reasons for treasuring a construction site and (b)(ii) required them to write brief explanatory notes for each reason given in (b)(i). This part of the question was a bit challenging for the candidates, perhaps due to their inability to express themselves correctly in writing.

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-6- In Part (c), the candidates were asked to indicate three reasons for decommissioning a construction site, the candidates performed very well in this part. Part (d) required candidates to give an example of a temporary service and an example of a temporary shelter. This part posed a problem for weaker candidates who were in the habit of simply listing services and temporary shelters. This was one of the popular questions in section B. See appendix 2 for sample answers to question 2. Question 3 This was a very popular question. It tested candidates' knowledge and understanding of different construction materials and their uses in the construction industry, for example, wood, concrete, mortar, and plastics. Part (a) required candidates to draw a cross section of a tree trunk and label six parts. Overall this was very well done. However, in the labeling, some candidates did not correctly identify the parts. Parts (b) (i) and (ii) required applicants to define the terms concrete and mortar. In general, the question was well asked. However, in their answers, the weaker candidates omitted to state that the ingredients are "mixed in the correct proportion." Part (c) asked candidates to explain the term moist curing in relation to concrete. This was not very well done as the candidates demonstrated very little knowledge of this concept in building construction. Part (d) required candidates to list four properties of plastics used in the building construction industry. This part of the question was very well done. See Appendix 3 for a sample response to Question 3. Question 4 This question tested candidates' knowledge and understanding of foundations and their functions. It also tested your knowledge of the different types of brick joints, the functions of external walls, and the meaning of the term dosage in relation to concrete. Part (a) required candidates to use labeled sketches to illustrate the Simple Strip foundation, the Balsa foundation, and the Pad foundation. The lack of drawing skills displayed by the candidates hampered their chances of performing well on this part of the question. Part (b) required candidates to indicate two functions of a foundation. This part of the question was very well done. In Part (c), candidates were asked to list three different types of brick bonds. Candidates did not perform as expected on this question. They listed a number of incorrect names. Part (d) required candidates to indicate three functions of the external walls of a building. The answer to this part of the question was good. For part (e), students were asked to define the term dosage in relation to concrete. Most of the candidates demonstrated a good knowledge of the term dosage

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-7- See Appendix 4 for sample responses to Question 4. Question 5 This was the least popular option in Section B. It tested candidates' knowledge and understanding of flooring (both reinforced concrete and hardwood). ), its functions and construction. In Part (a), candidates were asked to produce a carefully labeled sketch to show a vertical section through a reinforced concrete ground floor with a 19mm sand-cement screed. Candidates perform well on this part of the question. Part (b) required applicants to list five functional requirements for floors. The best candidates performed well in this part. The weaker candidates found it difficult to list five functional requirements of the floors, perhaps due to their inability to express themselves correctly. Part (c) required applicants to indicate two methods of bracing in relation to upper wood floors. Performance on this part of the question was not very good as the candidates seemed to have little knowledge of strutting. Part (d) required candidates to list three members of a wooden deck. This was well done. The overall response to this question was very poor. See Appendix 5 for sample responses to Question 5. Question 6 This question tested candidates' knowledge and understanding of different types of roofs and their construction. Part (a) required candidates to produce single-line diagrams to illustrate the pitched roof, gable roof, closed-pair roof, hip roof, and hip-and-valley roof and identify them by inserting the correct names next to each sketch. In general, this part of the question was well done. Part (b) required candidates to state three advantages of beam ceiling construction over other types of building systems. The students responded well to this part of the question. In Part (c), candidates were required to name four different types of roof coverings. This was well done. Part (d) required candidates to name three members of a close match ceiling. The candidates did not appear to have a good understanding of the structural members of a closed pair top. See appendix 6 for sample responses to question 6.

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-8- Section C Question 7 This question assessed the candidates' knowledge and understanding of drainage systems. In Part (a), candidates were asked to write short explanatory notes about the purpose of a dip well. For Part (b), they were asked to briefly explain two advantages and two disadvantages of (i) a combined drainage system and (ii) a separate drainage system. Part (c) required candidates to explain the following terms: cesspool, surface water drainage, sewer, sewer, and sewer pipe. The candidates appeared to have very little knowledge of drainage systems and terms associated with drainage. This, perhaps, may be due to a lack of exposure to the topic. Teachers should take advantage of field trips to allow their students to gain knowledge in this important area of building construction. See Appendix 7 for sample responses to Question 7. Question 8 This question tested candidates' knowledge and understanding of construction team member roles and construction trades on a construction project/site. Part (a) required candidates to explain the roles of the following construction team members: client, architect, contractor, engineer, and rigger. Part (b) asked candidates to list two roles for each of the following people in the construction trades: carpenter, electrician, plumber, painter, and bricklayer. This was a very popular question in Section C and the candidates seemed to have done reasonably well on both parts. See Appendix 8 for sample responses to Question 8. Question 9 This question assessed candidates' knowledge and understanding of architectural features in Britain and the US that have influenced building design in the United States. Caribbean. It also tested candidates' knowledge of the factors that influence building design. Part (a) required candidates to explain five factors that influence the design of a building. In Part (b), the features of buildings in Britain and the US that have influenced building design in the Caribbean were explored. Very few candidates attempted this question. This has been the trend over the years and this may be the result of the subject not being taught. See appendix 9 for sample responses to question 9.

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-9- School-Based Assessment (SBA) The SBA is intended to be a diagnostic, formative, and summative assessment tool. Students can present their best efforts once teachers follow the suggested time frame. The new format that requires both a practical and a written project must be taken seriously if students are to develop the expected competencies. Students must complete two assignments during terms four and five (terms one and two of the exam year) and each candidate must complete (i) One practical project to be selected from a list of three published by CXC. This will be worth 90 points for dimension 3 of the profile (Practical Ability). (ii) A written task set by the classroom teacher in accordance with the guidelines outlined by CXC and based on Common Modules D1, D14 and D15. This will be worth 30 points for dimension 3 of the profile (Practical Ability). 1. This year's moderation analysis revealed that, across all territories, many candidates' written reports were reproductions of a single report. Also, some candidates seem to be reusing reports from previous years. This unacceptable practice may have negatively affected the candidates' overall scores. Teachers' evaluation of the written reports appeared to be quite generous and, in some cases, contrary to the suggested marking scheme. 2. An important aspect of the practical SBA project is design, which includes drawings, materials, various machines, manual processes, and the evaluation of various methods and systems in construction technology. This aspect of the program must be managed by the teacher, if students are to gain maximum benefit, such as drawing skills and the ability to relate theory to practice. The format developed to ensure that the skills are organized systematically includes the following: 1. Preliminary considerations (usually a statement of what the student wants to do) 2. Preliminary design 3. A pictorial sketch of the project idea 4. Production of a set of working drawings (orthographic, including sectional views) 5. Estimate quantities and types of materials and costs 6. Select appropriate materials (or suitable alternatives) 7. Select tools and machinery 8. Develop a plan of operations 9 Implement an operations plan, in order to complete the project 10. Supervision of team members and coordination of various operations

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- 10 - Point 10 is very important. The teacher must develop a series of practical exercises and administer them to the students. While this is being done, the teacher should observe the students and identify those who show a greater sense of responsibility and mastery of related skills. These people should be used to help or lead small groups (3–5) to complete larger and more difficult projects. RECOMMENDATIONS TO TEACHERS The general recommendations to teachers from previous years are repeated here for those who are new and for those who may not have seen them before. However, all teachers are encouraged to pay attention to the suggestions that follow in an effort to improve overall student performance on the test. 1. Students should be encouraged to read test questions carefully and follow directions precisely, as valuable time can be wasted doing work that will not generate additional grades. 2. Students should have the opportunity to produce more detailed sectional sketches to help improve their knowledge and understanding of vertical and horizontal sections of buildings and building components. 3. Stair details, design (stair calculations) and construction require close attention. In this sense, it is suggested that didactic material be used, for example, models and graphics should be displayed in the laboratories/workshops showing different types of stairs, building regulations related to stairs, labeled sectional sketches of stairs (both wooden and of concrete) . 4. Whenever possible, students should practice arranging buildings in different ways on both flat and sloping land on the school campus if no other location can be found. 5. Whenever possible, excursions to a cement plant and other manufacturing plants related to the construction industry should be arranged. Plastic, for example, is a material widely used in the construction industry. Most plumbing pipes and a wide range of fittings (for example, electrical conduit and concrete forms) are made of plastic. Therefore, teachers need to expose students to these materials very early on. 6. The types of floor finishes must be taught theoretically and practically. 7. Students should be constantly reminded that all sketches must be labeled, as points are always awarded for labeling. 8. Charts showing the different types of brick bonding should be displayed in the lab/shop. 9. Sanitary fixtures, plumbing fixtures, drainage, and sewage disposal are very important to the overall operation of buildings. Therefore, the relevant sections of the syllabus dealing with these should be thoroughly taught.

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- 11 - 10. Most communities in the Caribbean have historic buildings in existence. They are of wood or brick construction. Students should be encouraged to visit them and observe their architectural design and main features. Recommendations 8 and 9 will allow students to improve their answers to the questions in section C of the syllabus. 11. Particular attention should be paid to question 1 of paper 02. This question is worth 40 marks and usually requires candidates to produce a series of detailed sketches. Candidates who do not have sketching skills are likely to find this question very challenging. Therefore, teachers are encouraged to provide students with opportunities/activities to help them develop their drawing skills. NOTE: Always remind students that only Question 1 should be done on the drawing paper provided for the test. All other questions must be asked in the answer booklet. 12. Since drawing to scale is no longer required, candidates should note that well-proportioned sketches must be produced. In addition, candidates must acquire a good knowledge of the construction details of wooden and concrete structures in order to perform well on the question. 13. When a section of the syllabus proves to be beyond the teacher's capabilities to implement, it is suggested that you call in specialists to assist you. NOTE: This is especially important when the section contains hands-on practical work. Appendix 1 Section A Sample Answers to Question 1 1. (a) Vertical section of the door and frame at A-A in the plane of Figure 1

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- 12 - (b) (i) Correct name of the door in Figure 2 Four-panel door (ii) Six parts of the door in Figure 2 1. Top rail 2. Middle rail 3. Bottom rail 4. Panel 5 Mullion 6. Muntin (c) Labeled vertical section showing details of the concrete sill and lintel in Section C-C of the Figure 1 floor plan. (d) (i) Explanation of the term 'anticapillary groove': the Anti-Capillary Groove refers to grooves that are strategically placed in concrete or wood that will extend beyond the exterior of a building or structure. (ii) Purpose of Anti-Dip Grooves: To prevent water or moisture from entering a building or structure by ensuring that there is a break that allows water to drip. (iii) Two places where anti-capillary grooves can be found: Anti-capillary grooves can be found on the lower sides of concrete sills and beams, drippers, door and window frames.

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- 13 - (e) (i) Labeled vertical section of the stair at B-B showing how a riser and tread join each other. Functions: 1. Riser: encloses the space between two consecutive steps in a section. It also supports the footprint. 2. Rung – Provides a platform for climbing the ladder. 3. Headroom – The vertical headroom measured from the ceiling to the edge of the step that provides unobstructed access from one floor to another. 4. Handrail – Provides support for the user when going up or down the stairs. 5. Balustrade: Provides protection to the sides of the staircase so that people do not fall from the height. 6. Newel Post – Provides support for the handrail and stair. Appendix 2 Section B Sample Answers to Question 2 2. (a) Factors affecting the choice of a construction site.

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- 14 - - Accessibility - History - Climate - Type of soil - Availability of services - Zoning - Regulations - Cost - Topography - Aspect (b) (i) Reasons for hoarding: - Public protection - Material/equipment protection - Security - Reduces Vandalism - Prevents disruption (ii) Explanatory Notes for the reasons given: Public Protection - To reduce the risk of accidents by keeping on-site activities away from outsiders. Material/Equipment Protection – To reduce material theft. Safety – To ensure workers and equipment are safe on site. Reduce vandalism – Prevent people from interfering with or destroying items on the site. Prevents disruption: People or animals from outside could not distract workers on site. (c) Reasons for stripping a construction site: 1. Topsoil removal 2. Reduction of topsoil instability 3. Vegetation removal

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- 15 - (d) Examples of temporary services: 1. Electricity 2. Water 3. Telephone Examples of temporary shelters: 1. Site office 2. Bathroom 3. Changing room Appendix 3 Sample answers to question 3 (a) Diagram of cross section of a tree trunk with six parts labeled (b) (i) Definition of concrete and its use: a mixture of cement, sand, gravel and water in the correct proportion to form a paste that can be molded into any shape. Concrete is used to make columns, beams, etc. (ii) Definition of mortar and its use: Cement, sand and water mixed in the correct proportion. The mortar is used to make beds, to lay bricks, and to plaster masonry walls. (c) Explanation of the term "moist cure":

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- 16 - This is a process of wetting concrete that has set to ensure that the hydration process continues to develop the required strength of the concrete and prevents shrinkage due to rapid drying of the concrete. (d) Properties of plastics used in the building construction industry They are: (i) Lightweight (vi) Corrosion resistant (ii) Strong (vii) Can be returned to its natural state (iii) Flexible (iv) Waterproof (v) Non-conductive Appendix 4 Sample Responses to Question 4 Labeled Sketches (a) (i) Simple Strip Foundation (ii) Raft Foundation

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- 17 - (iii) Pad base (b) Functions of the base: (i) Distributes loads (ii) Anchors the building (iii) Provides stability

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- 18 - (c) Different types of brick bonds: (i) Flemish bond (ii) English bond (iii) Stretcher bond (d) Functions of the external walls of a building: (i) Encloses a building (ii) Protection against the elements (iii) Load support (e) Definition of the term 'proportioning' in relation to concrete: This is a method of measuring the ingredients of a concrete mixture to maintain consistency in strength and durability. Appendix 5 Sample Responses to Question 5 (a) Labeled sketch of a vertical section through a ground floor of reinforced concrete with a 19mm sand-cement screed

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- 19 - (b) Functional requirements of floors The floor must be: 1. Stable 4. Wear resistant 2. Uniform 5. Durable 3. Level 6. Aesthetically pleasing (c) Two methods of bracing in relation to upper floors Wood: 1. Solid Brace 2. Herringbone Brace (d) Three Members of a Wood Floor: 1. Wall Plate 2. Common Joist 3. Joist Brackets 4. Floor Boards 5. Binder Appendix 6 Examples Answers to Question 6 (a) Simple line diagrams of different types of roofs.

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- 20 - (b) Advantages of truss roof construction over other types of building systems: (i) Easy to fabricate (ii) Takes less time to erect (iii) Costs less (iv) Quality can be controlled (v) Stronger (c) Roof Deck Types:

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- 21 - (i) Corrugated galvanized sheets (ii) Asphalt shingles (iii) Shingles (iv) Slate (v) Wooden shingles (d) Parts of a closed seam roof: (i) Common joist (ii) Ridge ( iii) Tie down (iv) Wall plate (v) Fascia board Appendix 7 Section C Sample responses to Question 7 (a) Explanatory notes on the purpose of an 'absorber': This is a pit dug in permeable soil that receives the discharge of water from the roof and paved areas of the building and allows water to seep into the surrounding subsoil (b) Advantages and disadvantages of a combined drainage system and a separate drainage system (i) Advantages of a combined drainage system drainage: - Very easy to maintain - All drains flush when it rains - Impossible to connect to the wrong sewer Disadvantages of a combined drainage system - All discharges must pass through the sewage treatment facility - When it rains heavily there is a possibility of overflow from the septic tank (ii ) Advantages of a separate drainage system:

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- 22 - - A culvert receives surface water discharge and leads it directly to a suitable drain without treatment - There is no possibility of overflow during heavy rains Disadvantages of a separate drainage system: - There is a risk of connecting to the wrong sewer (c) Explanation of drainage terms: (i) Cesspool: an underground chamber built to receive and store the dirty water from the building until it is emptied. (ii) Surface - water drainage - drainage designed to carry only surface water, rather than soil or waste. (iii) Sewerage: pipe or closed channel that transports wastewater. (iv) Wastewater: domestic waste material that is washed away in a sewage system. (v) Drain pipe: A pipe designed to carry sewage or sewage from the building. Appendix 8 Sample Responses to Question 8 (a) Roles of Construction Team Members Client: The person who commissions the work and directly or indirectly employs everyone on the project. Architect: Hired by the client as their agent to design, advise and ensure that the project stays within cost and meets the design. Contractor: employed by the client with the advice of the architect to carry out the construction work. Receive instructions from the architect. Engineer: A specialist, such as a structural engineer, employed to work with the architect on particular aspects of the design. Surveyor: Hired to prepare bills of quantities, verify bids, prepare provisional valuations, and advise architect on cost variances. (b) Role of members of the building trades: carpenter: erects structural framing and builds roofs

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- 23 - Electrician: performs wiring work and installation of accessories. Plumber: Lay pipes, install faucets, toilets, etc. Painter: is responsible for finishing the building by applying paint, wallpapering, etc. Mason: works with concrete and mortar, placing concrete blocks, plaster walls, etc. Appendix 9 Sample responses to Question 9 (a) Factors influencing the design of a building: (i) History: history of the site, is it prone to flooding or landslides? Is it built? What was its previous use? (ii) Material: choice and availability of materials (iii) Culture: influences the shape and style of the structure. Family custom. (iv) Climate: humid, hot, cold, windy, would determine where windows or balconies are placed in a building (v) Cost: determines affordability (b) Labeled sketches illustrating different French or English architectural features that have influenced the design of the building in the Caribbean Brick: it is still used in the Caribbean, as is the wooden casement window. Sloped roofs have been adopted ever since we build roofs that are covered with shingles. Arches are very common throughout the Caribbean, as are stairways with balusters, all from British and French cultures.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2011 CONSTRUCTION TECHNOLOGY TECHNICAL COMPETENCY EXAM OPTION I – WOODS Copyright © 2011 Caribbean Examinations Council St Michael, Barbados All rights reserved .

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-2- GENERAL COMMENTS The number of candidates who registered for the Option I Construction Technology - Lumber exam was 2,581. This exceeded the candidates for the 2010 registration by 220, or 9.3 percent. The number of candidates who took the technical proficiency exam was 2,184, and approximately 90.02 percent of the candidates received grades I through III. This contrasts with 2010, when 1,942 candidates wrote the exam and 1,794 or 92.37 percent scored grades I-III. Candidates did fairly well on the practical project of the School Based Assessment (SBA) component, but some fell short on the written project. The competencies that require focused attention are Knowledge and Application, which are assessed in Paper 01 (Multiple Choice) and Paper 02 (Essay/Structured Response/Problem Solving Questions). DETAILED COMMENTS Paper 01: The performance of multiple-choice candidates in this paper improved marginally over that of 2010. Based on the common selection of certain items, the need for more coverage of theoretical aspects cannot be overemphasized of the unit. Paper 02 – Structured Response Essay Questions This was a Structured Response assignment with three sections: A, B and C. Section A This section had one required question based on Module C, Drawing and Design: Introduction to Drawing. This question was worth 40 points. Section B This section consisted of five questions based on Modules C2, C3, C5, C6.1 — Materials and C2 — Hardware. Candidates had to attempt three questions from this section. Section C This section had three questions based on Modules C4 — Upholstery, Modules 6.3 — Basic Cabinetry and C6.7 — Home Furnishings. Candidates had to answer only one question from this section. The average score in this work was... out of a total of 120 points. Section A Question 1 This was a required question based on Module C7 — Drawing and Design. The question required candidates to demonstrate drawing and design skills using freehand or ruler-assisted sketches to produce pictorial geometry. It also required the analysis, design and/or selection of suitable materials and joints for furniture for use at school or at home. This question was asked by approximately 90 percent of the candidates, of which 80 percent provided satisfactory answers.

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-3- Part (a) focused mainly on sub-modules C7.1:6–7 of Module C7: Introduction to Drawing. Parts (c), (d) and (e) focused on sub-modules C7.2:1–3 and 5 of Module C7: Introduction to Design. Candidates were presented with an incomplete front elevation of a storage cabinet measuring 1850mm long, 550mm deep and 900mm high (Figure 1). The cabinet casing should be made of 19mm plywood. More specifically, the question required candidates to produce a neat pictorial sketch (either oblique, isometric, or perspective) of the complete storage cabinet to show: (i) the design of a wood-framed door fitted with frosted glass; 3 mm for the section labeled B (ii) three drawers for the sections labeled C, D and E (iii) the given shelves C A B D E Figure 1. Elevation of an incomplete storage cabinet Part (a) was generally well done by the candidates. Conversely, the weaker candidates found it difficult to correctly interpret the given drawing. Candidates must spend quality time producing proper sketches of pictorial and orthographic views of various millwork components. For part (b), candidates were required to produce a neat rule-assisted sketch to show an exploded view of the joint shown as A in Figure 1. This part of the question was generally well done by candidates. The weaker candidates had a hard time scoring well in this area. Part (c) required candidates to list four types of hardware that can be used for the door and three cabinet drawers. The answers provided by most of the candidates were satisfactory. Only about 20 percent of the candidates failed to score full on this part of the question. In Part (d), candidates were asked to suggest two types of finishes that would be appropriate for the pantry. This part of the question was asked by 90 percent of the candidates, of which 70 percent provided satisfactory answers. Some candidates gave partial answers to this question and this prevented them from obtaining full marks. For Part (e), candidates were asked to name a suitable gasket for each of the following situations regarding the storage cabinet: (i) The connection of the drawer front to the drawer sides (ii) The connection of the bottom of the drawer to the sides of the drawer (iii) The connection of the bottom of the drawer to the front or sides of the drawer (iv) Connection of the top rail to the side panel (v) Attachment of the top of the cabinet to the side panel (vi) Where the drawer rail meets the side panel

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-4- For this part of the question, 50 percent of the candidates provided satisfactory answers. Some level of difficulty remains for candidates to correctly evaluate and supply gaskets of desirable quality, functionality and durability. The use of appropriate models, either in assembled or exploded form, should be kept on display in stores for use as teaching aids and also for reference. In addition to the general project given for their SBA, students should be given a series of related small projects to hone their design and interpretation skills and enhance their practical ability. Sufficient time should also be provided to engage students in discussion of best practice in areas such as design techniques, materials and construction, and elements of good design (Module C7). The expected responses to Question 1 (a – e) were as follows: (a) Candidates had the option of using oblique, isometric or other suitable pictorial methods to produce the sketch of the complete cabinet showing three drawers, a glass door framed, projecting front and shelf. Oblique drawing of the finished cabinet Isometric drawing of the finished cabinet

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-5- (b) Gasket on shelf B side of frame Stopped casing joint Other joints that can be used are: through casing or dovetail casing. (c) Appropriate hardware for all three drawers and door Drawer: Knob/Handle, Pull, Drawer Rails/Slides (mechanical drawer slides) Door: Latch (ball, spring, magnetic), cabinet lock, butt hinge/ concealed/decorative, pull (d) Suitable finishes include: (i) Plastic laminate (ii) Paint (iii) Varnish/stain (iv) Polished (v) Lacquer (e) Applicable gaskets for the storage cabinet are as following: (i) overlapping dovetail joint, recessed joint (ii) pocketed joint, dovetail joint, butt joint (iii) grooved joint (iv) exposed mortise and tenon, recessed joint, overlapping dovetail ( v) snapped joint, lodged joint (vi) locked housing joint, pinned joint Section B Candidates were required to answer three questions from this section of the document. Question 2 This question tested candidates' knowledge and application of skills related to Module C5: Finishing. Special attention was paid to sub-modules C5.1 — Types of finishes and C5.2 — Preparation of finishes. This question was asked by 80 percent of the candidates, of which 60 percent provided satisfactory answers. Part (a) required candidates to list six types of finishes that could be applied to interior furnishings. This part of the question was generally well done by the candidates. The weaker candidates had difficulty differentiating between finishes and preparatory materials such as shellac and wood sanding sealer. Some candidates also cited a component such as pigment (used in the manufacture of paint) as a finish. Based on the answers to this question, candidates should spend quality time learning about the different types of finishes applicable to working with furniture.

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-6- Part (b) required candidates to briefly explain five steps that would be necessary to prepare a wood surface to receive a natural finish. Several candidates were unable to explain the steps satisfactorily. Some candidates did not mention the final sanding or dusting that is usually required before the application of the natural finish. Candidates must be able to clearly distinguish between materials needed to prepare surfaces for the desired finish and those to be applied after the preparatory work. For Part (c), candidates were required to provide four reasons why surface preparation was necessary prior to applying furniture finishes. Approximately 60 percent of the candidates who attempted this part of the question were able to provide satisfactory answers. The responses of the remaining 40 percent were inappropriate and seemed to suggest that they had limited knowledge and therefore could not provide an acceptable justification for answering this part of the question. In general, students should be given more shop practice of the steps in the procedures required for the preparation and application of furniture finishes. This should include the reasons for preparing the furniture surfaces for the various finishes applied in accordance with the objectives and content of Module C5. The expected responses to this question were: (a) Types of finishes: (i) Paint (ii) Varnish – polyurethane/spar (iii) Wax (iv) Clear lacquer (v) Stain (vi) French polish (vii) Oil linseed (b) Five steps to prepare your wood surface for a natural finish: (i) Remove loose knots and plug holes with wood pellets (ii) Drill nails under the furniture surface (iii) Use filler for wood to cover all gouges and blemishes (iv) Treat all knots with knotting compound (shellac) to prevent resin from oozing (v) Apply wood sanding sealer in preparation for finishing material (vi) Adequately sand using suitable grade abrasive paper to produce a smooth finish (vii) Dust furniture prior to applying finishing material (c) Rationale for preparing furniture for applied finishes: (i) To remove marks made by tools, such as scratches (ii) To remove nicks (iii) To create a surface that ensures adhesion of finishing materials (iv) ) To achieve uniformity when using different colored woods Question 3 This question was generated from sub-module C6.1 of Module C6 — Furniture construction — and submodule C2.4 of Module C2 — Hand tools and distribution. The question was attempted by approximately 70 percent of the candidates, of whom 40 percent provided satisfactory answers. The knowledge of the candidates and the application of the principles that will be applied to the manufacture of furniture, from the selection of the wood to the manufacture, were evaluated. More specifically, the question required candidates to select appropriate metal fasteners and adhesives for use in the construction of wood components. For Parts (a) and (b), candidates were given a scenario related to the construction of garden furniture (1 table and 4 chairs) for outdoor use.

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-7- Part (a) required candidates to indicate two suitable woods to use in the construction of the patio set. This part of the question also required them to provide a justification for each piece of wood selected to build the patio. Most of the candidates who attempted this question gave satisfactory answers. However, the justifications for some of the types of wood selected by the candidates were generally weak. Part (b) was divided into two parts: (i) and (ii). Part (b)(i) required candidates to name two suitable wood glues that can be used in the production of the patio set. Some candidates had difficulty selecting waterproof glues. The candidates' responses suggested that they did not take into consideration the furniture's exposure to the elements. Several candidates couldn't decipher between waterproof and non-waterproof adhesives. Candidates should be more familiar with the conditions that require the use of various types of glues. Part (b)(ii) required candidates to name two types of materials that can be used to produce screws for exterior use. This part of the question also required candidates to provide a justification for each item mentioned. This question was asked by 70 percent of the candidates who also provided satisfactory answers. The weaker candidates couldn't rationalize why these materials were suitable for outdoor furniture. Here we should take into account the properties of the materials that will be used as fixing elements for outdoor furniture. Part (c) was divided into three sections. This part of the question required candidates to produce graphic illustrations to show the application of selected fasteners to join wood components. This part of the question was difficult for most of the candidates. Part (c)(i) required candidates to use sketches to show four steps in driving a countersunk head screw into a lap joint created with hardwood. Most of the candidates had difficulty graphically illustrating the principles necessary to prepare the screw hole to accommodate the screw. For part (c)(ii) of the question, candidates were required to graphically illustrate how dovetail nailing is used to connect the top of a wooden box to the sides. Candidate responses to this part of the question were weak. Part (c)(iii) of the question required you to graphically illustrate how parallel nailing is used to secure a workbench to a frame. Approximately 50 percent of the candidates who attempted this part of the question responded satisfactorily. Given this apparent weakness, it is critical that students have adequate time to familiarize themselves with and apply various types of fasteners related to Module C2 of the syllabus. Content delivery must be designed to enable students to develop proficiency in the knowledge and application of essential skills for this level of learning. Expected solutions to this question include, but are not limited to, the following: (a) Two suitable woods for patio set: (i) purpleheart, cedar, mahogany, (ii) greenheart, treated pine, oak Reason for Selection Timbers are (i) weather resistant (ii) wear resistant (iii) insect resistant

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-8- (b) (i) Suitable glues: (i) Casein glue (ii) Formaldehyde (iii) Epoxy resin (iv) Melamine resin (v) Polyvinyl acetate (with waterproof additive) (b) (ii) Materials for screws exposed to the elements: (i) Brass (ii) Stainless steel (iii) Aluminum (iv) Copper Reasons for choosing material: (i) Brass is resistant to corrosion (ii) Stainless steel is strong and resistant to corrosion (iii) Aluminum is resistant to corrosion and resistant to erosion (iv) Copper is also resistant to corrosion and erosion (c) (i) Process for inserting a countersunk screw (ii) Nailing into dovetail (iii) Parallel nailing

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-9- Question 4 This question assessed candidates' knowledge of sub-module C6.2 — Hardware — of Module C6 of the syllabus. It tested the candidates' knowledge of various types of hinges and their applications. This question was only asked by 40 percent of the candidates. The question was divided into three sections: (a), (b) and (c). Part (a) required candidates to indicate the most appropriate use for the hardware, such as butt hinge, T-hinge, tailfin hinge, and tower bolt. Most of the candidates provided appropriate uses for butt and T-hinges, respectively. However, responses from some of the candidates regarding the use of the turret bolt were generally weak. Perhaps the biggest challenge for most of the candidates was establishing the specific use of the rear flap hinge. The weak responses to this part of the question underscore the need for candidates to gain more exposure to hardware both in theory and in practice. For Part (b), candidates were required to give two terms that are generally used to describe the cutting done in wood to accommodate the hinges. Several students who responded to this part of the question gave different terminology in response to this part of the question. Only 40 percent of the candidates who attempted this part of the question gave satisfactory answers. Weaker candidates may have had difficulty correctly interpreting this part of the question. Part (c) required candidates to describe five main steps that needed to be followed to correctly place a pair of butt hinges on a framed cabinet door. As many as 50 percent of the candidates who responded to this part of the question demonstrated that they were familiar with the process. Several students had difficulty answering this part of the question. Students must receive adequate instruction and shop practice in the principles and processes used to install various types of hardware to fully satisfy the requirements set forth in Module C6 of the syllabus. Content delivery must be designed to enable students to develop proficiency in the knowledge and application of essential skills for this level of learning. The answers expected from the candidates were: (a) Appropriate uses of hardware: (i) Butt Hinges: used on Panel and Flush doors to secure them to their frames without exposing the screws. (ii) T-Hinges – Mainly used for exterior doors such as barns, storage rooms, and gates. (iii) Rear hinge: they are usually fixed or used on the front of a desk and on the leaves of drop-down tables. (iv) Barrel Bolt – This device is used to hook one side of a pair of doors into position so that the other pair can be locked into place. (b) Terms used to describe the notch for seating a butt hinge: (i) recess (ii) gain (iii) recess (iv) accommodation

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- 10 - (c) Five steps must be followed to fit a pair of butt hinges on a framed cabinet door: (i) Position the hinges in line with the top and bottom tracks. (ii) Mark the hinge length on the edge of the hanger stud and on the front face of the channel. (iii) Measure the width of the hinge and half its thickness between these lines. This defines the length, width and depth of the desired recess/gain. (iv) Use a chisel and mallet to cut the gap/gain in both the stud and casing. (v) Place the hinges on the stud and secure with one screw each. (vi) Position and fasten the hinges to the face of the case with one screw each. (vii) Try on the fixture, make any necessary adjustments, and then fasten the remaining screws. Question 5 This question was developed with reference to the objectives and contents of sub-module C3.1 — The circular saw — of Module C3 — Machine operations. This question assessed the candidates' knowledge and skills regarding the safe operation of the circular saw. It was attempted by 90 percent of the candidates, of whom 60 percent provided satisfactory answers. This question was divided into two sections: (a) and (b). Part (a)(i) of the question required candidates to list five safety rules that must be observed before using the table saw, while part (a)(ii) focused on safety procedures that must be followed while using this machine. More than 60 percent of the candidates who answered these parts of the question were able to indicate the appropriate safety rules that must be followed before operating and during the use of the circular saw. However, the weaker candidates gave general safety rules instead of specific rules that must be adhered to while using the table saw. Candidates must be fully aware of the safety regulations governing the use of the table saw. Instructors should place more emphasis on explaining the versatility of the table saw and the correct procedures to follow to operate it safely. In addition, the instructional process should require frequent demonstration and regular supervised practice in the proper use of this and all other woodworking machines. Part (b) required candidates to explain five simple steps that must be followed to cut a piece of material to size using the circular saw. This part of the question was misinterpreted by a considerable number of candidates. This question specifically indicated that the material should be cut on the circular saw. The responses seemed to suggest that some candidates had difficulty understanding the question or were not familiar with the use of this saw. Several candidates were unable to distinguish between the compound miter saw (cut-off saw), radial arm saw, and circular saw, while others had difficulty distinguishing between the table saw and portable circular saw. Either way, candidates must acquire proficiency in the knowledge and application of woodworking machines, their operations, and the safety principles associated with their use. Using educational aids in the form of how-to videos of machine operations is an excellent teaching strategy for covering woodworking machines. These videos can also be used as supplementary material in cases where the wood shop is not well equipped with stationary tools. Expected answers to this question included, but were not limited to, the following: (a) (i) Before using the circular/table saw (i) Before using the circular saw, you should receive complete instructions on how to operate it. (ii) Verify that the machine is offline before performing configuration activities. (iii) Check that the saw blade is in good working order before using it. (iv) Ensure that the guard and fence are properly installed and securely fastened in place. (v) Ensure that required push sticks, push blocks and other safety devices are available for use.

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- 11 - (ii) While using the table saw (i) Never feed wood into the circular saw until the blade has reached full speed. (ii) Avoid running your hand across the blade during cutting activities. (iii) Never make adjustments to the saw while it is moving. (iv) Assume an appropriate posture when performing cutting operations. (v) Always use a push stick when cutting narrow pieces of board. (vi) Always use the miter gauge when performing crosscutting operations. (b) Five simple steps must be followed to cut a piece of material to size with the circular saw (i) Measure and mark the length of the material with a square. (ii) Place the miter gauge in the slot/groove of the table and set it to the correct angle. (iii) Adjust the height of the saw blade 1.5 to 3mm above the thickness of the material. (iv) Push the fence out of the way and place the material on the table holding it firmly against the miter gauge. (v) Hold the material firmly against the miter gauge and slide it onto the blade and align it to cut on the scrap side. (vi) Turn on the saw and slide the material towards the blade to make the cut. Question 6 This question assessed candidates' knowledge and application of sub-module C2.3 — Co-construction — of Module C2, Hand Tools and Layout. It was attempted by approximately 60 percent of the candidates, of whom 50 percent provided satisfactory answers. Part (a) required candidates to produce a neat sketch of the following wood joints: (i) tongue and groove (ii) miter (iii) end turn (iv) rebate (v) flange Of the number of candidates who attempted this part of question, 60 percent performed at a satisfactory level. However, most of these candidates were unable to produce suitable sketches to represent the given joints. In some cases, the graphic representations of the joints were partially made. As a result, some of the candidates were unable to achieve the maximum score. Time should be set aside during the teaching/learning process to allow students to become proficient in both identifying and graphically producing common types of wood joints. For Part (b), candidates were required to submit two applications for each of the unions listed in Part (a). The overall response to this part of the question was weak. Some candidates experienced difficulty fully expressing themselves when applying for joints. The knowledge and application of carpentry joints is essential in the design and manufacture of furniture for production. There must be full coverage of all the objectives and content of Module C2 of the syllabus. Classroom instruction must be designed to enable students to become proficient in the knowledge and use of woodworking joints commonly used for manufacturing purposes. This will allow students to develop proficiency in the knowledge and application of essential skills for this level of learning.

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- 12 - Typical examples of joints required in response to the question were: (a) (i) Tongue and groove joint (ii) Miter joint (iii) End lap joint (iv) Rabbet joint (v) Angle joint flange (b) Any two of the following joint applications were appropriate: Tongue and groove joint (i) Table top (ii) Floor boards (iii) Doors Miter joint (i) Picture frames (ii) Skirting ( iii) Corner of boxes

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- 13 - End Lap Joint (i) Corner Joint (ii) For lightweight frame construction Rabbet Joint (i) Used to provide gaps in door jambs to accommodate doors (ii) Used in door jambs box corners (iii) Allows double doors to close flush (iv) Used in floorboards for flaring purposes (v) Joining drawer sides to drawer face/face flange joint (i) Used for corners (ii) Applicable for frames (iii) As a frame: where the table leg meets a rail away from the end of Section C Candidates were required to answer a question from this section of the document. Question 7 This question assessed candidates' knowledge and application of Module C6, Furniture construction, with a specific focus on sub-module C6.4, Home furnishings. This question was asked by approximately 30 percent of the candidates, of which 40 percent provided satisfactory answers. This question was divided into four parts: (a), (b), (c) and (d). Part (a) asked candidates to name three advantages of using plywood/reinforced wood over solid wood. Part (b) required candidates to produce a sketch showing a three-ply wood with emphasis on the grain direction of each veneer. For part (c), candidates were asked to state two reasons why edge/edge treatment should be used when plywood edges are exposed. Part (d) required the production of sketches to illustrate the appropriate edge treatments for given situations. Part (d) had two subsections. In Part (d)(i), candidates were asked to use sketches to show two methods required to apply a trim to a flush door, while Part (d)(ii) required them to show two methods to use to treat the edges of a door. countertop or table. Most of the candidates did not attempt this question. Manufactured boards are used in the manufacture of furniture and other components by major manufacturers and various joinery shops. Candidates must be adequately exposed to the use of this material and the care they must take when using it. Therefore, more attention should be paid to full coverage of the objectives and contents of Module C3 of the syllabus. Content delivery must be designed to enable students to develop proficiency in the knowledge and application of essential skills for this level of learning. The expected answers to this question were: (a) Three advantages of using manufactured boards over wood (i) The built material is much stronger than the solid material. (ii) The accumulated material is much wider than the solid material. (iii) There is little or no shrinkage problem in the accumulated material. (iv) The accumulated material is resistant to splitting.

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- 14 - Justification of the advantages (i) The change of direction of the grain of each veneer/layer contributes to the additional resistance. (ii) Due to construction techniques, when gluing multiple pieces together, the materials can be made wider or thicker. (iii) Veneers or layers are placed at right angles and glued together, this technique eliminates movement and shrinkage. (v) Gluing layers together at right angles makes it impossible to spit out. (b) Diagram of 3 plywood showing veneer directions (c) Either of the two arguments below were appropriate (i) Edge treatment such as lapping hides unattractive and porous grain. (ii) Protects the edges of the plywood against peeling. (iii) Enhances the beauty of corners. (iv) Used to provide strength to plywood edges. (d) (i) Hollow core flush door edges (ii) Counter edge or table corner protector Flat semicircular strip Question 8 This question was based on the objectives of sub-module C6.3 — Basic Cabinet Manufacturing — of Module C6, Construction of Furniture. It was divided into three parts: (a), (b) and (c). Part (a) had two subsections, while part (c) had three subsections. Of the number of candidates who responded to this question, approximately 60 percent of them gave satisfactory answers, while 40 percent gave weak answers. For Part (a)(i), candidates were required to explain the difference between frame construction and shell construction, while Part (a)(ii) required them to use suitable sketches to show each construction approach. For Part (a)(i), the responses of candidates who had some level of exposure to furniture construction were satisfactory. The weaker candidates found it difficult to explain the difference between the two construction approaches. Only 50 percent of the candidates produced satisfactory answers to part (a) (ii) of the question.

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- 15 - In Part (b), candidates were given an example of home furnishings and asked to list four other types. In general, this part of the question was well done. As expected, the candidates were quite familiar with various types of home furnishings. For Part (c)(i), candidates were presented with an elevation of a wardrobe. They were asked to indicate suitable joints to be used at the points labeled A and B on the given drawing. The responses of the students to this part of the question were satisfactory. Part (c)(ii) required candidates to name two suitable materials to build the wardrobe. This part of the question was generally well done by the candidates. Part (c) (iii) asked students to indicate two suitable types of doors that could be used to enclose the wardrobe. This part of the question was answered by 70 percent of the candidates, of which 65 percent provided satisfactory answers. Expected responses to this question included, but were not limited to: (a) (i) Frame construction (panel assembled frame) (i) Frame has four hardwood/plywood faced corner joints to form a face to the flush (ii) Inside edges can be tapered to form a frame (iii) Plowed grooves are used to allow solid wood panels to fit into the frame to form panel doors. base and a back cover. (ii) The top is sometimes bolted to the top rails. (iii) Lodged joints may be used if shelves are required. (ii) Sketch showing framed construction (panel assembled to a frame) Sketch showing shell construction (box construction)

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- 16 - (b) The four types of home furniture included, but were not limited to: (i) Chest of drawers (ii) Chest of drawers (ii) Dining set (chairs, table) (iii) Coffee table (iv) Bookcase (v) Entertainment center (c) (i) Suitable joints for A and B: A - Lap joint, butt joint B - Butt joint, dowel joint, dovetail joint, pocket joint (ii) Two materials for building the wardrobe including but not limited to: (i) plywood (ii) medium density fiberboard (iii) wood (iv) other materials such as metal and plastic. (iii) Two types of doors to enclose the wardrobe clothing compartment including but not limited to: (i) Folding door (louvered type, paneled type) (ii) Pocket door (iii) Sliding door Question 9 This question candidates required for demonstrate your knowledge of Module C4 - Upholstery - with main focus on sub-module C4.1, Tools and materials. It was attempted by 65 percent of the candidates, 50 percent of whom gave satisfactory answers. This question consisted of three parts: (a), (b) and (c). It tested candidates' knowledge and application skills of upholstery materials, tools, and manufacturing processes. Candidates were given a pictorial drawing of an upholstered stool with sections removed to reveal the upholstery materials used in its construction. Selected members of the stool upholstery section were labeled A – E. Part (a) required candidates to name the members labeled A – E on the drawing. For Part (b), candidates were asked to list the names of five tools that are commonly used for upholstery. In general, this part of the question was well done. In Part (c), candidates were asked to briefly explain five processes to be followed to apply the final covering material labeled B on the given drawing of the upholstered stool. The responses of 50 percent of the candidates who attempted this part of the question were satisfactory. Weaker candidates had difficulty articulating the procedures required to apply cover material and, in some cases, confused the processes. Teachers should organize field trips to upholstery shops and factories to help students flesh out the theory and shop practice covered during classroom instruction. Teachers are referred to the objectives and contents of Module C4 of the syllabus.

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- 17 - Expected responses to this question were: (a) Labeled member names (A) Loop button (B) Fabric cover (C) Foam: plastic or latex (D) Trim, edging (E) Burlap ( b) Five types of upholstery tools (i) Belt tensioner (ii) Ripping chisel (iii) Pins and tacks (iv) Electric foam cutter (v) Upholsterer's hammer (vi) Staple gun (vii) Sewing machine (viii) Cushion stuffing machine (ix) ) Hot melt adhesives (x) Spring end forming tool (xi) Hot ring and hog ring pliers (xii) Needle (regulator) (xiii) Scissors (xiv) Shears (c) Five of the following processes can be followed to apply cover material: (i) List each piece of fabric needed. Record the width and length of each piece of fabric and the number of pieces of that size. (ii) Assign a name to each piece of cloth so that it is clearly identified. (iii) Measure each piece of fabric in the order they appear on your list. This will help avoid losing a piece. (iv) Using a tape measure, add an additional four inches for the pieces to pull around a frame and tack on. Allow 2 inches for the parts that will be tightened with a cloth stretcher. Allow ½ inch for each joint required or for basting to a wood frame. (v) Pull the material firmly onto the surface to be covered. (vi) Measure the width first. The pattern on the fabric should run across the width. (vii) Put the measurements of each part on paper. (This forms a pattern for each part.) (viii) Cut these patterns to size keeping in mind those that need margin. (ix) Pin the patterns on the cloth. (Be sure to note the direction the design will run on the fabric. Position the patterns so the design runs in the desired direction. The nap of the fabric should be up.) Paper 03: School-Based Assessment (SBA) Rationale The Building Technology: Woods Option component of the SBA measured practical skills that were not tested on the multiple-choice and free-response tests (Paper 01 and Paper 01). 02). The assignments established for the SBA were intended to deepen students' knowledge and help them achieve proficiency in skills required in the construction/carpentry industry and that are within the competence of high school candidates.

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- 18 - By focusing on both process and product, the SBA component was designed to allow students to demonstrate improvement in their skills over a period of time and to involve their teachers in the process. Requirements Each candidate was required to complete one practical and one written assignment, during terms four and five of the two-year course (terms one and two of the exam year). The practical work is worth 90 points and the written work 30 points. Practical Assignment For the practical assignment, students were asked to build a project designed to use the skills and knowledge covered in the syllabus. Students were given the option to choose a project from a list of three provided by CXC to meet the pre-set requirements. All project dimensions are given in millimeters (mm) unless otherwise noted. The project was not to exceed the dimensions of 700mm long x 400mm wide x 400mm deep. Omitted dimensions were left to the discretion of the students. Each student is expected to (i) provide a planning sheet for the project which should include the following: a) drawings and/or sketches b) procedural steps c) a list of materials d) a list of tools and equipment to be will use (ii) build a project The details of the project had to be approved by the teacher before it started. Written task The written task took the form of a report of around 1000 to 1200 words based on the Common Module: Career Opportunities. Students were required to write on the topic set by CXC for each exam. The theme was based on the following module themes: (i) Job search (ii) Career choice (iii) Industrial visits (iv) Engineer or inventor profile Students were assessed on the accuracy of information, clarity of the presentation, the use of technical language and knowledge of career opportunities in the construction technology industry, as described in the common module of the unit. RECOMMENDATIONS TO TEACHERS The general recommendations to teachers from previous years are repeated here for those who are new and for those who may not have seen them before. However, all teachers are encouraged to pay attention to the suggestions that follow in an effort to improve overall student performance on the exam. 1. Students should be encouraged to read test questions carefully and follow directions precisely, as valuable time may be wasted producing work that will not produce additional grades.

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- 19 - 2. Students should be encouraged to take both aspects of the SBA (the written assignment and the practical project) very seriously, as the SBA accounts for a large portion of the overall scores on the Information Technology exam. construction. For more information on the importance of this aspect of the exam, see pages 8 and 9 of the Industrial Technology Syllabus Amendment found at the end of the May/June 2002 Industrial Technology Syllabuses. 3 Opportunities should be provided for students to produce more detailed sectional sketches that will help improve their knowledge and understanding of the vertical and horizontal sections of furniture components. 4. Construction details and processes require serious attention. In this regard, it is suggested that teaching materials (models, videos and graphics) be used in labs/workshops where appropriate to represent different approaches related to specific syllabus modules that have complex processes. 5. Whenever possible, field trips to furniture manufacturing plants and factories, which produce furniture materials, should be arranged to implement the processes taught during classroom instruction. 6. Students should be constantly reminded that all sketches must be labeled where points are awarded for labeling. 7. Particular attention should be paid to Question 1 on Paper 02. This question is worth 40 marks and typically requires students to produce a series of detailed sketches. Students who do not have sketching skills will likely find this question very challenging. Therefore, teachers are encouraged to provide students with opportunities/activities to help them develop their drawing skills. Note: Always remind students that only Question 1 should be done on the drawing paper provided for the test. All other questions must be asked in the answer booklet. 8. Since drawing to scale is no longer required, students should keep in mind that well-proportioned sketches must be produced. Also, students need to acquire a good knowledge of furniture manufacturing processes to perform well on the question. 9. When sections of the syllabus prove to be beyond the teacher's delivery capabilities, it is suggested that you seek help from subject matter experts. Note: This is especially important when the section contains hands-on practical work that may not be applicable in the workshop.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES FOR THE CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2013 CONSTRUCTION TECHNOLOGY TECHNICAL COMPETENCY OPTION I – WOODS Copyright © 2013 Caribbean Examinations Council St Michael, Barbados All rights reserved.

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-2- GENERAL COMMENTS The number of candidates who wrote the examination was 2,311, approximately 81 percent of whom obtained Grades I–III. Candidates did fairly well on the School Based Assessment (SBA) practical project, but some fell short on the written project. The competencies that require focused attention are Knowledge and Application, which are assessed in Paper 01 (Multiple Choice) and Paper 02 (Essay/Structured Response/Problem Solving). DETAILED COMMENTS Test 01 — Multiple Choice This test consisted of 60 multiple choice items. Candidate performance on this document improved marginally over 2012. The median score was 33.7 compared to 29.0 for 2012. The highest score achieved by any candidate was 56 compared to 50 in 2012. The lowest score obtained was four. Paper 02 — Structured Response Essay Questions This is a structured response paper with three sections: A, B and C. Section A This section has one required question based on Module C, Drawing and Design: Introduction to Drawing. This question is worth 40 points. Section B This section consists of five questions based on Modules C2, C3, C5, C6.1 - Materials and C2 - Hardware. Candidates had to attempt three questions from this section. Section C This section had three questions based on Modules C4: Upholstery, Modules 6.3: Basic Cabinetry and C6.4: Home Furnishings. Candidates had to answer only one question from this section. The average score on this paper was 46.6 compared to 35.6 in 2012. The highest score obtained on this paper was 111 compared to 99 in 2012, while the lowest score obtained was zero.

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-3- Section A Question 1 This was a compulsory question based on Module C7 - Drawing and Design. It was designed to test candidates' knowledge and application of drawing and design skills for the production of pictorial and orthographic view sketches, either freehand or with the aid of a ruler. It also required the analysis, design and/or selection of materials and suitable joints for furniture for domestic use. Candidates were presented with an incomplete elevation of a storage cabinet. The length of the support was 2000 mm, width 550 mm, and height 850 mm, as shown in Figure 1. This question was worth 40 points. BB AA Figure 1. Elevation of an incomplete storage cabinet Part (a) required candidates to use a suitable labeled, freehand, or rule-assisted sketch to produce a Part (a) of the question required candidates to use a appropriate labeled pictorial view (either oblique, isometric, or perspective) of the completed cabinet. Specific requirements for the production of this freehand or ruler-assisted drawing sketch required candidates to include a view of three drawers with (either handles and beveled edges, a fixed-glazed cabinet door, handles appropriately positioned on the door obliquely, isometrically or in perspective) of the finished cabinet. and drawers, and the specific requirements for this drawing required candidates to have four main dimensions. include three drawers with handles and beveled edges, a cabinet A total of 91 percent with fixed glass, handles from candidates who tried to fit properly on the door. The performance of the candidates in this part of the question of drawers and drawers was and improved a lot4 in its dimensions. compared to previous years. Those who were well prepared demonstrated good drawing and acting skills. However, candidates who were not fully exposed to design and drawing techniques encountered some level of difficulty in correctly producing the required pictorial view. Although candidates were required to use freehand or ruler-assisted sketches to produce the required pictorial view, some of them strayed by using computer-aided drafting software to do so. This was an anomaly in normal practice. Also, some of the candidates could not show the glazing symbol in their drawing solutions. Most of the candidates were able to show two or more dimensions in their drawings. Although there are notable improvements in drawing skills, some students are still not adequately exposed to all aspects of drawing and design principles, and especially the fundamentals of lines, dimensioning, drawing techniques, symbol types materials and pictorial drawing. Students must be adequately exposed to good comprehension and interpretation skills if they are to do well on the prepared questions in the Drawing and Design module of the syllabus. For Parts (b) (i) and (ii) of the question, candidates were required to make clear illustrative sketches of the joints to be used for points A and B as indicated in Figure 1, as well as name each. from them. This question was designed to test candidates' knowledge of boards used for cabinet work. Students provided satisfactory responses to these parts of the question.

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-4- Part (b)(iii) required candidates to name two types of joints that could be used to obtain cabinet width. The responses provided by most of the candidates were generally unsatisfactory. The selection of suitable types of expansion joints presented challenges for the candidates. The need for candidates to receive close training in the knowledge and understanding of the subject content is essential for them to become competent. Furthermore, the need to spend quality time honing your drawing skills in order to produce proper sketches of various woodworking components in both pictorial and spelling forms cannot be overstated. In Part (c) students were asked to name two types of manufactured boards. In general, this part of the question was well done. Only a small number of candidates could not distinguish between solid wood and manufactured boards. Part (d) had two subsections (d) (i) and (ii). Part (d)(i) asked candidates to indicate two materials that could be used to cover the back of the cabinet. Most of the candidates were able to provide at least one suitable material for the cover, while others provided materials that did not conform to common practice in the field. For Part (d)(ii), most applicants provided appropriate bras. However, there were cases where candidates provided unrelated sketches to aid their responses. Therefore, they could not get full marks. Parts (e) (i) to (iii) required candidates to name two suitable portable power tools, two hand tools, and two types of finishes, respectively. This part of the question was popular. For parts (i) and (ii), candidates were able to provide answers suitable for power tools and hand tools, respectively. However, for Part (e)(iii), some candidates had difficulty providing suitable finishing materials for the cabinet top to achieve beautification and sanitation. Therefore, instructors are encouraged to continue to improve the process of preparing projects that will encourage students to plan, organize, and apply design and interpretation skills to enhance their practical ability and proficiency in furniture and all related fabrication. The average score on this question was 21.3, with one candidate earning the highest score. Seventy-six percent of the candidates scored between 16 and 40 on the question. Five candidates scored zero. The expected answers to Question 1 (a) to (e) are as follows. Candidates had the option of using oblique, isometric, or other suitable painting methods to produce a suitable sketch of the complete storage cabinet. A typical example is shown below. (a) (i–vi) Isometric view Oblique view Figure 2. Pictorial drawing of complete storage cabinet

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-5- (a) (vii) Dimensions must include four of the following: Length — 2000 mm Overall height — 850 mm Width = 550 mm Top thickness = 20–25 mm Cabinet width 400–500 mm  Height cabinet height = 620–700 mm  Shelf width = 700–1000 mm  Shelves height = 300–350 mm  Drawer width = 450–550 mm  Drawer height = 200–250 mm  Plinth = 75 –100 mm (b) (i–ii) Sketches and joint names suitable for 'A' and 'B' respectively. Part A Butt Pocket Joint Through Pocket Joint Part B Long and Short Shoulder Tenon and Mortise Joint Hazel Tenon and Mortise Joint Figure 3. Suitable Joints for Parts A and B

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-6- (b) (iii) Two suitable expansion joints.  Loose Tongue and Groove  Pin  Rebate  Spline  Tongue and Groove  Groove and Screw  Feather Plow (c) Two types of suitable fabricated boards.  Plywood  Medium-density fiberboard  Blockboard  Laminate board  Particleboard  Fiberboard  Other suitable manufactured boards (d) (i) Two materials to cover the back of the cabinet:  Plywood of 3mm  Hardboard  Other suitable types accepted (ii) Two ways/means to secure the cover:  Nails  Screws  Staples  Glue (e) (i) Two portable power tools:  Router  Belt sander  Drill Electric Planer Staple Gun Nail Gun Jig Saw Circular Saw (ii) Two Hand Tools: Try Square Mallet Hand Plane Mortise Chisel Screwdriver

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-7- (iii) Type of finishes:  Varnish/Polyurethane  Plastic laminate (Formica)  Oil-based paint Section B Candidates had to answer three questions from this section of the document. Each question was worth 20 points. Question 2 This question assessed candidates' knowledge and application of skills related to Modules C2 and C5, Fasteners and Finishing, of the syllabus. This was the most popular of the optional questions in this section and was answered by 72 percent of the candidates. Student responses to this question were generally satisfactory. In Part (a), candidates had to list four different types of fasteners used in furniture manufacturing. Most of the candidates who responded to this part of the question provided adequate answers. For (b), candidates were asked to describe, in sequence, five surface preparation processes for wood furniture receiving a clear coat finish, while (c) was asked to indicate four reasons why these processes they were important. In general, the responses to this part of the question were satisfactory. In Part (d) students were asked to list two ingredients that are used in making paint. This part of the question was not answered satisfactorily by the candidates. A solid knowledge and understanding of the ingredients used in the manufacture of various types of finishes and their characteristics are critical to their use in furniture application. The average score for this question was 8.3 and no candidate received the highest score. Fifty-nine percent of the candidates who responded to this question scored between 8 and 19. The expected responses to Question 2(a) are given below. (a) The four types of fasteners must include:  Screws  Nails/tacks  Bolts  Glue  Staples  Corrugated fasteners  Dowels (b) Five sequential processes for surface preparation:  Remove loose knots and plug holes with pellets  Drill nails under the surface of furniture Use wood filler to cover all crevices and imperfections Sand properly using appropriate grade abrasive paper to produce a smooth finish Treat all knots with a coat of knotting compound (Shellac ) to prevent resin from spilling

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-8- (c) Four reasons for surface preparation:  To remove tool marks  To remove all scratches  To remove gouges  To create a surface that will ensure adhesion of finishing materials  To achieve uniformity when using different colored woods. (d) Ingredients used in the manufacture of paint include, but are not limited to:  Pigment  Dryer  Solvent  Vehicle Question 3 This question was designed to test candidates' knowledge of materials suitable for furniture construction. It also sought to test your understanding of the proper materials to make fasteners and the application of fasteners to join two pieces of materials. This question was asked by 60 percent of the candidates, of which 30 percent provided satisfactory answers. The average score on this question was 6.6, with three candidates obtaining the highest score. Thirty-eight percent of the candidates who answered this question scored between 8 and 20 points. The performance of the candidates in Part (a) (i) was generally good. However, for Part (a)(ii), they experienced difficulties trying to justify their choice of materials. Weak responses suggested that the candidates were not familiar with the factors used to choose the appropriate materials for furniture construction. Part (b) was divided into two parts. Part (b)(i) required candidates to name a suitable type of wood glue for use on outdoor furniture and give a reason for their choice. Several candidates had trouble providing a specific type of glue to withstand the elements and were therefore unable to provide a reason for their selection. Instead of identifying specific types of glue for the given situation, many students provided generic names such as "ponal" and "gorilla" as types of glue. Queues must be identified by their properties and characteristics. Part (b)(ii) required applicants to list two types of materials used to make outdoor furniture screws and to provide a reason for selecting each material. While they were able to provide types of materials that could be considered for making the screws, they were unable to give pragmatic reasons for their choice. Part (c) required candidates to use illustrative sketches to show the correct method for applying: (i) a countersunk head screw to secure a table top to a rail, (ii) dovetail nailing instead of screws, and (iii) a suitable screw joint to connect the legs of the stool and the rails. Candidates encountered some difficulty in distinguishing between a dovetail joint and a dovetail nailing. Teachers are encouraged to not only teach the theoretical aspect of the topics, but also the associated practical activities.

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-9- The expected answers to this question are given below. (a) (i) Two suitable wood materials include, but are not limited to: Purpleheart Cedar Greenheart Treated Pine (WPP) Mahoe (a) (ii) Reasons for selecting wood for exterior use include but not not limited to:  Weather resistance  Insect resistance  Density of the material (hardwood)  Durability of the material (b) (i) A suitable glue for outdoor furniture:  Polyvinylacetate (PVA)  Epoxy resin (b) ( ii) Two suitable materials for screws include, but are not limited to:  Brass  Stainless steel  Copper, lead, etc. (b) (ii) Reasons for selecting material for each screw:  Brass is resistant to corrosion  Stainless steel is strong and resistant to corrosion

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- 10 - 3 (c) (i–iii) Illustrative Sketches: (i) Countersunk Screw Application (ii) Dovetail Nailing Countersunk Hole Table Top Softwoods Table Top Rail Portion (iii ) Tenon and mortise joints Tenon and mortise joint Halted tenon and mortise joint Long and short shoulder tenon and mortise joint Hauled tenon and mortise joint Question 4 This question assesses candidates' knowledge of sub-module C6.2 , Hardware store. This question tested candidates' knowledge and application of hinges used in furniture manufacturing. A total of 36 percent of the candidates responded to this question. The mean score for this question was 8.0 and no candidate scored the full score. Fifty-nine percent of the candidates scored between 8 and 18. The question was divided into three parts. Part (a) was divided into four parts, (i–iv). This part of the question required candidates to indicate two uses for each of the four types of hinges, namely: (i) back flap, (ii) T, (iii) angled cabinet, and (iv) decorative hinge. The responses given by some of the candidates to Part (a) (i) were generally weak. This type of hardware seems to have been overlooked by some masters. For Part (a)(iii), the responses of the candidates indicated that they were very familiar with the uses of that type of hinge. In Part (b), candidates were asked to name two tools that could be used to cut the rebate in the frames to fit a pair of butt hinges. Candidates who responded to this part of the question gave satisfactory answers. The final part of this question, Part (c), required candidates to explain the processes involved in installing a pair of butt hinges on a cabinet door. Several students had difficulty explaining the processes sequentially. In general, the responses seemed to indicate that more emphasis should be placed on the application of various types of hardware through classroom instruction and laboratory practice.

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- 11 - The answers expected from the candidates are the following: (a) Two uses of each type of hinge: i. Rear hinge: used on the front of a desk, used on table leaves with auxiliary leaves. ii. T Hinge - Used on exterior buildings with garage doors and shed doors - Used on light doors iii. Toggle Cabinet Hinge – Used to allow the door to be opened without the cabinet shell, to allow for easy removal or repair of the door iv. Decorative Hinge – used where high quality decoration is required – used on trinket boxes, chests, jewelery boxes (b) Either of two types of hand cutting tools:  Tenon Saw  Bevel Edge Chisel  Portable Router  Hammer (c) Any five of The following sequential steps are accepted to install a pair of built-in hinges on a framed cabinet door:  Position the hinges in line with the top and bottom tracks.  Mark the hinge length on the edge of the hanger stud and on the front face of the frame.  Measure the width of the hinge and half its thickness between these lines. This defines the length, width, and depth of the desired gain.  Use a chisel and mallet to cut the hole in both the stud and casing.  Mount the hinges on the upright and fix them with one screw each.  Position and fasten the hinges to the front of the case with one screw each.  Test the fixture, make any necessary adjustments, and then fasten the remaining screws. Question 5 This question assessed candidates' knowledge and ability to apply skills related to the use of stationary woodworking equipment as described in Module C3: Machine Operation. This question was asked by 64 percent of the candidates, 39 percent of whom provided satisfactory answers. The average score was 6.7 and one candidate got the highest score. The question was divided into two parts, (a) and (b). Part (a) focused on safety principles related to the jointer and was divided into two subparts (a) (i) and (a) (ii). For Part (a)(i), candidates were asked to list five safety rules that must be observed before using the edger, while Part (a)(ii) requested a list of safety practices that should be followed. must follow when using the edger. These parts of the question were well known to the candidates. However, the responses provided by some candidates indicated a lack of full understanding of the safety rules governing the operation of the jointer. For Part (b), candidates were asked to explain, sequentially, five steps in cutting a piece of material to size using a stationary table/circular saw. The poor answers given by most of the candidates for this part of the question clearly indicate that they may not have been adequately exposed to the operation of this machine. The table saw is used to perform longitudinal and cross cutting operations and is a stationary machine that is widely used in a woodworking shop.

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- 12 - Students must be adequately exposed to the theory and practice related to all stationary machines. Greater concentration in the planning and implementation of small and large scale projects, which require the use of the table saw and other machines, is needed to ensure that students get full coverage of the required application. Expected answers to this question include, but are not limited to, the following (a) (i) Five of the following safety rules are accepted:  Make sure personal protective equipment is available.  Make sure push sticks and push blocks are available for use.  Make sure that the machine is free of any clutter that could prevent its operation.  Make sure the machine is turned off at the electrical outlet before performing setup activities.  Check that cutters are in good working order before using them.  Make sure the blade, guard, and fence are positioned correctly. 5 (a) (ii) Five of the following safety rules are accepted:  Wear appropriate personal protective equipment.  Adopt an appropriate posture.  Use blocks/push sticks as needed.  Wait until the blade reaches full speed before planing/joining.  Feed material slowly into the blade.  Avoid running your hands over the cutters during joining activities.  Never leave the edger until the blade (cutters) come to a complete stop. 5 (b) Five of the following sequential steps are accepted:  Measure and mark the length of the material with a square.  Place the miter gauge in the slot/groove of the table and set it to the correct angle.  Adjust the height of the saw blade 1.5 to 3 mm above the thickness of the material.  Push the fence out of the way and place the material on the table holding it firmly against the miter gauge.  Turn on the saw and allow it to reach full speed.  Hold the material firmly against the face of the miter gauge and slide it toward the blade to make the cut. This cut must be made on the waste side.  Turn off the machine once the cut is complete and remove the material only after the blade comes to a complete stop. Question 6 This question was generated from sub-module C2.3:1, Joint construction. The knowledge and application of the principles that will be applied to the selection and joint construction of the candidates was evaluated. Approximately 25% of the candidates attempted to answer the question, of which 60% provided satisfactory answers. The average score for this question was 9.41 and six candidates obtained the maximum score. In Part (a) (i–iv), candidates were presented with the names of four types of joints and asked to sketch each type. For Part (b), they were asked to indicate the most appropriate use for each type. Most of the candidates attempted these parts of the question, and all provided satisfactory answers.

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- 13 - Part (c) required candidates to illustrate the grain structure of wood converted using the full saw method. This part of the question was not well asked. It appears that the candidates were exposed to the type of grain structure created by different conversion methods. Also, diagrams showing conversion are usually illustrated to show the full cross section of the log being cut. Candidates should become familiar with the final grain types produced by each conversion method. For Part (d), candidates were asked to indicate two methods that are used to secure a tenon and mortise joint. This part of the question was answered satisfactorily by the students who tried it. Teachers should involve students in producing sketches of various woodworking related techniques and components. The use of varied, but interesting techniques should be integrated during classroom instruction to develop further interest in the subject. Section C Candidates had to answer a question from this section of the document. Each question was worth 20 points. Question 7 This question assessed the knowledge and application skills of the candidates related to Module C6: Furniture construction. The question was divided into three parts. Only 24 percent of the candidates responded to this optional question. The average score for this question was 7.4 and five candidates obtained the highest score. Forty-seven percent of the candidates who attempted this question gave satisfactory answers. In general, the question focused on the properties, production and application of the manufactured boards. In Part (a), students were asked to name five advantages of using plywood over solid wood. Candidates who attempted this part of the question gave satisfactory answers. Part (b) required candidates to use a suitable sketch to show how the three-ply plywood veneers are arranged during fabrication. Most of the students were able to provide an adequate sketch in response to this part of the question. For Part (c), candidates were asked to use sketches to show how the edge of plywood can be protected from peeling when used in the manufacture of doors and tables. Responses to this part of the question were mixed in that some of the candidates were able to show a level of understanding of how to treat furniture edges, while others had difficulty correctly illustrating how this could be done to prevent coating peels off. . Therefore, teachers should explore a variety of applicable techniques for treating the edges of fabricated boards when used in furniture manufacturing. Students should also be regularly assessed to determine their strengths and weaknesses with respect to the content of the curriculum and, where necessary, remedial learning should be integrated. They must also be exposed to technical jargon so that when tested, they can provide the required answers. Question 8 This question was based on the objectives provided in sub-module C6.3 — Basic Joinery. This question was answered by 24 percent of the candidates. The mean score for this question was 7.0 and no candidate scored the full score. Forty-two percent of the candidates who attempted this question gave satisfactory answers. The question was divided into three parts. Part (c) contained two subparts.

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- 14 - Part (a) asked candidates to use notes and sketches to differentiate between channel and cabinet construction. Students did not attempt this part of the question. Those who did were able to use sketches to differentiate between each type, but experienced some level of difficulty giving the description in note form. Consequently, there were deficiencies in the written responses provided by the students to this part of the question. Students must be taught how to unscramble the questions correctly. For example, a question that uses a phrase like "explain with the help of sketches" clearly requires notes and sketches to be used when giving an answer. For Part (b), candidates were asked to name the parts labeled A, B, C, and D in a given elevation showing a solid raised-panel closet door. The responses of the candidates who attempted this question were generally satisfactory. Candidates who were exposed to cabinet building named the parts appropriately, while those who did not have this exposure provided names that were ambiguous. In Part (c)(i), students were asked to list three types of hardware that would be used on the door. For Part (c)(ii), candidates were asked to list three tools that could be used to install the hardware they identified as suitable. These parts of the question were answered satisfactorily by most of the students. However, some candidates indicated fasteners such as screws and nails as types of hardware. It is imperative that students be instructed to distinguish between hardware and fasteners used in furniture construction. Question 9 This question assessed the candidates' knowledge of upholstery materials, tools, and manufacturing processes. It required candidates to demonstrate their knowledge of Module C4, Upholstery, with a primary focus on sub-modules C4.1 — Tools and Materials, and C4.4 — Padding and Coverings. This question was answered by 26 percent of the candidates. The average score for this question was 6.9 and no candidate scored full. Forty-three percent of the candidates who attempted this question gave satisfactory answers. The question was divided into three parts. Part (a) required candidates to name five of the labeled parts of a given pictorial drawing of an upholstered stool. Student responses to this part of the question were generally satisfactory. For Part (b), candidates were required to briefly explain five processes to follow in applying the covering material to the given stool. Candidates who were exposed to upholstery were able to respond satisfactorily to this part of the question. Others found it difficult to answer this part of the question due to lack of exposure to upholstery manufacturing processes. Part (c) focused on assessing the candidates' knowledge of the types of upholstery tools. In general, this part of the question was well done. The responses indicated that the candidates were exposed to the types of tools necessary for upholstery work. Teachers should prepare projects that allow students to get hands-on practice of upholstery principles and techniques. In addition, field trips to upholstery furniture factories and workshops should be arranged. This approach will help students better appreciate the theory covered during classroom instruction. In general, teachers should use all possible learning opportunities that will enhance the learning abilities of their students.

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- 15 - Paper 03: School-Based Assessment (SBA) Rationale The SBA component of the construction technology option (woods) measured practical skills that were not assessed on the multiple-choice and free-response tests (tests 01 and 02). The assignments established for the SBA were intended to deepen students' knowledge and help them achieve proficiency in skills required in the construction/carpentry industry that are within the purview of high school students. By focusing on both process and product, the SBA component was designed to allow students to demonstrate improvement in their skills over a period of time and to involve their teachers in the process. Requirements Each student was required to complete one practical and one written assignment during terms four and five of the two-year course (terms one and two of the exam year). The practical work is worth 90 points and the written work 30 points. Practical Assignment For the practical assignment, students were asked to build a project designed to use the skills and knowledge covered in the syllabus. Students were given the option to choose a project from a list of three provided by CXC to meet the pre-set requirements. All project dimensions are given in millimeters (mm) unless otherwise noted. The project was not to exceed the dimensions of 700mm long x 400mm wide x 400mm deep. Omitted dimensions were left to the discretion of the students. Each student is expected to:  Provide a planning sheet for the project that MUST include the following:  drawings and/or sketches  procedural steps  a list of materials  a list of tools and equipment to be used  Build a project The details of the project had to be approved by the teacher before beginning. Written task The written task took the form of a report of around 1000 to 1200 words based on the Common Module: Career Opportunities. Students were required to write on the topic set by CXC for each exam. The theme was based on the following module themes:  Job search  Career choice  Industrial visits  Profile of the engineer or inventor

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- 16 - Students were tested on accuracy of information, clarity of presentation, use of technical language, and knowledge of career opportunities in the building technology industry, as described in the unit common module. GENERAL RECOMMENDATIONS FOR TEACHERS The general recommendations for teachers from previous years are repeated here for those teaching the syllabus for the first time and for those who may not have seen it before. However, all teachers are encouraged to heed the suggestions that follow in an effort to improve overall student performance on the written test and the SBA.  Students should be encouraged to read test questions carefully and follow directions precisely, as valuable time can be wasted producing work that will not generate additional grades.  All modules of the Option I, Woods curriculum must be adequately covered during instruction. Teachers are cautioned not to prepare students using primarily past work. Exam questions are prepared to reflect the content of selected modules of the curriculum, while the remaining modules must be covered to enable students to fulfill their SBA project requirements. Therefore, the modules must be thoroughly taught to ensure that students are adequately prepared for their cognitive and achievement exams, as well as for lifelong learning.  Students should be encouraged to take both aspects of the SBA (written homework and practical projects) very seriously, as the SBA accounts for a large portion of the overall scores on the Construction Technology exam. For more information on the importance of this aspect of the exam, see pages 8 and 9 of the Industrial Technology Syllabus Amendments found at the end of the May/June 2002 Industrial Technology Syllabi. Students should have the opportunity to produce more detailed sectional sketches to help improve their knowledge and understanding of the vertical and horizontal sections of furniture components  Construction details and processes require serious attention. , it is suggested that teaching aids (models, videos and graphics) be used in labs/workshops where applicable to represent different approaches related to specific syllabus modules that have complex processes.  The use of instructional tools such as videos and other electronic media are excellent teaching aids that should be explored and used to supplement or complement the unavailability of resources in workshops. .  Whenever possible, teachers should organize field trips to furniture manufacturing plants, factories, well-equipped schools, and higher-level institutions to ensure that students are adequately exposed to all woodworking machines indicated in the curriculum. . In essence, this approach will help students concretize the processes taught on the topic during classroom instruction.  A good number of students are experiencing varying levels of difficulty in articulating their answers to questions presented on the test using standard English. Common weaknesses include penmanship, spelling, and language usage, among others. This issue needs to be more aggressively addressed by the school administration and all other stakeholders.  Students should be constantly reminded that all sketches must be labeled where points are awarded for labeling.

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- 17 -  Particular attention should be paid to question 1 of paper 02. This question is worth 40 marks and usually requires candidates to produce a series of detailed sketches. Candidates who do not have sketching skills are likely to find this question very challenging. Therefore, teachers are encouraged to provide students with appropriate opportunities/activities to help them develop their drawing skills. Since drawing to scale is no longer required, candidates should note that well-proportioned sketches must be produced. Also, candidates must acquire a good knowledge of furniture manufacturing processes in order to perform well on the question. NOTE: Always remind students that only Question 1 should be done on the drawing paper provided for the test. All other questions must be asked in the answer booklet.  When sections of the syllabus prove to be beyond the teacher's delivery capabilities, it is suggested that you seek help from subject matter experts. NOTE: This is especially important when the section contains practical hands-on work that may not be applicable in the shop.  The five steps of the design process are suggested for your consideration and application to help guide the teaching/learning experience for product development. This is a research and development driven technique and is widely used in most design and manufacturing industries globally. The five processes are organized in a systematic way to help students plan, organize, make, and evaluate products such as home furnishings and other items. This knowledge will provide students with a good understanding and appreciation of the main processes that manufactured items must undergo to achieve quality assurance.  Candidates must acquire proficiency in the knowledge and application of all woodworking machines, their operations, and the safety principles associated with their use.  Much emphasis should be placed on research work. Classroom instruction must be adapted to allow for more student-centered learning rather than the traditional teaching approach used by some instructors.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON CANDIDATES' WORK ON THE CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2013 TECHNICAL PROFICIENCY EXAMINATION IN CONSTRUCTION TECHNOLOGY Copyright© 2013 Caribbean Examinations Council St Michael, Barbados All all rights reserved.

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-2- GENERAL COMMENTS The number of candidates who took the examination was 1,883, of whom approximately 82% achieved Grades I–III compared to 71% in 2012. The improved overall performance in 2013 is reflected in higher performance improved or comparable in all profiles. In Profile 1, Knowledge, 69% of candidates achieved Grades I–III compared to 73% in 2012. For Profile 2, Application, 59% of candidates achieved Grades I–III compared to 50% in 2012. In Profile 3, Practical Skill, 97% of candidates achieved grades I to III compared to 95% in 2012. Candidates did fairly well on the Practical Project Based Assessment. in school (SBA), but some weaknesses were evident in the written component. DETAILED COMMENTS Test 01 — Multiple Choice This test consisted of a total of 60 multiple choice items based on all theoretical aspects of the syllabus. The candidates answered most of the questions reasonably well. However, there were cases where candidates' responses were inadequate, suggesting insufficient preparation for the exam. Overall, performance on this paper was lower than it was in 2012. The mean score was 31.3 compared to 34.3 for 2012. The maximum score in 2013 was 49, while the minimum score was 11 compared to the highest score of 57 and lowest score of zero in 2012. Teachers are reminded that the intent of the multiple-choice exam is to assess a broad spectrum of the curriculum and, as such, it is important that students be prepared with for the entire curriculum. Paper 02 — Restricted Response Essay Questions This is a free response test divided into three sections. Each question receives the same weighting for the Knowledge and Application profile dimensions. Section A A compulsory design question based on Modules D5 to D9 of the syllabus. The question is worth 40 points. Section B Five questions based on Modules D2 to D10 of the syllabus. Candidates must answer three questions. Each question is worth 20 points. Section C Three questions based on Modules D11 to D13 of the syllabus. Candidates must answer one question. Each question is worth 20 points.

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-3- Section A Question 1 Figure 1 This mandatory design question consisted of six parts and was designed to test candidates' knowledge and application of skills in best practices adopted in the construction industry when working on doors. and door frames, walls, floors, stairs, and ceilings. Candidates were presented with a floor plan for a two-story home; 6.7m long by 4.8m wide. The foundation walls were built with 200mm hollow concrete block and the outer walls were built with 150mm hollow concrete block walls. The floor, the partitions and the stairs were all made of wood. Part (a) was widely known as most of the candidates tried it and performed well on it. It tested the candidates' ability to apply their knowledge of roofing construction. This part of the question required candidates to produce a neat sketch of the roof plan in Figure 1, showing the correct arrangement of all roof members. Candidates were informed that only the outline of the external walls was required for that part of the question. Some candidates were unable to get the roof members in the correct places; they sketched out a valley-beam roof instead of the plain roof with a hip and gable. In addition, there was evidence to suggest that the candidates did not read the instructions carefully, because despite having notes placed at the end of the question, the candidates produced work that was not required by the question. Part (b) tested the candidates' knowledge of the structural elements of a roof. Candidates were asked to name five roof members they produced in Part (a). Some candidates were unable to name all five members of the roof. The crown beam was one of the members the candidates were not familiar with. Several candidates did not show the wall plate on the wall on the plan; however, they used dashed lines to show the outline of the wall.

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-4- Part (c) tested candidates' ability to apply their knowledge of the correct method of fastening joists to wall plates in a ceiling. They were asked to produce a neat, labeled sketch to show the studs properly attached to a wall plate. This is especially important for the correct distribution of the load and the fixation of the rafters when framing a ceiling. Local construction methods that do not use wall plates were produced. Teachers should encourage candidates to use best practices when answering the questions. Part (d) tested candidates' knowledge of roof covering types, they were asked to name four types of roof coverings. Most of the candidates successfully identified the roof coverings. Part (e) tested candidates' knowledge of floors and floor construction and asked them to produce a sectional sketch labeled B-B on the floor plan in Figure 1. A note was inserted telling candidates not to produced the details of the foundation and roof. However, the candidates completed a full sketch but left out vital information for which points were awarded, namely the parts of the floor. Part (f) had three parts (i, ii, and iii) and tested knowledge of stair construction and building codes associated with stairways. Part (f)(i) asked candidates to name four parts of the ladder shown in Figure 1 that can be identified when a detailed vertical section is produced in A-A. Part (f)(ii) required applicants to describe each of the four parts listed in Part (f)(i), while Part (f)(iii) required applicants to indicate the minimum dimensions for tread width, clearance and spacing between balusters in accordance with building regulations. Part (f) (iii) presented the most difficulty for the candidates. Many of them did not attempt this part and those who did gave incorrect answers. They used imperial measurements instead of metric to give their answer. The topic should receive more attention in the classroom. The average score for this question was 17.8 and no candidate received the highest score. Fifty-three percent of the candidates scored in the 18-38 range. Forty-four candidates scored zero on the question. Appendix 1 contains sample responses to the parts of Question 1 that posed a challenge for candidates. Section B Question 2 This question tested candidates' knowledge and their ability to apply that knowledge in the areas of site preparation, basic site administration, and configuration. This was a very popular question. Part (a) required candidates to list factors that must be considered when selecting a construction site. This part of the question was widely known and the candidates performed very well. Part (b) required candidates to state three reasons for dismantling a construction site. The candidates performed very well on this part of the question. Part (c)(i) required candidates to state four reasons for seizing a construction site. This was well done. In Part (c)(ii), candidates were asked to explain the importance of any of the three reasons for hoarding given in their response to Part (c)(i). This was also well done. In Part (d), candidates were asked to outline two methods used to check the accuracy of 90º corners when setting up a small building. This question presented some difficulty for weaker candidates. However, the best prepared candidates performed very well on this part of the question and produced excellent sketches. The mean score for this question was 14.4, with 16 candidates earning the highest score. Seventy-three percent of the candidates who answered this question scored in the range of 9 to 20. Thirty-one candidates scored a zero on the question. See Appendix 2 for sample responses to the parts of question 2 that challenged candidates.

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-5- Question 3 This question tested the candidates' knowledge of different construction materials, such as wood, concrete, mortar, and plastics. It also evaluated the application of this knowledge by the candidates with respect to the construction industry. This was a popular question. Parts (a) (i) and (ii) required applicants to define the terms concrete and mortar respectively. Most of the candidates answered this part of the question very well. Part (b) asked students to list three characteristics of the aggregates used to make concrete. Some candidates seemed to be unaware of the features and did not respond to this part. However, the best candidates were able to perform very well on this part of the question. Part (c) asked candidates to explain the benefits that come from proportioning or proportioning a concrete mix. Part (d) required candidates to list three uses for plastics in the building construction industry. This part of the question was very well done by most of the candidates; however, some candidates gave properties rather than uses for the plastics. Part (e) required candidates to use sketches to show two types of natural defects in wood. Overall this was very well done. However, some candidates submitted sketches of seasoning defects, rather than natural defects such as shakes and knots. The mean score for this question was 8.0 and no candidate scored the full score. Forty-six percent of the candidates who answered this question scored in the 9-20 range. Fifty-three candidates scored zero on this question. See Appendix 3 for sample responses to the parts of Question 3 that challenged candidates. Question 4 This question tested candidates' knowledge and ability to apply knowledge of different types of foundations, formwork and its function, moist curing of concrete, and the steps involved in performing the slump test. This was not a very popular question, less than 50 percent of the candidates attempted it. Part (a) asked students to list three functions of foundations. This part of the question was widely known and the students were able to correctly state the functions. In Part (b), they were asked to use labeled sectional sketches to illustrate strip and raft foundations. Candidates were able to draw the foundation correctly in most cases. Part (c) required candidates to use labeled sketches to illustrate the method of applying wood to a trench that was dug into firm ground. Part (d) asked students to indicate a function of the formwork. Part (e) required candidates to list three methods of moist curing in relation to concrete. Part (f) required candidates to list the first three steps when performing a slump test in relation to wet concrete. Part (e) was not well done, as the candidates seemed unfamiliar with the term moist curing and the different methods used. The average score for this question was 7.4 and no candidate received the highest score. Thirty-seven percent of the candidates who answered this question scored in the 9-19 range. Thirteen candidates scored zero on the question.

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-6- See Appendix 4 for sample responses to the parts of Question 4 that received poor responses from candidates. Question 5 This question assessed the candidate's ability to apply their knowledge of walling and joining, types of brick joining and stud wall construction and its importance in the construction industry. This question was not very popular with the candidates and was answered by less than 50 percent of the candidates. In Part (a), candidates were asked to list three functions of the exterior walls of a building. Part (b)(i) required candidates to define the term joint in relation to masonry walls. Part (b)(ii) asked the candidates to explain the importance of the joint in the construction of masonry walls. Part (c) required candidates to name three types of brick bonds. Part (d) required candidates to draw a stud partition with a built-in door opening. Candidates were also reminded that best construction practices must be displayed. In general, all parts of the question were well done. The average score for this question was 11.5, with 14 candidates earning the highest score. Sixty-eight percent of the candidates who answered this question scored in the range of 9 to 20. Only three candidates scored a zero on the question. See Appendix 5 for sample responses to the portions of Question 5 that received poor responses from candidates. Question 6 This question tested candidates' knowledge of doors, floors, windows, and applying varnish to a new door. It also tested your ability to apply that knowledge in various areas of the construction industry. This question was popular with the candidates. Part (a) required the candidates to indicate two functions of the doors. This part of the question was widely known and most of the candidates performed well. Part (b) required candidates to indicate three functions of the floors. Parts (c) and (d) required candidates to name three members of a wooden deck and state a function for each of the two members named. In Part (e), candidates were asked to draw two different types of windows. Part (f) required candidates to briefly explain the correct sequence to follow when applying varnish to a new door surface. Some candidates included information on how to prepare a new door for refinishing, and then proceeded to steps on how to apply varnish to a new door. The question was simply asking for the steps to take when applying varnish to a new door. Therefore, it is necessary to emphasize the difference between preparing for a finish and applying a finish. The mean score for this question was 10.7, with two candidates earning the highest score. Seventy-nine percent of the candidates who answered this question scored in the range of 9 to 20. Only two candidates scored a zero on the question. See Appendix 6 for sample responses to the portions of Question 6 that received poor responses from candidates.

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-7- Section C Question 7 This question assessed the candidate's knowledge and ability to apply knowledge of the construction trades. In addition, candidates were required to name construction team members and state their responsibilities on a construction project/site. This question was popular with candidates, with approximately 82 percent of them attempting it. Parts (a), (i) and (ii) asked students to list five construction trades and indicate the main function of each. These parts of the question were widely known and the candidates performed very well. However, there is a need for candidates to provide better answers when asked about the role of tradesmen in the building trades; For example, a painter does more than just paint. He mixes paints, prepares surfaces, and applies different types of finishes (varnish, paint, wax, and polishes). Parts (b)(i) and (ii) required candidates to use a simple flowchart to show the line of authority of the building team members for a given list. The members given were client, engineer, building contractor and architect. Candidates were also asked to explain the role of three of the members listed. This part presented some difficulties for the candidates, especially the flowchart. They were unable to place the construction team members in the correct order of authority. Candidates should anticipate questions in a variety of ways and should not expect questions exactly as they see them in previous jobs. This part of the syllabus must be taught well enough to allow candidates to answer questions on the subject regardless of its structure. The average score for this question was 12.1, with 36 candidates earning the highest score. Seventy-seven percent of the candidates who answered this question scored in the range of 9 to 20. Twelve candidates scored zero on the question. See Appendix 7 for sample responses to the portions of Question 7 that received poor responses from candidates. Question 8 This question tested candidates' ability to apply knowledge of wastewater disposal systems and knowledge of the various terms associated with waste disposal systems. This was not a very popular question among the candidates; eleven percent of them tried. In Part (a), candidates were asked to use sketches of vertical sections to illustrate how septic tanks and sumps work. Part (b) asked students to define the terms cesspool, surface water drain, sewer pipe, sewer, and sewer pipe. The average score for this question was 8.8 and no candidate received the highest score. Forty-nine percent of the candidates who responded to this question scored in the 9-18 range. Three candidates scored zero on the question. See Appendix 8 for sample responses to the portions of Question 8 that received poor responses from candidates. Question 9 This question assessed candidates' ability to apply their knowledge of factors influencing building design and European architectural features that have influenced building design in the Caribbean. This question was not very popular, less than five percent of them tried it. Part (a)(i) required candidates to identify four factors that influence the design of a building. Part (a)(ii) required candidates to explain three of the factors identified in part (a)(i).

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-8- Part (b)(i) required candidates to describe three European architectural features that have influenced building design in the Caribbean. Part (b)(ii) required candidates to use sketches to illustrate two of the features identified in part (b)(i). Part (a)(i) was widely known to the students, who had little difficulty listing the factors that influence building design. In Part (a) (ii), the candidates had difficulty explaining the factors they listed. The average score for this question was 10.1, with one candidate earning the highest score. Fifty-seven percent of the candidates who answered this question scored in the range of 9 to 20. Six candidates scored a zero on the question. See Appendix 9 for sample responses to the portions of Question 9 that received poor responses from candidates. Paper 03: School-Based Assessment (SBA) The SBA is intended to be a diagnostic, formative, and summative assessment tool. Students can present their best efforts once teachers follow the suggested time frame. The new format that requires both a practical and a written project must be taken seriously if students are to develop the expected competencies. Students are required to complete two assignments during terms four and five (terms one and two of the exam year) and each student must complete:  A practical project, worth 90 points, from a list published by CXC. The practice covers Profile 3, Practical Skill.  A written work, valued at 30 points, that evaluates Profile 3 (Practical Ability) established by the class teacher in accordance with the guidelines described by CXC and based on the Common Modules D1, D14 and D15. Students continue to perform satisfactorily on SBA hands-on projects. However, the written task remains a challenge for the weaker candidates. This year's moderation analysis revealed that there is a trend in territories where student written reports are reproductions of a single report. Also, some teachers seem to be reusing reports and projects from previous years. This unacceptable practice negatively impacts students' overall scores. It was also found that teachers' evaluation of written reports seemed quite generous and in some cases contrary to the suggested marking scheme. An important aspect of the practical SBA project is design, which involves drawing and selection of materials, mechanical processes, manual processes, and the evaluation of various methods and systems in construction technology. This aspect of the program must be handled by the teacher if students are to gain the maximum benefit from using their drawing skills and knowing how to relate theory to practice. The format developed to ensure that the skills are organized systematically includes the following: • Preliminary considerations (usually a statement of what students want to do) • Preliminary design • A pictorial sketch of the project idea • Production of a set from working drawings (orthographic, including sectional views) • Estimate quantities and types of materials and costs • Select appropriate materials (or suitable alternatives) • Select tools and machinery • Develop an operations plan • Implement an operations plan, to complete the project • Supervision of team members and coordination of various operations.

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-9- The teacher must develop a series of practical exercises and administer them to the students. While this is being done, the teacher should observe the students and identify those who show a greater sense of responsibility and mastery of related skills. These people should be used to help or lead a small group (3-5) to complete larger and more difficult projects. RECOMMENDATIONS TO TEACHERS The general recommendations to teachers from previous years are repeated here for those who are new and for those who may not have seen them before. Please note that recommendations are made by the examining committee, examiners, and assistant examiners, based on direct observations made during the marking period. Therefore, all teachers are encouraged to pay attention to the following suggestions in an effort to gain information that will help improve overall student performance on post-tests.  Candidates are encouraged to read the test questions carefully and follow the instructions precisely, as valuable time may be wasted doing work that will not earn additional points.  Students should be encouraged to take both aspects of the SBA (the written homework and the practical project) very seriously, as the SBA accounts for a large portion of the overall scores on the Building Technology exam. For more information on the importance of this aspect of the exam, see pages 7-9 of the Industrial Technology Syllabus Amendment found after page 134 of the May/June Industrial Technology Syllabi. 2002.  Students should have the opportunity to produce more detailed sectional sketches to help improve their knowledge and understanding of vertical and horizontal sections of buildings and building components.  Stair details, design (stair calculations) and construction require close attention. In this sense, it is suggested that teaching materials be used (for example, models and graphics should be displayed in the laboratories/workshops showing different types of stairs, building regulations related to stairs, and labeled sectional sketches of the stairs (both of wood and concrete) ) )  Whenever possible, students should practice arranging buildings in different ways on both flat and sloping land on the school campus if no other location can be found.  Whenever possible, excursions to a cement plant and other manufacturing plants related to the construction industry should be arranged. Plastic, for example, is a material widely used in the construction industry. Most plumbing pipes and a wide range of fittings (for example, electrical conduit and concrete forms) are made of plastic. Therefore, teachers must expose students to these materials.  Theory and practice related to types of floor finishes should be taught.  Students should be constantly reminded that all sketches must be labelled, as points are always awarded for labeling.  Graphics showing the different types of brick bonding should be displayed in the laboratory/workshop.  Sanitary fixtures, plumbing fixtures, drainage, and wastewater disposal are very important to the overall functioning of buildings. Therefore, the relevant sections of the syllabus dealing with these should be covered in depth.  Most communities in the Caribbean have historic buildings in existence. They are of wood or brick construction. Students should be encouraged to visit them and observe their architectural design, main features, etc. Recommendations 10 and 11 will allow students to improve their answers to the questions in section C of the exam.

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- 10 -  Particular attention should be paid to question 1 of paper 02. This question is worth 40 marks and usually requires candidates to produce a series of detailed sketches. Candidates who do not have sketching skills are likely to find this question very challenging. Therefore, teachers are encouraged to provide students with opportunities/activities to help them develop their drawing skills. Teachers are reminded to encourage students to only ask question 1 on the drawing paper provided for the exam. All other questions must be asked in the answer booklet.  Since drawing to scale is no longer required, teachers should remind candidates to produce well-proportioned sketches. In addition, candidates must acquire a good understanding of the construction details of concrete and timber structures to perform well on Question 1.  When a section of the syllabus proves to be beyond the teaching capabilities of the teacher, it is suggested that he/she requests the help of specialists to help. This is especially important when the section contains hands-on practical work.

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- 11 - Appendix 1 Section A Sample Answer to Question 1 (a) Arrangement of Roof Members (b) Names of Five Roof Members (c) Joist Properly Attached to Wall Plate (d) Different Types of Decks (i) Tile (ii) ) Corrugated metal sheets (iii) Asphalt sheets (iv) Shingles

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- 12 - (e) Vertical section in B-B with labels (f) (i) and (ii) Parts of the stair in Figure 1 and description of the parts Riser — vertical member of a step Tread — the horizontal surface of a step Rope — the lateral support for a flight of wooden stairs Baluster — filler member between the handrail and the rope Handrail — a sloped balustrade member at the top of the balusters Newel post — the main support for the handrail at each end of one flight (f) ( iii) Building regulations for stairs 220 mm — minimum tread width 2000 mm — minimum clearance height 100 mm — space allowed between balusters Appendix 2 Section B Sample answer to question 2 (a) Factors to consider when selecting a construction site Location Accessibility Cost Topography (b) Reasons for decommissioning a construction site Prevent vegetation growth Reduce topsoil instability Remove tree stumps (c) (i) and (ii) Reasons for hoarding a construction site and explanations Public Protection: keeping outsiders away from site activities Materials/Equipment Protection: to reduce theft Security: to ensure workers are safe Vandalism Reduction: prevent people from destroying work done on the site

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- 13 - (d) Methods for checking accuracy of 90º corners Builder's square Appendix 3 Sample answer to question 3 (a) Definitions Concrete: a mixture of sand, gravel/crushed stone, cement and water Mortar: a mixture of sand, cement and water (b) Characteristics of the aggregates used to make concrete They must be resistant Sound Well graded Angular shape (c) Benefits derived from dosing or dosing Good water/cement ratio that results in a very resistant concrete Reduction of waste: economic savings Reduces shrinkage Watertightness is achieved: this reduces bleeding when troweling (d) Uses of plastics in the building construction industry DPM ducts Tiles: floor and roof Gutters/downpipes (e) Types of natural defects in wood

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- 14 - Appendix 4 Example answer to question 4 (a) Foundation function Load distribution Anchoring the building Help stabilize the building (b) (i) and (ii) Sectional sketches of strip and raft foundations ( c) Formwork on firm ground (d) Function of formwork Provide temporary support to sides of excavation/trenches to prevent collapse of sides (e) Moist-curing methods Pond Spray Sandbag Cover with plastic sheeting

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- 15 - (f) The first three steps of the slump test 1. Place the slump cone on a flat base and place the mixed concrete in the cone. 2. Tamp it layer by layer with a tamping rod until the cone is full. 3. Level the top with a trowel. Appendix 5 Sample answer to question 5 (a) Function of external walls Enclosure of space Protection from the elements/weather Support of ceilings and upper floors Act as a sound barrier Safety (b) (i) Definition of the term joint The Bonding is a method used to join bricks/blocks in walls to avoid continuous vertical joints. (ii) Importance of the connection The connection is important because it ensures that the imposed loads are evenly distributed throughout the wall. (c) Name of brick links English link Flemish link Stretcher/common or running link Rat trap link (d) Post partition with built-in door opening

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- 16 - Appendix 6 Sample answer to question 6 (a) Function of doors Privacy Security Light admission Access/egress Protection from the elements (b) Function of floors Structural stability Wear resistant surface Fire resistance Aesthetic appearance Base Stable (c) Wood Flooring Elements Wall Plate Joist Floor Boards Baseboard (d) Function of Floor Members Wall Plate — supports joist ends Beam (common) — main supporting members of a story Stud Boards floor — form the base of the floor surface Skirting — hides the gap between the wall and the floor (e) Sketches of different types of windows (f) Correct sequence to follow when applying varnish to a new door surface Cleaning the surface of the door Apply sanding sealer Sand the surface with a fine sandpaper Clean the surfaces Apply a coat of varnish

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- 17 - Appendix 7 Sample answer to question 7 (a) (i) and (ii) Five construction trades and the main function of each carpenter: erecting the structural frame, constructing roofs, constructing formwork, laying out. Mason: Works with concrete and mortar to shape floors, pavers, lay concrete blocks, plaster walls, and build stone walls. Electrician: performs wiring work, installation of conduits and accessories. Plumber: lays pipes, installs faucets, toilet bowls, etc. Painter: is responsible for finishing the building by applying paint, wallpapering, etc. (b) (i) Flowchart showing construction team members and their line of authority at a construction site (ii) Role of construction team members Client: the person who commissions the work and directly or indirectly employs everyone on the project. Architect: Hired by the client as their agent to design, advise and ensure that the project stays within cost and meets the design. Construction contractor: employed by the client with the advice of the architect to carry out the construction works. Receive instructions from the architect. Engineer: A specialist, such as a structural engineer, employed to work with the architect on particular aspects of the design.

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- 18 - Appendix 8 Sample answer to question 8 (a) (i) Vertical section of the septic tank (ii) Vertical section of the soakaway (b) Definition of drainage terms Cesspit: an underground chamber built to receive and store dirty water from a building. Surface Water Drains: Drains designed to carry only surface water (rainwater) instead of soil or waste. Safely remove water from site. Sewer pipe: a closed pipe or channel that carries sewage. Sewage: Household waste material that is carried away by water in a drain/sewer pipe system. Drain pipe: A pipe designed to carry sewage or sewage from a building.

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- 19 - Appendix 9 Sample responses to question 9 (a) (i) and (ii) Factors influencing building design History: Site history: Is it prone to flooding or landslides? Is it built? What was its previous use? Material: choice and availability of materials Culture: would influence the shape and style of the structure. Family custom Weather: humid, hot, cold, windy, would determine where windows or balconies are placed in a building Cost: determines affordability (b) (i) European architectural features influencing building design in the Caribbean Brick: walls made of bricks that are arranged in various patterns Timber frame: windows whose frames hang to rotate like doors Steep roofs: are inclined at 45º or more Arches: curved members that extend through openings to create a decorative element Stairs: built with elements decorative, such as balustrades, to enhance the interior of a building (ii) Sketches illustrating European architectural features influencing building design in the Caribbean

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES FOR THE CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2014 CONSTRUCTION TECHNOLOGY OPTION I: WOODS TECHNICAL COMPETENCY Copyright © 2014 Caribbean Examinations Council St Michael, Barbados All Rights reserved.

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-2- GENERAL COMMENTS The number of candidates who wrote the examination was 2695 and approximately 77 percent of them obtained Grades I–III. Candidates did fairly well on the School Based Assessment (SBA) practical project, but some demonstrated deficiencies on the written project. The competencies that require focused attention are Knowledge and Application, which are assessed in Paper 01 (Multiple Choice) and Paper 02 (Essay/Structured Response/Problem Solving). DETAILED COMMENTS Test 01 — Multiple Choice This test consisted of 60 multiple choice items. Candidates' performance on this test decreased compared to 2013. The average score was 30.7 compared to 33.7 in 2013. The highest score achieved by a candidate was 55 compared to 56 in 2013 Paper 02: Structured Response Essay Questions This is a response document with three sections: A, B and C. Section A This section has one required question based on Module C 7, Drawing and Design: Introduction to Drawing. This question is worth 40 points. Section B This section consists of five questions based on Modules C2.2, C3, C5, C6.1, C6.2 - Cutting and shaving hand tools, C3 - Machine operations, C5 - Finishing, C6.1 Materials and C6.2 - Hardware. Candidates had to attempt three questions from this section. Section C This section consisted of three questions based on Modules C4: Upholstery, 6.3: Basic cabinetry and C6.4: Home furnishings. Candidates had to answer only one question from this section. The average score on this paper was 46.5 compared to 46.6 in 2013. The highest score obtained on this paper was 107 compared to 111 in 2013. Section A Question 1 This was a required question based on Module C7 : Drawing and design. It was designed to test candidates' knowledge and application of drafting and design skills for the production of rule-assisted sketches of orthographic views. It also required the analysis, design and/or selection of materials and suitable joints for the construction of furniture. Candidates were presented with a pictorial drawing of a combined desk and bookcase. The labeled parts of the desk and bookcase combination were the top rail, desk, and bookcase, with different joints labeled 'C', 'D', 'E' and 'F'. The views were labeled 'A' and 'B' and the shelf compartments were labeled 'X' and 'Y', as shown in Figure 1. This question was worth 40 points.

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-3- Figure 1. Sketch of a desk/bookcase combination Part (a) required candidates to use a neat, proportional, ruler-assisted sketch to produce the front elevation and end elevation of the desk/bookcase combination . The specific requirements for this drawing were for the candidates to redesign the bottom compartment by dividing it to store CDs and newspapers and the top rail to accommodate two small drawers to store pens, pencils and other small items. Candidates were also required to identify views by name and name three types of lines used for detailed working drawings. This question was designed to assess the application of drawing and design skills. A total of 96 percent of the candidates responded to this mandatory question. Student performance on this part of the question was greatly improved compared to similar questions from previous years. Those who were well prepared demonstrated good drawing and acting skills. However, candidates who were not fully exposed to design and drawing techniques encountered some level of difficulty in correctly producing the required pictorial view. Although candidates were required to use freehand or ruler-assisted sketching to produce the required pictorial view, some of them strayed by using computer-aided drafting software to do so. This was an anomaly in normal practice. Most of the candidates were able to show two or more dimensions in their drawings. Although there was a marked improvement in drawing skills, some candidates did not appear to have been adequately exposed to all aspects of drawing and design principles, and especially the fundamentals of lines, dimensions, drawing techniques, types of material symbols and pictorial drawing. Candidates must be adequately exposed to good understanding and interpretive skills if they are to do well on the prepared questions in the Drawing and Design module of the syllabus. For part (b) of the question, candidates were required to indicate the most suitable wood joints for each of the sections labeled C, D, E, and F in Figure 1. This question was designed to test candidates' knowledge of about unions. It is used for joinery work. The responses provided by most of the candidates were generally unsatisfactory. Selecting suitable types of gaskets presented challenges for the candidates. The need for candidates to receive close training in the knowledge and understanding of the subject content is essential for them to become competent. Also, the need to spend quality time honing your drawing skills in order to produce proper sketches of various woodworking components, both in pictorial and orthographic forms, cannot be overemphasized.

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-4- Part (c) had two subsections, (c) (i) and (ii). In Part (c) (i), students were asked to indicate two types of suitable solid wood materials that could be used to make the frame of the desk and bookcase. This question was designed to test candidates' knowledge of the types of solid wood that might be used in cabinet making. In general, this part of the question was well done. Only a small number of candidates could not distinguish between solid wood and manufactured boards. In Part (c)(ii), candidates were asked to indicate two types of suitable fabricated boards that could be used to make both the desk and the bookcase. This question is designed to test candidates' knowledge of fabricated boards used in cabinet making. Most of the candidates were able to provide at least one suitable material for the cover, while others provided materials that were eccentric to standard practices in the field. Part (d) required candidates to name two methods that could be used to attach the table to the frame. For Part (d)(ii), most applicants provided appropriate bras. However, there were cases where candidates provided unrelated sketches to aid their responses. Therefore, they could not get full marks. Part (e) required candidates to indicate how the back of the bookcase could be designed to prevent books from falling over. This question was designed to test candidates' knowledge of the type of backing materials used in cabinet making. This part of the question was popular. Part (f) required candidates to use a table to create a list of quantities. Candidates were asked to write, in the correct order, the most important headings for each of the columns labeled A, B, and C. Candidates demonstrated difficulty completing the list of amounts. Recommendations  All Construction Technology (Wood) students should be encouraged to study Technical Drawing to improve their drawing skills.  Question 1, both the written part and the drawing, must be done only on the supplied drawing paper. The expected responses to Question 1 are as follows: (a) (i) and (ii). Candidates were to use the orthographic projection method to produce sharp, proportional, ruler-aided sketches of the front and side views labeled "A" and "B", respectively, of the redesigned combination desk and bookcase. Examples are shown below.

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-5- (b) (iii) The names of the views are front elevation and side elevation. (iv) Types of lines generally used for detailed working drawings include, but are not limited to:  Break lines  Extension lines  Object lines  Hidden lines  Construction lines  Center lines  Dimension lines (b ) The most suitable wood joints for: C – miter, butt, recess D – locked pocket joint, tenon joint E – overlapping dovetail F – open face mortise and tenon, mortise and tenon, tenon (c) (i) Two types of suitable solid wood materials that can be used to make the frame for the desk and bookcase include, but are not limited to: Mahoe Pine Cedar Poplar Greenheart Mahogany

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-6- (ii) The two types of suitable fabricated boards that can be used to make both the desk and bookcase include, but are not limited to: Chipboard Medium Density Fiberboard (MDF) Plywood Boards (d) Two Methods that can be used to attach the tabletop to the frame include, but are not limited to: Screw pocket Screw and angle plate Screw and glue block Screw block into slot Screw plate into slot (e) The back of the shelf it must be supported with a , 3–6 mm plywood, chipboard or other suitable materials. (f) The most important headings for a bill of quantities for materials are found in the following table. A- Quantity/Quantity Required B- Description of Items C- Sizes Section B Candidates had to answer three questions from this section of the document. Each question was worth 20 points. Question 2 This question assessed the candidates' knowledge and application of skills related to sub-module C 6.1 "Materials" of the syllabus. This was one of the most popular optional questions in this section and was answered by 64 percent of the candidates. Student responses to this question were generally satisfactory. In Part (a), candidates had to list four advantages that manufactured boards have over solid wood. This question was designed to test candidates' knowledge of the advantages of manufactured boards over solid wood. Most of the candidates who responded to this part of the question provided adequate answers. Part (b) had two subparts, (i) and (ii). In (b)(i) candidates were asked to list two advantages and one disadvantage of oven drying, and in Part (b)(ii), candidates were asked to list two advantages and one disadvantage of oven drying. air.

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-7- Part (c) had two subparts; (i) and (ii). For (c)(i) candidates were asked to outline a type of drying defect and for (c)(ii) a type of growth defect. This question was designed to test candidates' application skills by requiring them to produce illustrative sketches of different types of wood defects. In part (d), candidates were asked to use appropriately labeled sketches to show two methods of wood conversion from the following list: (i) quarter sawing, (ii) plain sawing/side-by-side sawing, and (iii) tangential or reverse sawing. This question was designed to test candidates' application skills by producing illustrative sketches of different conversion methods. The responses were for the most part satisfactory. The part of the question that was widely known was Part (d), while Part (a) of the question presented the most challenge for the students. Many candidates were unable to list four advantages fabricated boards have over solid boards. Recommendations More attention should be paid to the advantages and disadvantages of manufactured boards and wood drying methods and identification of wood defects should be strengthened. The average score for this question was approximately 8 points, with five candidates obtaining the highest score. Fifty-one percent of the candidates who answered this question scored in the range of 8 to 20 points. The expected responses to Question 2 are given below. (a) The four advantages of boards made over solid wood include, but are not limited to:  They can be obtained in larger sizes. They have high uniform strength. They are free from shrinkage, swelling and deformation.  Can be safely nailed or screwed near the end without splitting.  They are cheaper.  Can be easily worked and cut to size (b) (i) Two advantages of oven curing include but are not limited to:  Shorter drying time.  Staining is unlikely.  The wood is not exposed to attack by fungi and insects.  The moisture content of the wood can be controlled. A disadvantage of oven curing is:  Case hardening can occur.  It is a more expensive process. (ii) Two advantages of air drying include, but are not limited to:  Surface controls are minimized.  Box collapse and stiffening are minimized.  The process is cheaper. A disadvantage of air drying includes:  The wood is exposed to attack by fungi and insects.  The drying time is much longer.

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-8- (c) Sketches showing one type of drying/growth defect: (d) Two labeled sketches showing wood conversion. Quarter sawing Flat or step sawing Tangential or reverse sawing

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-9- Question 3 This question was designed to test candidates' knowledge and application of the principles related to the use and care of chisels. He also sought to test understanding of how a chisel is reconditioned. This question was answered by 42 percent of the candidates, of which 22 percent provided satisfactory answers. The average score on this question was 4.5 and no candidate received the highest score. Twenty-two percent of the candidates who answered this question scored in the range of 8 to 20 points. Part (a) consisted of two subparts, (i) and (ii). Candidates were asked to indicate two specific uses for (i) a bevel edge chisel and (ii) a mortise chisel. For Part (b), candidates had to list, in sequential order, three steps to take to redress a chipped edge on the wood chisel shown in Figure 2. Figure 2. Chisel with chipped edge Part (c ) required candidates to use only sketches to show the difference between (i) a grinding angle and (ii) a sharpening angle. Part (d) required sketches to show two appropriate ways to use the full surface of the oilstone when reconditioning the chisel shown in Figure 2 to achieve the required sharpness. Question 3 was an optional question. The responses were for the most part satisfactory. Part 3(a)(ii) was the best known. Candidates demonstrated that they had experience in the use of the mortise chisel. However, Part (b) posed the most difficulty for the candidates. The answers given revealed that they had very little experience reconditioning chisels. It is believed that this area is not widely taught. Attention is drawn to section C2.2:7 of the syllabus which states that candidates must be able to maintain and sharpen edge tools. Recommendations Teachers should emphasize comprehension and interpretation skills when addressing the questions. They must also use best practices. The expected answers to this question are given below. (a) (i) Two specific uses of the bevel edge chisel:  Cutting  Light chiselling, such as preparing hinge holes  Cleaning the corners of joints (dovetail) (ii) Two specific uses of the mortise chisel:  Heavy chiselling  Deep working  Cutting and digging mortises

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- 10 - (b) Three steps to follow to remove the chipped edge on a wood chisel as shown in Figure 2:  Grind the chipped edge on a bench grinder.  Ground the square edge of the chisel to the required angle.  Sharpen/hone the bevel to the correct angle to establish the cutting edge. (c) Sketches to show the difference between (i) sharpening angle and (ii) sharpening angle: (I) Sharpening angle (II) Grinding angle (d) Illustrative sketches of correct ways to use oilstone: Question 4 This question assessed the candidates' knowledge and application of skills related to Module C5, Finishing. Seventy-eight percent of the candidates responded to this question. The average score for this question was 7.0, with one candidate scoring the highest. Forty-seven percent of the candidates scored in the range of 8 to 20 points. The question was divided into five parts. Part (a) required candidates to suggest two suitable types of finishing materials that could be used to protect a wood picnic table from exposure to weather conditions. In part (b), students were asked to list three techniques that could be used to finish wood furniture. Part (c) required candidates to name two types of wood stain, while part (d) required candidates to list three reasons for staining a piece of furniture. Part (e) asked candidates to explain, in sequential order, how the finishing materials—namely, caulk, wood putty, shellac, and sandpaper—would be used on a easel. This was an optional question. The part that was widely known to the candidates was Part (a). The candidates demonstrated that they knew the characteristics of the finishes. However, the part that posed the most difficulty for the students was part (c), since most of the students could not name two types of wood stains.

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- 11 - The responses expected from the candidates are given below. (a) Two suitable types of finishing materials that could be used to protect wood from exposure to weather conditions include, but are not limited to: Oil-based paint Spar varnish Teak Tung oil Linseed oil (b) Three Techniques that may be used to finish furniture include, but are not limited to:  Hand planing  Spray gun spraying  Roller application  Rub over (c) Any of the following types of wood stains:  Water-based stain  Oil stain  Chemical stain  Alcohol stain (d) Any of the three reasons for staining a piece of furniture:  To bring all parts of the piece of furniture to a uniform color  To imitate more expensive woods  To color one job to match others furniture items  To change the color of the wood to show its grain pattern The sequential order in which each finishing material is used: (i) The wood filler would be used first to cover all nicks and defects caused by loose knots and nail holes. (ii) A coat of shellac (knotting compound) will be used to treat all knots and prevent resin from leaking through the pores of the wood. (iii) Abrade adequately, using appropriate grade abrasive paper to produce a smooth finish. (iv) A coat of sealant will then be applied to seal the pores in the surface of the wood. (v) Sanding with finishing grade sandpaper shall be applied prior to application of final finishing material.

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- 12 - Question 5 This question assessed candidates' knowledge of the principles, safety and skills involved in using stationary woodworking equipment as described in Module C3: Machine Operation. The question was divided into five parts, (a), (b), (c), (d) and (e). This question was answered by 51 percent of the candidates, 39 percent of whom provided satisfactory answers. The average score was 6.6, with no candidate obtaining the highest score. Thirty-nine percent of the candidates scored in the range of 8 to 20 points. Figure 3. Stationary Planer In Part (a), candidates were required to label the parts identified on the planer. For part (b), candidates were asked to list three cutting operations that could be performed on the edger. For part (c), candidates were asked to list three factors that determined the quality of finish that would be achieved when planning the assembler. Part (d) focused on proper hand positioning when operating the edger during the start of the cut, in the middle of the cut, and at the completion of the cut. Part (e) required candidates to use a suitable sectional sketch to show the depth of cut made in the edge of a piece of wood as it passes over the cutting head of the edger. This question was optional. The responses were for the most part satisfactory. The parts of the question that were widely known were Parts (a) and (b). The part of the question that presented the most difficulty to the candidates was (e). Recommendations Candidates must participate in the practical or practical use of the jointer and machines in general in the workshop. Therefore, school workshops should be equipped with these. Expected answers to this question include, but are not limited to, the following: (a) Parts of the jointer labeled A, B, C, D, and E as shown in Figure 3  A – Output table  B – Telescopic guard  C - Guide  D – Feed table  E – On/Off switch (b) Any of these three cutting operations that can be performed on the edger:  Surfaces  Edges  Chamfering  Chamfering  Tapering  Rabbing

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- 13 - (c) Any of the three factors that determine the quality of finish that will be achieved when planning the edger:  The diameter of the cutter  The sharpness of the cutting blades  The speed at which the material is fed  The revolutions per minute of the cutting head  Quality of the materials (d) The correct way of placing the hands when operating the edger: (i) At the beginning of the cut. Both hands should be used to press the board or material firmly onto the table when feeding to ensure consistency during planning or surface preparation. (ii) In the middle of the cut. When the board has moved 150mm past the cutter, the left hand should be carefully placed on the material to press it down onto the output table. The right hand should be used to keep the material firmly pressed down on the feed table to continue the cut. (iii) Complete the cut. The right hand should then be used with a push block to complete the process. (e) Sectional drawing to show the depth of the cut made in the edge of a piece of wood as it passes over the cutting head of the edger. Question 6 This question was based on sub-module C6.2 related to Hardware. This question assessed candidates' knowledge and application of the principles and processes involved in designing where drawer hardware should be located and the steps required to properly install hinges on a nightstand door. The question was attempted by approximately 31 percent of the candidates, of whom 47 percent provided satisfactory answers. The average score for this question was 7.2 and no candidate received the highest score. Thirty-one percent of the candidates scored in the range of 8 to 20 points. In Part (a), candidates were asked to name the hardware items labeled A, B, C, and D shown in Figure 4. Figure 4. Types of hardware items

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- 14 - For Part (b), they were asked to indicate the type of hardware most suitable for setting a wooden gate in a picket fence to enclose an outdoor garden and the hardware used to secure/fix one of the gates. doors in place. Part (c) required candidates to give a reason for selecting the type of hardware store in each situation in (b). For Part (d), students were asked to name two materials suitable for making hardware items that could be exposed to weather conditions. In Part (e) (i) candidates were required to use sketches to help explain two design processes that should be used to locate the hole indicated by the center line shown in Figure 5 and in (e) (ii) to explain, in sequential order, there are three steps to follow to properly install a pair of nightstand door hinges. Figure 5. Nightstand This was an optional question. The responses were for the most part satisfactory. The best answers were provided in (a). In this part, the students easily named the different types of hardware items shown. The part of the question that posed the most difficulty was (b) (ii). The students were unable to satisfactorily name the hardware used to secure the doors. Teachers need to pay more attention to the specific use of hardware and where they are used. The responses expected from the candidates are given below. (a) Hardware items labeled A, B, C, and D, as shown in Figure 4. A – built-in cabinet lock B – spring latch C – ball latch D – caster wheel (b) The type of hardware best suited for use in (i) attaching a wooden gate to a picket fence to enclose an outdoor garden and (ii) securing/fixing for each type: (i) T-Hinge (ii) Bolts: tower type or barrel (c) One reason to select each type of hardware in Part (b): T-hinge provides good leverage for long gates. Bolts provide security and hold.

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- 15 - (d) Two materials suitable for manufacturing hardware that could be exposed to weather conditions: (i) Brass (ii) Stainless steel (iii) Plastic (iv) Aluminum (e) (i) Two design processes that must be use to locate the hole indicated by the center line shown on the drawer in Figure 5. Use diagonal lines Measure half the width and half the length (ii) Three steps must be taken in sequential order to correctly install a pair of hinges on the nightstand door shown in Figure 5. 1. Position the hinges in line with the top and bottom rails. 2. Mark the length of the hinge on the edge of the hanger stud and on the front face of the body. 3. Measure the width of the hinge and half its thickness between these lines. This defines the length, width, and depth of the gain/recess on both the stud and the shell. 4. Use the chisel and mallet to cut the gain or rabbet in both the stud and the casing. 5. Place the hinges on the stud and secure with one screw each. 6. Position and fasten the hinges to the front of the frame with one screw each. 7. Test fit the fixture, make any necessary adjustments, then fasten the remaining screw to complete the installation. Section C Candidates had to answer a question from this section of the document. Each question was worth 20 points. Question 7 This question assessed candidates' knowledge and application skills related to sub-module C6.3: Cabinet making. The question was divided into four parts. Only 19 percent of the candidates responded to this optional question. The average score for this question was 6.5 and no candidate received the highest score. Thirty-eight percent of the candidates who attempted this question gave satisfactory answers. In general, the question focused on cabinet construction methods and the proper materials and hardware for cabinet construction.

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- 16 - In part (a) candidates were asked to indicate three characteristics of a framed carcass and a solid end carcass. Part (b) asked students to name two materials used for cabinet tops, while part (c) asked students to name two types of hardware typically used for cabinet drawers. . In Part (d), candidates were required to produce an exploded pictorial view labeled to show the joint to be used at the corner of parts labeled A and B in the given figure. They were also asked to make a suitable sketch of the section labeled X–X in the given figure to show the method that would be used to keep the glass secured in the cabinet door frame. Figure 6. Partial elevation of a recessed cabinet door Responses to this question were generally poor. The part of the question that was widely known was (b), where the candidates easily named two materials that can be used for cabinet tops. However, the part of the question that posed the most difficulty was (a). The students were unable to satisfactorily state three characteristics of the two methods of cabinet construction. In Part (d), the candidates were unable to produce correct exploded pictorial views of the required joint. Their answers indicated a lack of knowledge and skills in Technical Drawing. They must be exposed to Technical Drawing, since this is the means of communication for subjects such as Construction Technology. The responses expected from the candidates are given below. Three characteristics of (i) a framed channel and (ii) a solid end channel: (a) (i) Construction of the framed channel  The frame has four corner joints faced with plywood to form a flush face.  Inside edges of frame can be routed/grooved to receive plywood.  The doors have slots to allow the panels to fit into the frame. (ii) Solid End Casing Construction  Consists of sides; a top, a base and a back.  The top is sometimes bolted to the top rails.  Pocket joints can be used if shelves are needed. (b) Two materials used for cabinet tops:  Plywood  Medium-density fiberboard  Glass  Solid wood  Granite  Marble

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- 17 - (c) Two types of hardware typically used for cabinet drawers:  Knobs  Pulls/Handles  Mortise lock  Drawer slides (d) Figure 6 shows partial elevation of one corner of a recessed cabinet door. (i) Sketch of exploded view (ii) Sketch of section X – X Sketch of section X - X Question 8 This question was based on sub-module C6.4, Home furnishings. This optional question was divided into two parts. This question was answered by 37 percent of the candidates. The average score for this question was 6.4 and no candidate received the highest score. Three candidates got 19 points. Forty percent of the candidates who answered this question gave satisfactory answers and scored in the range of 8 to 20 points. In Part (a), candidates were given a diagram of a pedestal foot for a small kitchen table with three identical legs. They were asked to name three types of woodworking tools that could be used to cut pedestal legs and to list five steps to follow in designing and cutting pedestal legs.

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- 18 - Figure 7. Pedestal Base Stem For Part (b)(i), candidates were required to use neat, labeled sketches to show two different methods that could be used to attach the legs to the pedestal base stem. For Part (ii), candidates were asked to name each of the joints produced in Part (b)(i), while for Part (b)(iii), candidates had to briefly explain a method which could be used to design the position of the joints of the three legs. The responses were generally satisfactory. The most popular part of the question was (b) (i). Candidates successfully produced labeled sketches to show two different methods that could be used to attach the legs to the pedestal stem. However, the part of the question that posed the most difficulty to the candidates was (b) (iii). In general, the candidates found it difficult to explain a method that could be used to design the joint position of the three legs. This could be largely due to limited exposure to jointing in various joinery contexts. Candidates should have further exposure to the practical application of joints. The responses expected from the candidates are given below. (a) (i) Three types of woodworking tools that can be used to cut the pedestal legs: 1. Jigsaw 2. Bandsaw 3. Jigsaw (ii) Five steps to follow for layout and cutting the three legs for the stand: 1. Design the legs using hand or drafting tools. 2. Make a template. 3. Layout design in stock. 4. Cut out the shape. 5. Use a radius knife or sander to reduce to final size. (b) (i) Labeled sketches to show two different methods that can be used to attach the legs to the pedestal stem:

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- 19 - (ii) Joints produced to attach the legs to the pedestal stem: Dovetail casing joint Tenon joint Mortise and tenon joint (iii) A method that can be used to design the position of joints for three legs :  Secure the pedestal stem in an upright position and use a protractor to divide the circumference of the stem into three equal 120° (degree) parts. Then project the line to the side with the help of a square. Question 9 This question assessed the candidates' knowledge of upholstery materials, tools, and manufacturing processes. It required candidates to demonstrate their knowledge of Module C4, Upholstery, with a main focus on sub-modules C4.1, Tools and materials; C4.3, Girth and C4.4, Padding and Coverage. This optional question was divided into four parts. This question was answered by 27 percent of the candidates. The average score for this question was 8.5 and no candidate received the highest score. Seven candidates obtained 19 points. Fifty-four percent of the candidates who answered this question gave satisfactory answers and scored in the range of 8 to 20 points. Figure 8. Pictorial drawing of an upholstered stool Candidates were given a pictorial drawing of an upholstered stool. In Part (a), candidates were asked to list four tools needed to reupholster the seat of the stool and four types of upholstery materials that can be used to create the stool. Part (b) required candidates to indicate two different methods that could be used to support the detachable/removable seat. Part (c) required the candidates to clearly explain, using three main stages given, how to restore the defective chair seat as shown in the figure. Figure 9. Defective chair seat

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- 20 - In Part (d), candidates had to explain why the straps should be placed in the form of a cord and how they should be stretched and attached to the frame. The responses to this question were generally satisfactory. The part of the question that was most well known was (d) (ii). Candidates were able to explain why the tape needs to be stretched and attached to the frame. However, the part of the question that posed the most difficulty was (b). Candidates were unable to give two methods that can be used to support the detachable/detachable seat. Responses indicated that candidates had little or no exposure to the methods used to support removable or built-in seats, even though they may be exposed to them in activities of daily living. Teachers should prepare projects that allow students to get hands-on practice of upholstery principles and techniques. In addition, field trips to upholstery furniture factories and workshops should be arranged. This approach will help students better appreciate the theory covered during classroom instruction. In general, teachers should use all possible learning opportunities that will enhance the learning abilities of their students. The responses expected from the candidates are given below. (a) (i) Any four of these upholstery tools required to upholster the stool seat: Foam cutter Upholsterer's hammer Staple gun Sewing machine Cushion stuffer Hot ring and hot ring pliers Needle Scissors (ii) Any four of these upholstery materials that can be used to create the seat:  Fabric Upholstery – Leather or Plastic  Foam – Plastic or Latex  Piping, Piping  Underlay  Plywood Base (b) Either of the two methods that can be used use to Provide support for the swing/removable seat:  Using recesses in the rails  Using angle corner blocks  Using straps/cleats  Using cleats (c) Three steps to restore defective chair seat as shown in Figure 9 : (i) Stripping or removal of old material  Remove tacks or staples from the covering material and remove the padding (foam). (ii) Attaching the new material  Remove the damaged belt material and replace it with new material. Refill the seat with foam.

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- 21 - (iii) The new seat cover  Stretch and nail the cover material in the correct places on the base of the wooden frame. (d) (i) Explanation of why the straps should be placed in an interlocking formation:  The straps are placed in an interlocking formation to allow for even weight distribution.  The arrangement of the straps also prevents unnecessary sagging. (ii) Explanation of how the webbing should be stretched and fixed to the frame:  The webbing should be placed 50-75mm apart and stretched with a webbing tensioner to obtain the required tension. Paper 03: School-Based Assessment (SBA) Rationale The SBA component of the Construction Technology (Timber) option measured practical skills that were not tested on the multiple-choice and free-response tests (Paper 01 and 02). . The assignments established for the SBA were intended to deepen students' knowledge and help them achieve proficiency in skills required in the construction/carpentry industry that are within the purview of high school students. By focusing on both process and product, the SBA component was designed to allow students to demonstrate improvement in their skills over a period of time and to involve their teachers in the process. Requirements Each student was required to complete a written, practical assignment, during Terms 4 and 5 of the two-year course (Terms 1 and 2 of the exam year). The practical work is worth 90 points and the written work 30 points. Practical Assignment For the practical assignment, students were asked to build a project designed to use the skills and knowledge covered in the syllabus. Students were given the option to choose a project from a list of three provided by CXC to meet the pre-set requirements. All project dimensions are given in millimeters (mm) unless otherwise noted. The project was not to exceed the dimensions of 700mm long x 400mm wide x 400mm deep. Omitted dimensions were left to the discretion of the students. Each student is expected to:  Provide a planning sheet for the project which MUST include the following:  drawings and/or sketches  procedural steps  a list of materials  a list of tools and equipment to be used

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- 22 -  Build a project The details of the project had to be approved by the teacher before it started. Written task The written task took the form of a report of around 1000 to 1200 words based on the Common Module: Career Opportunities. Students were required to write on the topic set by CXC for each exam. The theme was based on the following module themes:  Job Search  Career Choice  Industrial Visits  Profile of Engineer or Inventor Students were assessed on accuracy of information, clarity of presentation, use of language technical and knowledge of career opportunities in the construction technology industry as described in the common module of the unit. GENERAL RECOMMENDATIONS TO TEACHERS The general recommendations to teachers from previous years are repeated here primarily for those who are teaching the syllabus for the first time and for those who may not have seen it before. However, all teachers are encouraged to heed the suggestions that follow in an effort to improve overall performance on the written test and the SBA.  Students should be encouraged to read test questions carefully and follow directions precisely, as valuable time can be wasted producing work that will not generate additional grades.  All modules of the Option I, Woods curriculum must be adequately covered during instruction. Teachers are cautioned not to prepare students using primarily past work. Exam questions are prepared to reflect the content of selected modules of the curriculum, while the remaining modules must be covered to enable students to fulfill their SBA project requirements. Therefore, the modules must be thoroughly taught to ensure that students are adequately prepared for the theoretical and practical aspects of assessment, as well as for lifelong learning.  Students should be encouraged to take both aspects of the SBA (written homework and practical projects) very seriously, as the SBA accounts for a large portion of the overall scores on the Building Technology exam. For more information on the importance of this aspect of the exam, see pages 8 and 9 of the Industrial Technology Syllabus Amendments found at the end of the Industrial Technology Syllabus for May/June 2002. Students should have opportunities to produce more detailed sectional sketches to help improve their knowledge and understanding of the vertical and horizontal sections of furniture components.  Construction details and processes require serious attention. In this regard, it is suggested that teaching materials (models, videos and graphics) be used in labs/workshops where appropriate to represent different approaches related to specific syllabus modules that have complex processes.  The use of teaching tools such as videos and other electronic media are excellent teaching aids that should be explored and used to supplement or supplement the unavailability of resources in workshops.

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- 23 -  Whenever possible, teachers should organize field trips to furniture manufacturing plants, factories, well-equipped schools, and higher-level institutions to ensure that students are adequately exposed to all woodworking machines listed in the document. syllabus. In essence, this approach will help students concretize the processes taught on the topic during classroom instruction.  Various students are experiencing varying levels of difficulty articulating their answers to questions presented on the test using standard English. Common weaknesses include penmanship, spelling, and language usage, among others. This issue needs to be more aggressively addressed by the schools administration and all other stakeholders.  Students should be constantly reminded that all sketches must be labeled where points are awarded for labeling.  Particular attention should be paid to Question 1 in Paper 02. This question is worth 40 marks and usually requires candidates to produce a series of detailed sketches. Candidates who do not have sketching skills are likely to find this question very challenging. Therefore, teachers are encouraged to provide students with appropriate opportunities/activities to help them develop their drawing skills. Since drawing to scale is no longer required, candidates should note that well-proportioned sketches must be produced. Also, candidates must acquire a good knowledge of furniture manufacturing processes in order to perform well on the question. NOTE: Always remind students that only Question 1 should be done on the drawing paper provided for the test. All other questions must be asked in the answer booklet.  When sections of the syllabus prove to be beyond the teacher's delivery capabilities, it is suggested that you enlist the help of other subject matter experts. NOTE: This is especially important when the section contains practical hands-on work that may not be applicable in the shop.  The five steps of the design process are suggested for your consideration and application to help guide the teaching/learning experience for product development. This is a research and development driven technique and is widely used in most design and manufacturing industries globally. The five steps are organized in a systematic way to help students plan, organize, make, and evaluate products such as home furnishings and other items. This knowledge will provide students with a good understanding and appreciation of the main processes that manufactured items must undergo to achieve quality assurance.  Candidates must acquire proficiency in the knowledge and application of all woodworking machines, their operations, and the safety principles associated with their use.  Much emphasis should be placed on research work. Classroom instruction must be adapted to allow for more student-centered learning rather than the traditional teaching approach used by some instructors.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES FOR THE CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2014 CONSTRUCTION TECHNOLOGY TECHNICAL PROFICIENCY EXAMINATION Copyright© 2014 Caribbean Examination Council St Michael, Barbados All all rights reserved.

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-2- GENERAL COMMENTS The number of candidates taking the exam was in 2049, with approximately 81% earning grades I to III compared to 82% in 2013. Consistent overall performance in 2014 is reflected in comparable performance across all the profiles. In Profile 1, Knowledge, 65% of candidates achieved Grades I–III compared to 69% in 2013. For Profile 2, Application, 61% of candidates achieved Grades I–III compared to 60% in 2013. In Profile 3, Practical Skill, 98% of candidates achieved Grades I to III compared to 97% in 2013. Candidates performed well on the practical project of the Inquiry-Based Assessment school (SBA), but some weaknesses were evident in the written component. DETAILED COMMENTS Test 01 — Multiple Choice This test consisted of a total of 60 multiple choice items based on all theoretical aspects of the syllabus. The candidates answered most of the questions reasonably well. However, there were cases where candidates' responses were inadequate, suggesting insufficient preparation for the exam. Overall, performance on this test improved compared to 2013. The mean score was 33.6 compared to 31.3 in 2013. The maximum score in 2014 was 55 compared to 49 in 2013. Students are reminded teachers that the intent of the multiple-choice test is to assess a broad spectrum of the syllabus, and as such, it is important that students are prepared for the entire syllabus. Paper 02 — Restricted Response Essay Questions This is a free response test divided into three sections. Each question receives the same weighting for the Knowledge and Application profile dimensions. Section A A compulsory design question based on Modules D5 to D9 of the syllabus. The question is worth 40 points. Section B Five questions based on Modules D2 to D10 of the syllabus. Candidates must answer three questions. Each question is worth 20 points. Section C Three questions based on Modules D11 to D13 of the syllabus. Candidates must answer one question. Each question is worth 20 points. Section A Question 1 Figure 2. Window

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-3- This required design question consisted of four parts and five subparts and was designed to test candidates' knowledge and application of skills in best practices adopted in the construction industry when working on windows, window frames , doors, concrete walls, wooden floors and gabled roofs,. Candidates were presented with a floor plan of a home; 12.9 m long by 8.7 m wide. The outer walls were built with 150mm hollow concrete blocks. The floor, the partitions and the stairs were all made of wood. Part (a)(i) tested candidates' knowledge of floors and floor construction and asked them to produce a neat sketch of a vertical section of the wall and three joists at A-A on the floor plan in Figure 1. to show the arrangement of the members of the wooden floor. Candidates were asked to note that they should not include foundation and roof details in the sketch. However, the candidates in some cases included them. In Part (a)(ii), candidates were asked to correctly label three parts of the wood floor. This part was very well done. Part (b)(i) tested candidates' knowledge and practical ability in window installation. They were asked to draw a vertical section ordered at B-B in the plane of Figure 1 to show the details of the window and the frame in the opening of a concrete wall. Candidates were asked to note that they should not include foundation and roof details in the sketch. The performance in this part was good. However, it presented difficulties for unprepared candidates. Part (b)(ii) tested candidates' knowledge of the parts that would be seen in the sectional outline and they were asked to name four parts of the detailed outline produced in (b)(i). (c)(i) tested the ability of candidates to apply their knowledge of roof construction. This part of the question required candidates to reproduce a single line sketch of the shape of the building's external walls and produce a full plan view of the gabled roof as depicted in Figure 1. Some candidates were unable to place roof members in the right places; others drew a valley-beam roof in place of the gabled roof. Hip and gabled roofs were also made. This suggests that the candidates did not read the instructions carefully or take the time to understand what was required of them. Despite the highlights, performance on this question was reasonably good. Part (c)(ii) tested candidates' knowledge of gable roof structural members. Candidates were asked to name five roof members they produced. This was done very well. Part (d)(i) tested the candidates' knowledge of the function of exterior doors. Parts (d) (ii) and (iii) tested the candidates' knowledge of window and door hardware. Most of the candidates performed well in these parts. The average score for this question was 14.03 and no candidate received the highest score. One candidate scored 39 points. Thirty-four percent of the candidates scored in the range of 18 to 40 points. Thirty-eight candidates scored zero on the question. Appendix 1 contains sample responses to the parts of Question 1 that posed a challenge for candidates.

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-4- Section B Question 2 This question assessed candidates' knowledge and their ability to apply that knowledge in the areas of site preparation, basic site management, and stakeout. This was a very popular question. Part (a) required candidates to list three reasons for dismantling a construction site. The candidates performed very well on this part of the question. Part (b)(i) required candidates to list four temporary services that a well-managed construction site should provide. Performance on this part of the question was very good. Part (b)(ii) required candidates to state three reasons for seizing a construction site. This was also well done. Part (c)(i) required candidates to use sketches and short notes to explain how corner profiles are placed when setting up a small L-shaped building as shown in Figure 3. This was attempted by many candidates. . Figure 3. L-shaped building In part (c)(ii), candidates were asked to outline two methods used to verify the accuracy of 90º corners when establishing a small L-shaped building shown in Figure 3. This question presented some difficulties for some candidates. However, a large number of students performed very well on this part of the question and produced excellent sketches. The average score for this question was 9.1, with one candidate earning the highest score. Fifty-seven percent of the candidates who answered this question scored in the range of 9 to 20 points. Twenty-nine candidates scored zero on the question. See Appendix 2 for sample responses to the parts of question 2 that challenged candidates. Question 3 This question tested candidates' knowledge of different construction materials, eg wood, concrete, mortar, and plastics. It also evaluated the application of this knowledge by the candidates regarding the use of these materials in the construction industry. This was a popular question.

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-5- Part (a) required candidates to list three characteristics of aggregates used in concrete. Most of the candidates answered this part of the question very well. Part (b) asked students to define the term proportioning in relation to a concrete mix. Candidates performed very well on this part of the question. Part (c) required candidates to briefly explain a number of terms related to wood, including moisture content, conversion, drying, dry rot, and natural wood defects. Overall this was very well done. However, some candidates submitted sketches of seasoning defects, rather than natural defects such as shakes and knots. Part (d) required candidates to list three uses for plastics in the building construction industry. This part of the question was very well done by most of the candidates; however, some candidates gave properties of plastics instead of uses for plastics. The average score for this question was 9.9 and five candidates obtained the highest score. Sixty percent of the candidates who answered this question scored in the range of 9 to 20 points. Thirty-one candidates scored a zero on this question. See Appendix 3 for sample responses to the parts of Question 3 that challenged candidates. Question 4 This question tested candidates' knowledge and ability to apply knowledge of different types of foundations and brick joints. Their knowledge of the settlement test was also tested. This was quite a popular question, with approximately 61 percent of the candidates attempting it. Part (a) asked candidates to indicate the main function of the settlement test. This part of the question was widely known and well-prepared candidates were able to correctly state the main function of the test. In parts (b)(i) and (ii), students were asked to list three different types of brick links and draw the brick links listed in (b)(i) respectively. They were able to answer this question reasonably well. Part (c) required candidates to indicate two functional requirements of foundations. This was very well done. Parts (d) and (e) required candidates to list three different types of foundations and outline the three different types of foundations listed in (d) respectively. This part was very well done. The median score for this question was 11, with eleven candidates earning the highest score. Seventy-two percent of the candidates who answered this question scored in the range of 9 to 20 points. Eighteen candidates scored zero on the question. See Appendix 4 for sample responses to the portions of Question 4 that received poor responses from candidates. Question 5 This question assessed the candidates' ability to apply their knowledge of stairs and stair design/calculation and preparation of wood surfaces. This question was not very popular with the candidates and was answered by approximately 28 percent of the candidates. In Part (a), candidates were asked to state the primary function of the stairs, while Part (b) required candidates to define stair terms such as riser, tread, handrail, baluster, and riser. In general, all parts of the question were well done. In Part (c), the applicants received a specification for a stairway that was in the design stage. The total rise is 2.16 m and the height of a riser is 180 mm. First, they were asked to calculate the total number of

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-6- risers required for the stair, and secondly, calculate the total run of the stair if the width of one tread is 240mm wide. Part (d) asked candidates to produce a labeled vertical sectional sketch, through a wooden ladder with a hosted rope, to show details of how a riser and tread are connected to the rope and to each other. Part (e) required candidates to list in sequence three steps necessary to prepare the stair surface before applying a lacquer finish. This was done reasonably well. The average score for this question was 8.4 and no candidate received the highest score. Fifty-two percent of the candidates who answered this question scored in the range of 9 to 20 points. No candidate got the highest score. Four candidates scored 18 points. Seven candidates scored zero on the question. See Appendix 5 for sample responses to the portions of Question 5 that received poor responses from candidates. Question 6 This question tested candidates' knowledge and ability to apply knowledge of roof types. Candidates were also evaluated on the advantages of some types of roofs over others, types of roof coverings, and different types of roofs. Part (a) required candidates to make clear line drawings to illustrate and identify by name each of the following roof types: pitched roof, hip roof, hip roof, and hip and valley roof. This was well done. Part (b) required candidates to list three advantages of using truss roof construction over traditional roof construction. This part presented a challenge for the weaker candidates. The weaker candidates responded by giving the construction material for the roofs instead of the type of roof required; for example, Part (c) for tray vault, suspended, required applicants to list two different types of ceilings, while Part (d), required applicants to list five types of ceiling covering materials. The average score for this question was 10.9 and two candidates obtained the highest score. Thirteen candidates obtained 19 points. Seventy-one percent of the candidates who answered this question scored in the range of 9 to 20 points. Eleven candidates scored zero on the question. See Appendix 6 for sample responses to the portions of Question 6 that received poor responses from candidates. Section C Question 7 This question tested candidates' ability to apply knowledge of wastewater disposal systems and knowledge of the various terms associated with waste disposal systems. This was not a very popular question among the candidates; less than six percent of them tried. In Part (a), candidates were asked to use sharp sketches to illustrate the following sewage disposal systems: (i) septic tanks and (ii) drainage works. Part (b) asked candidates to briefly describe the performance of each of the following drainage systems in terms of their function, cost, advantages and disadvantages, and effectiveness: (i) combined drainage system and (ii) drainage system. separate drain.

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-7- The average score for this question was 8.7 and one candidate obtained the highest score. Forty-nine percent of the candidates who answered this question scored in the range of 9 to 18 points. Two candidates scored zero on the question. See Appendix 7 for sample responses to the portions of Question 7 that received poor responses from candidates. Question 8 This question tested candidates' knowledge and ability to apply knowledge of construction equipment and construction trades and their responsibilities on a construction project/site. This question was popular with candidates, with approximately 89 percent of them attempting it. Parts (a) (i) and (ii) asked candidates to list five construction team members and describe a responsibility of each respectively. Part (b) required candidates to list two jobs performed on the construction site by the following construction trades: carpenter, electrician, bricklayer, painter, and plumber. This part of the question was widely known and the candidates performed very well. However, there is a need for candidates to provide better answers when asked about the work of commercial people in the construction trades; For example, a painter does more than just paint. He mixes paints, prepares surfaces, and applies different types of finishes (varnish, paint, wax, and polishes). The average score for this question was 12.4, with 45 candidates earning the highest score. Seventy-nine percent of the candidates who answered this question scored in the range of 9 to 20 points. Fourteen candidates scored zero on the question. Question 9 This question assessed candidates' ability to apply their knowledge of factors influencing building design and European architectural features that have influenced building design in the Caribbean. This question was not very popular, with less than two percent of candidates attempting it. Part (a)(i) required candidates to list four factors that influence the design of a building, while part (a)(ii) required candidates to explain how any of the three factors identified in (a) (i) influences individual building practices Part (a) (iii) asked candidates to explain how the steep roof pitches typically found in American houses have influenced the roof pitches of Caribbean houses. . In Part (b)(i), a table was used to show the building components used in the construction of buildings, the first, second and third columns showing headings for English and Caribbean building practices. Candidates were required to select any two building components listed in the table and for each compare design and materials to English and Caribbean building practices. An example was given as a guide for candidates. The average score for this question was 9.1, with one candidate earning the highest score. Fifty-three percent of the candidates who answered this question scored in the range of 9 to 20 points. No candidate scored a zero on the question. See Appendix 9 for sample responses to the portions of Question 9 that received poor responses from candidates.

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-8- Paper 03 – School-Based Assessment (SBA) The SBA is intended to be a diagnostic, formative and summative assessment tool. Students can present their best efforts once teachers follow the suggested time frame. The new format that requires both a practical and a written project must be taken seriously if students are to develop the expected competencies. Students are required to complete two assignments during terms four and five (terms one and two of the exam year) and each student must complete:  A practical project, worth 90 points, from a list published by CXC. The project must be in two parts and must be functional/fit for purpose. Examples of projects that are in two parts are: window or door hung in a frame, window or door and frame fixed in a partition. Foundations for a small wooden or concrete cabin, a small cabin with a hipped or gabled roof, park benches, stairs, etc. Note: The practice covers Profile 3, Practical Ability.  A written work, valued at 30 points, that evaluates Profile 3 (Practical Ability) established by the class teacher in accordance with the guidelines described by CXC and based on the Common Modules D1, D14 and D15. Students continue to perform satisfactorily on SBA hands-on projects. However, the written task remains a challenge for the weaker candidates. This year's moderation analysis revealed again that there is a trend across all territories where students' written reports were reproductions of a single report. Also, some teachers seem to be reusing reports and projects from previous years. This unacceptable practice negatively impacts students' overall scores. It was also found that teachers' evaluation of written reports seemed quite generous and in some cases contrary to the suggested marking scheme. An important aspect of the practical SBA project is design, which involves drawing and selection of materials, mechanical processes, manual processes, and the evaluation of various methods and systems in construction technology. This aspect of the program must be handled by the teacher if students are to gain the maximum benefit from using their drawing skills and knowing how to relate theory to practice. The format developed to ensure that the skills are organized systematically includes the following: • Preliminary considerations (usually a statement of what students want to do) • Preliminary design • A pictorial sketch of the project idea • Production of a set from working drawings (orthographic, including sectional views) • Estimate quantities and types of materials and costs • Select appropriate materials (or suitable alternatives) • Select tools and machinery • Develop an operations plan • Implement an operations plan, to complete the project • Supervision of team members and coordination of various operations The teacher must develop a series of practical exercises and administer them to the students. While this is being done, the teacher should observe the students and identify those who show a greater sense of responsibility and mastery of related skills. These people should be used to help or lead a small group (3-5) to complete larger and more difficult projects.

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-9- RECOMMENDATIONS TO TEACHERS The general recommendations to teachers from previous years are repeated here for those who are new and for those who may not have seen them before. Please note that recommendations are made by the examining committee, examiners, and assistant examiners, based on direct observations made during the marking period. Therefore, all teachers are encouraged to pay attention to the following suggestions in an effort to gain information that will help improve overall student performance on post-tests.  Candidates are encouraged to read the test questions carefully and follow the instructions precisely, as valuable time may be wasted doing work that will not earn additional points.  Students should be encouraged to take both aspects of the SBA (the written homework and the practical project) very seriously, as the SBA accounts for a large portion of the overall scores on the Building Technology exam. For more information on the importance of this aspect of the exam, see pages 7-9 of the Industrial Technology Syllabus Amendment found after page 134 of the May/June Industrial Technology Syllabi. 2002.  Students should have the opportunity to produce more detailed sectional sketches to help improve their knowledge and understanding of vertical and horizontal sections of buildings and building components.  Stair details, design (stair calculations) and construction require close attention. In this sense, it is suggested that didactic materials be used (for example, models and graphics should be displayed in the laboratories/workshops showing different types of stairs, building regulations related to stairs, and sketches of labeled sections of the stairs (both wooden and concrete)  Whenever possible, students should practice arranging buildings in different ways on both flat and sloping sites on the school campus if no other site can be found  Where possible, they should be arranged excursions to a cement plant and other manufacturing plants related to the construction industry Plastic, for example, is a widely used material in the construction industry Most plumbing pipes and a wide range of fittings (for example, electrical conduit and concrete forms) are made of plastic Therefore, teachers should expose students to these materials Theory and practice related to types of floor finishes should be taught constantly remind students that all sketches must be labeled as points are always awarded for labeling.  Graphics showing the different types of brick bonding should be displayed in the laboratory/workshop.  Sanitary fixtures, plumbing fixtures, drainage, and wastewater disposal are very important to the overall functioning of buildings. Therefore, the relevant sections of the syllabus dealing with these should be covered in depth.  Most communities in the Caribbean have historic buildings in existence. They are of wood or brick construction. Students should be encouraged to visit them and observe their architectural design, main features, etc. Recommendations 10 and 11 will allow students to improve their answers to the questions in section C of the exam.

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- 11 - Appendix 1 Section A Sample answer to question 1 (1) (a) (i) and (ii) Vertical section of the wall and three joists showing the arrangement of the members of the wooden floor.

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- 12 - (b) (i) and (ii) Vertical section showing details of window and frame in concrete wall opening

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- 13 - (c) (i) and (ii) Full plan view of the roof frame of the gabled roof.

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- 14 - Appendix 2 Section B Example answer to question 2 (c) (i) How to place the corner profiles when establishing a small building.

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- 15 - Appendix 3 Sample answer to question 4 (a) (i) and (ii) (e)

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- 17 - Appendix 4 Sample answer to question 5 (5) (b) Definition of stair terms Riser — vertical member of a step Tread — the horizontal surface of a step Handrail — a balustrade member sloped at the top of the balusters Baluster — in- filler member between the handrail and the chord Newel Post: the main support for the handrail at each end of a flight (c) (i) Stair Calculations Total height = 2160 mm Height of a riser = 180 mm 2160/180 = 12 risers (ii) Total step of stair 240x11 = 2640 mm of total run (d) Vertical section through a stair

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- 18 - Appendix 5 Example answer to question 6 (a) Line drawing of different types of roof

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- 19 - Appendix 6 Sample Answer to Question 7 Septic Tank and Sump Schematics

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- 20 - Appendix 7 Sample answer to question 9

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN SECONDARY EDUCATION CERTIFICATE EXAMS JUNE 2005 MECHANICAL ENGINEERING TECHNOLOGY Copyright © 2005 Caribbean Examinations Council ® St. Michael, Barbados All rights reserved

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-2- MECHANICAL ENGINEERING TECHNOLOGY TECHNICAL PROFICIENCY EXAMS JUNE 2005 GENERAL OBSERVATIONS There was a slight increase in the number of candidates registering for the 2005 exam compared to the 2004 exam. One thousand six hundred and ninety six (1696) candidates enrolled in 2004, while the total enrollment for 2005 was one thousand seven hundred eighty-seven (1,787), an increase of approximately 5.37%. Of the 1781 candidates entered for the exam, 51% of the candidates scored Grade III and above. This represented a decline in performance from 2004. Performance at the SBA showed a decline from prior years. This could be because teachers do not provide the guidance and support students need to help them complete the exercise. The written component of the SBA needs to be improved as some candidates continue to see this project as group work and therefore submit identical reports for evaluation. There is also a need for urgent attention to Question 1 of Document 02, which requires candidates to demonstrate knowledge and application of the work done in Module B8 of the Unit. DETAILED COMMENTS Test 01 – Multiple Choice This test consists of 60 items that test the theoretical aspects of the study program. There were 30 items testing the knowledge profile and 30 items in the application profile. The issue that most of the candidates found difficult was: 1. The composition of high speed steel. Paper 02: Structured Narrow Response Essay Questions Paper 02 (2 1/2 hours): A free response test divided into three sections. Each question will receive the same weighting for the dimensions of the profile, Knowledge and Application. Section A—A required design question based on Unit Module B8. The question will be worth 40 points. Candidates should spend approximately 50 minutes on this question. Section B—Five questions based on Modules B2 to B5 of the Unit. Candidates must answer three questions. Each question will be worth 20 points. Section C—Three questions based on Unit Modules B6, B7 and B9. Candidates must answer one question. The question will be worth 20 points. The median score for this test fell well below 50 percent of the total score of 120.

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-3- Section A Question 1 Candidates were asked to complete the design for mounting a drill table to the column. The table had to be mounted on the column in such a way as to meet the following conditions: (a) The table should be able to rotate 360 degrees around the column. (b) The table must be able to slide up and down the column and lock in any position along the length of the column. (c) The table must be able to rotate 30 degrees from the horizontal as indicated by arc XX and be locked in any position. The main design considerations were: (i) The means to allow the table to rotate 360 degrees. This could have been done by fixing the table to a split casing that would fit snugly on the column. Most of the candidates who attempted to answer the question drew some type of housing unit that would, in fact, rotate 360 degrees. Some candidates incorporated bearings into the housing unit that were not required in the assembly. These candidates associated everything that had to rotate with a bearing, which is why it was included in the casing. (ii) The mechanism to lock the table in any rotated position. This could have been done by putting a bolt and nut through the rear of the split casing and using a wrench to tighten the unit to the column. When trying to lock the table, some candidates put a bolt through the column that would prevent the unit from turning. Others used grub screws or bolts to lock the table against the column. In effect, this would damage the column and not be very effective in supporting the table against the downward pressure of drilling on the table. (iii) A mechanism that allowed the table to slide up and down the column. This could have been done simply by loosening the clamp on the housing unit and moving the table up or down as desired and then tightening the clamp to hold the table in place. (iv) A means to lock the table in any position along the column. (v) The mechanism that allowed the table to rotate 30 degrees with respect to the horizontal as indicated by arc XX. (vi) A means to lock the table in the swivel position. Overall, a large number of candidates did not handle this question very well, even though the question was based on the drill press that is present in most shops. The students, for the most part, could not present reasonable interpretations of the question. The following are some of the issues that were highlighted in the solutions. – Bearings were used for rotation that was not necessary. – The blocking system was not effective in most cases. – Rotation of 30 degrees in the horizontal plane indicated by XX was interpreted as 30 degrees in the vertical plane.

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-4- In addition to these problems, the ability to draw seemed to be a major problem for most of the candidates, as the clarity of the details and the proportionality of the sketches left much to be desired. Some candidates did not attempt to answer the question even though it was required and worth forty points. This mandatory question is still a problem for a good number of candidates. The ability to interpret the drawing and provide adequate sketches of the solution seems to be beyond some of these candidates. It appears that the candidates do not receive enough exposure to the design concept and are therefore unable to apply the principles involved in the various scenarios presented to them. The need to give candidates the desired exposure to the design must be addressed if there is to be any improvement in candidate performance on the question. Section B Question 2 The purpose of this question was to assess the candidates' knowledge and understanding of: (a) (i) The type of file that should be used to file a shoulder. (ii) The reason for using this type of file. (b) (i) The sequence of operations to produce a thread in a blind hole. (ii) The tools to be used in the process. (iii) Precautions to be observed when tapping a blind hole. (c) A method of manually producing a highly polished surface on steel. (d) What caused each of the following problems? (i) A drill that refuses to cut. (ii) An exercise that asks from the correct center. (iii) A drill breaking. (iv) A grinding noise that occurs while drilling. This question was very popular, with approximately 80% of the candidates responding. (a) (i) and (ii) were mishandled. The name 'hand file' was not the popular response, but many candidates knew that you had to use a file with no teeth on one side of the file. Sections (b) (i), (ii) and (iii) of the question were well done. Many students were able to give the desired responses to this section. However, (b) (ii) and (iii) were better answered than (b) (i) and many candidates scored 75% of the marks. (c) Responses to this part of the question were average, candidates knew that to produce a highly polished surface, abrasive paper/cloth should be used. Many candidates did not understand the process of using the different grades of abrasive cloth/paper and polish to obtain the best surface finish. Candidates obtained a maximum mark of 60% in this part of the question. (d) This part of the question was well asked. Eighty (80%) percent of the candidates who responded to this section of the question received at least seventy-five (75%) percent of the marks.

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-5- Question 3 The objective of this question was to assess the candidate's knowledge, understanding and application of: (a) The procedural steps for marking a sheet metal template. (b) The procedure for cutting a rectangular slot in 3 mm thick sheet metal. (c) Tools that will be used to cut the rectangular slot. (d) (i) Precautions to be taken during the marking process to maintain accuracy. (ii) Safety precautions to be observed when cutting the rectangular slot. This was a very popular question that was attempted by 70% of the candidates. Performance on the question was average. The knowledge aspects of the question were handled quite well and this included the following: – Tools used for the operation – Precautions to be taken when scoring – Precautions to be observed when cutting the slot Candidates in some cases were scoring and trimming at the same time, they did not separate the marking process from the slot cutting. In some cases there were no clear distinctions between precautions and safety precautions. Question 4 The purpose of this question was to assess the candidate's knowledge, understanding, and application of: (a) The correct shape of various lathe cutting tools for specific operations in the shop. (b) The difference between the rake and clearance angles with respect to the lathe cutting tools. (c) Calculation of the correct spindle speed for a turning operation given the diameter of the work and the speed of cutting the material. (d) (i) The procedural steps to produce an internal taper on a component on the center lathe. (ii) Safety precautions to be observed when cutting an internal taper on the center lathe. This was not a very popular question as it was only attempted by 35% of the candidates. Parts (a) and (b) of the question were not handled well as most of the candidates who tried to answer the question were unable to outline the desired tools. The candidates also had trouble explaining the difference between clearance and bank angles. Part (c) of the question was handled quite well. Most of the candidates were able to calculate the required spindle speed. However, there were errors related to the units involved, as well as difficulties in handling numerical quantities. Some students interpreted taper to mean threaded and therefore explained how to tap the hole rather than how to cut the internal taper.

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-6- Question 5 The purpose of this question was to assess the candidate's knowledge, understanding and application of: (a) How to make a dimensioned sketch of a sheet metal pattern to include allowances for seams. (b) How to calculate the length of the wire to produce a wire border. (c) The procedural steps required to weld a component. (d) (i) The various stages in the formation of a fold and groove seam on a component. (ii) The tools required to produce a fold and groove seam. (e) Safety precautions to be observed when handling sheet metal. This was not a popular question as it was only attempted by 17% of the candidates. (a) This part of the question was not handled well; the candidates were weak in drawing the correct development clearly showing the dotted lines for the bending allowances for the seams. (b) The formula approach for calculating rope length was correct, but the mean diameter dimension that should have been used to calculate rope length was not used. (c) Many students were able to identify the main points, such as heat, tinning and cleanliness. This section was pretty well done. (d) (i) This part of the question was pretty well done. The candidate's strength in this part of the question was bending ninety (90°) degrees and using the hand groover to form the seam. (ii) This part of the question was well answered. Most of the candidates were able to list the tools needed to produce the seam. (e) This part of the question was well asked. Candidates were able to list safety precautions that must be observed when working with sheet metal. Question 6 The objective of this question was to assess the candidates' knowledge, understanding and application of: (a) Various types of milling cutters that could be used to produce a rectangular slot in the milling machine. (b) The steps of the procedure to produce grooves in the milling machine. (c) How to calculate the spindle speed for a milling operation given the speed of cutting the material and the diameter of the cutter being used. (d) The result of using too high or too low a spindle speed. (e) The two categories of milling machines. (f) Safety precautions to be observed during milling operation.

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-7- This was not a very popular question. Only 31% of the candidates tried. The question was pretty well done by those who tried it. Some candidates had problems with their sketches of the cutters, as well as the procedural steps to produce the groove. The TWO categories for milling machines also posed a problem for some candidates as they named different machines within one category instead of naming the TWO categories. Areas of the question that were well answered included part (c) calculating spindle speed, as well as part (f) safety precautions to be observed while milling. Question 7 A The purpose of this question was to test candidates' knowledge, understanding and application of: (a) The preparation that must be made before welding a piece of pipe to a base with a hole similar to that of the pipe and maintain the alignment of both holes after welding using oxyacetylene welding. (b) The welding method to the right. (c) The causes and possible correction of the following problems: – Poor fusion – Torch backfires – Torch does not stay lit – Flame gives off heat (d) Safety precautions to be observed when performing oxyacetylene welding. This was not a very popular question that was attempted by 35% of the candidates. (a) Many candidates knew that the soldering surface must be cleaned, clamped, and aligned. However, the weakness was in chamfering the cylindrical part to achieve the proper penetration. (b) Many students did not answer this part of the question correctly. They had a problem with the direction of travel of the torch and the positioning of the welding rod. (c) This part of the question was pretty well done. Approximately fifty (50%) percent of the candidates received about seventy (70%) percent of the assigned marks. (d) This part of the question was very popular and well answered. Question 7 B The purpose of this question was to test candidates' knowledge, understanding and application of: (a) The preparation that must be made before welding a piece of pipe to a base with a hole similar to that of the pipe and maintain the alignment of both holes after welding by electric arc welding. (b) The purpose of the electrode coverings used in the arc welding process.

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-8- (c) The cause and method of correction of the following defects in electric arc welding: – Incomplete penetration – Poor fusion – Inclusion of slag – Excessive spatter (d) The procedure for striking and maintaining the arc during welding arc welding process. (a) This part of the question was pretty well answered. Most of the candidates indicated some way to hold the components together, however, many of them did not chamfer the cylindrical part for penetration. (b) This part of the question was well answered. Eighty (80%) percent of the candidates who attempted this section of the question responded favorably. (c) This part of the question was pretty well done. Approximately fifty (50%) percent of the candidates received around seventy (70%) of the assigned marks. (d) This section was very popular and well answered. Question 8 The objective of this question was to assess the candidate's knowledge, understanding and application of: (a) The procedural steps necessary to produce a mold for sand casting. (b) Precautions to be taken in preparing the mold to prevent the two halves from sticking together. (c) Precautions to be taken when pouring molten metal into the mold. (d) Various forging processes carried out in the workshop. This was not a popular question as it was only attempted by 5% of the candidates. Aspects of the question that were done well included the following: – Procedural steps to produce the mold. – Sketches of tools and equipment used in the process. – Caution should be taken to prevent the halves from sticking together. – Precautions to take into account during the pouring of the mould. Aspects of the question that were not done well: – Description of the various forging processes Many students did not understand the terms of forging, especially fulling mills. The answers were mostly vague and in some cases there were no answers to this section of the question.

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-9- Question 9 The objective of this question was to assess the candidates' knowledge and understanding of: (a) Various keys used to support engineering components. (b) (i) The differences between flat belts and V-belts. (ii) The applications of flat belts and V-belts. (c) The reasons for using lubricants in the shop. (d) Mechanisms found in the workshop on which oil or grease can be applied. (e) Various types of seals used in mechanical devices. This was not a very popular question. Approximately thirty (30%) percent of the candidates responded to this question. (a) This part of the question was not well answered. Many candidates were not familiar with the names of the keys and their applications. (b) (i) and (ii) Many candidates responded weakly to this part of the question, in line with the markscheme. Most of the answers focused on the shape of the two belts and the type of pulleys they were used on. (c) This part of the question was well asked; most of the candidates knew the use of various lubricants. (d) Most of the students attempted this part of the question, but referred to machines, eg, drills, planers, lathes, etc., instead of various mechanisms as indicated in the question. (e) This part of the question was answered incorrectly; many candidates lacked knowledge about the types of stamps and the various uses. Notes for teachers 1. Candidates need to improve their drawing skills, which is very important to answer the questions in paper two of this exam. Therefore, they should be encouraged to draw and given exercises that allow them to develop the skills. 2. Students should be encouraged to sketch the solution to design question (1), as some spend a lot of time trying to produce accurate drawings of the given views without the required solutions. 3. More time should be spent on design if candidates are to acquire the skills required to reach the level of proficiency necessary to be successful on the exam. This design question is worth 40 marks on paper 2 and some students do not answer the question even though it is required. 4. As suggested in previous reports, the mechanisms used to transmit motion in machines, such as chain drives, gear drives, and belt drives, should be regularly introduced to the candidates. This process could involve removing the guards from the machine. N.B. The machines must be turned off before carrying out these operations. 5. Students should be taught how to differentiate between page number and question number, as a large percentage of students continue to write the page number or number of the figure assigned to a question as the question number .

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMS JUNE 2006 MECHANICAL ENGINEERING TECHNOLOGY Copyright © 2006 Caribbean Examinations Council ® St Michael, Barbados All rights reserved.

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-2- TECHNICAL COMPETITION EXAMS IN MECHANICAL ENGINEERING TECHNOLOGY JUNE 2006 GENERAL OBSERVATIONS In 2005, one thousand seven hundred and eighty-seven (1,787) candidates registered, while the total registered for 2006 was 1,777. Approximately 80% of the candidates registered for the exam obtained Grade III and above; this performance was similar to 2005. Candidates continue to perform well on the practical component of the SBA, but need to improve their performance on the written component. The performance of Documents 01 and 02 needs to be significantly improved. Question 01 of document 02 remains a cause for concern. Candidates do not demonstrate the knowledge and application necessary to satisfy unit Module B8. DETAILED COMMENTS Test 01 – Multiple Choice The test consists of 60 items that test the theoretical aspects of the Unit. There were 30 items testing the knowledge profile and 30 items in the application profile. Topics that most candidates found difficult were: 1. The meaning of the term parting off 2. Indexing 3. Causes of rapid grinding wheel wear 4. Chisel point angle for cutting aluminum 5. How to draw a large circle for drilling 6. Hard welding 7. Micrometer reading 8. Calculating the tolerance of a given dimension 9. Pattern development 10. Machine used to shape sheet metal cylinders 11. Forging 12. Color tempering for various hand tools 13. Welding safety 14. Heat treatment process 15. Aluminum production 16. Types of thermosetting plastics TEST 02 – Essay/Structured Response Questions Test 02 (2 _ hours) A free response test divided into three sections. Each question received the same weighting for the dimensions of the profile, Knowledge and Application. Section A: A compulsory design question based on Unit Module B8 worth 40 points. Candidates were required to spend approximately 50 minutes on this question.

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-3- Section B – Five questions based on Modules B2 to B5 of the Unit. Candidates had to answer three questions. Each question is worth 20 points. Section C – Three questions based on Modules B6, B7 and B8 of the Unit. Candidates had to answer a question. Each question was worth 20 points. Section A Question 1 Candidates were asked to complete the design of a crane and hook unit. Two views of the incomplete unit were provided and candidates were asked to design a casing to house a "D" roller set and "B" shaft. They were also asked to indicate a method for attaching a "C" hook to the "B" shaft. The main design considerations were: (i) "D" rollers attached and retained to the casing and free to rotate about their axes. Those who tried to answer the question indicated the rollers in place as shown in the diagram, but most did not indicate how the rollers were attached. As in previous years, the ability to draw seemed to be a major problem as what was represented as solutions for the various requirements was difficult to interpret. Some candidates didn't represent the nuts and bolts very well, and in some cases only one view was shown, making it difficult to decide what was happening on the opposite side of the unit. (ii) The B shaft, in position in the casing and supported by two bronze bushings inserted into the casing. Most of the candidates connected the shaft to the housing without the bushings. Some indicated casings by pointing arrows where the casings were supposed to be, but they were not represented on the sketch. Some candidates didn't seem to know the difference between a bushing and an antifriction bearing. (iii) Shaft "B" free to rotate around its axis to facilitate the swinging motion of hook "C" as indicated by arrow E. The drawings produced were not very clear in most cases, so it was difficult to determine if the axis could in fact rotate. (iv) A means to retain the "B" shaft in the housing to prevent axial movement. This aspect of the question was pretty well resolved by those who tried it. In some cases, pins and washers were used to secure the axle in place. (v) The “C” hook attached to the shaft so that it could rotate within the shaft as indicated by the arrows in “F”. Most of the candidates who attempted to answer the question gave reasonable solutions to this aspect of the question. They allowed the hook to pass through a hole in the shaft in most cases. However, some candidates tried to use bearings etc. to hold the hook, since, in his opinion, the twist had to employ bearings. (vi) The hook retained on the shaft.

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-4- This aspect of the question was pretty well done. Here again pins and washers were used to secure the hook. (vii) The unit may move along the "A" beam in both directions as indicated by the "G" arrows, but restricted from any lateral movement greater than 2mm. The sketches used to indicate this aspect of the solution were not very clear in most cases and therefore it was difficult to determine if the unit could move along the beam. In general, there seemed to be some improvement in the responses to this particular question, although several students did not attempt to answer the question. Some candidates attempted to make accurate assembly drawings of the unit, and in some cases only reproduced the given sketches without attempting solutions to the problem. It is preferable that candidates produce neat representative sketches rather than attempt to draw using T-squares etc. as this could be time consuming. The solution to the problem is the main concern, since most points are awarded for that aspect of the question. Therefore, sketches with the solution may score more points than clean drawings that reproduce the diagrams given for the exercise, without the desired solutions to the problem. Section B Question 2 The objective of this question was to assess the candidates' knowledge and understanding of the following: (a) (i) The procedural steps for machining a component on the central lathe. (ii) Sketching and naming tools to be used in the process. (b) How the lathe carriage is driven when attached to cut bolts. (c) Ways in which work on the central winch can be secured and conducted. (d) Safety precautions to be observed when using the center lathe. This was a fairly popular question that was attempted by 83% of the candidates. Candidates did not handle this question very well despite the fact that most, if not all, institutions are considered to have at least one lathe in their shop. Most of the candidates who attempted to answer the question did not describe the procedural steps in a numerical format. They continue to write “essays” about the various steps and do not include measurements to indicate which component areas they are referring to at each stage of the process. In general, it seemed as if the candidates did not have enough experience using the lathe or with the various lathe tools used on the machine. Most of the candidates were not familiar with the movement of the carriage during a threading operation. The age-old problem involving the difference between personal safety and machine safety precautions still persists, and it is felt that candidates should know the difference.

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-5- Question 3 The objective of this question was to assess the knowledge and understanding of the candidates on the following: (a) (i) The steps of the procedure to mark a template. (ii) The list of tools and equipment necessary for the marking process. (b) (i) The procedural steps for cutting a slot in sheet metal. (ii) The tool to be used in the process. (c) (i) Safety precautions to be observed when using marking tools. (ii) Safety precautions to be observed when cutting the slot in sheet metal. This was a very popular question as 95.5% of the candidates tried it. The question was pretty well asked. However, some candidates were still unable to differentiate between general and personal security. Candidates are not yet writing the various steps of the procedure in a timely manner and this makes it sometimes difficult to search through a long essay to find a few steps. The steps to mark the template would have included the following: - Mark all horizontal lines - Write all vertical lines - Locate and mark the radii - Mark the angles - Outline the template The sequence of operations to cut slot "A" in part (b) of the question would have included the following:- - Awl - Center punch - Chain drill - Chisel/hacksaw - File Question 4 The purpose of this question was to assess candidates' knowledge and understanding of the following : (a) (i) Procedure steps to machine a component on a horizontal milling machine. (ii) Draw and name a cutter that could be used to produce a rectangular slot. (b) (i) State the formula to calculate the rpm of a cutter (ii) Calculate the revolutions per minute required for a particular cutter. (c) List the advantages and disadvantages of the conventional milling method (up-cut). (d) Indicate the safety precautions that must be observed when using the router.

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-6- This was not a very popular question as only 33.9% of the candidates attempted it. Many of the candidates chose other operations instead of milling to produce the grooves, including chisels, hacksaws, and files. Some candidates did not know the names of the cutters that could be used to produce the slots, nor the advantages and disadvantages of conventional milling. In general, most of the candidates did not seem to know much about milling in general, although they tried to answer the question. Part (b) of the question dealing with calculating rpm, as well as part (d) on safety precautions, were done quite well. Question 5 The objective of this question was to test the knowledge and understanding of the candidates on the following: (a) Procedure to file a flat and smooth area with 90 degree corners (b) (i) Indicate the various kinds of files ( ii) Indicate the main differences between the different types of files. (c) (i) Problems that may arise when sawing copper pipe. (ii) How to overcome problems that can arise when cutting copper tubing with a hacksaw. (d) Indicate the safety precautions that must be observed when using the hacksaw. This was a very popular question as 78.34% of the candidates tried it. Most of the candidates who attempted to answer the question did not clearly state the procedures for completing the job effectively. The sketches indicating the procedure were also not well done, and only a few candidates mentioned the use of an edge-safe file to protect the corners. Question 6 The purpose of this question was to assess candidates' knowledge and understanding of the following: (a) The procedural steps required to produce a wired edge. (b) Make a dimensional sketch of the material to produce a component. (c) The procedural steps for riveting two components together. (d) List the safety precautions that must be observed when working with sheet metal. This was not a very popular question as it was only attempted by 20.21% of the candidates. The question was poorly asked by most of those who tried it. It seemed as if most of the candidates did not understand the development involved. There seemed to be deficiencies in understanding the pictures given in the exam. This could be indicating that the candidates lack the required exposure to technical drawing. In part (c) of the question, most candidates used a pop rivet gun and rivets instead of the required push rivets to join the components together.

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-7- Question 7 The purpose of this question was to test candidates' knowledge and understanding of the following: OR (a) The procedural steps for using electric arc welding to join two pieces of mild steel. (b) Complete a table indicating the cause and remedy for the following problems: (i) Surface oxidation (ii) Electrode sticking (iii) Excess metal (broad grain) (iv) Lack of fusion (v) Lack of penetration (c) Indicate a factor that influences the choice of electrode size in electric welding. (d) Indicate the safety precautions that must be observed during the arc welding process. OR (e) Complete a table indicating the cause and corresponding remedy for the following oxyacetylene welding defects. (i) Distortion (ii) Oxidation (iii) Blow holes (iv) Lack of fusion (v) Lack of penetration (f) The use of sketches to show the relative position of the nozzle, rod and weld during movement to the left (forward) oxyacetylene welding process. (g) Explain with the help of labeled drawings the three types of flames in relation to the gases used in the oxyacetylene welding process. This was quite a popular question that was attempted by 47.26% of the candidates. Most of the candidates did not differentiate between electric arc and oxyacetylene welding. All the answers were mixed when they tried to use electric arc methods to solve problems related to oxyacetylene welding. Most of those who sketched the oxyacetylene flames were unsure of the composition or characteristics of the flames.

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-8- Question 8 The objective of this question was to assess the candidates' knowledge and understanding of the following: (a) The development of a split pattern to produce a component. (b) Using labeled sketches to list the procedural steps for preparing a ready-to-pour mold. (c) Indicate the reasons for the following defects: (i) Blow holes (ii) Inclusion of sand (d) Name the foundry tools used in the process of preparing a mold. This was not a popular question, as it was only attempted by 6.7% of the candidates. Most of the candidates who attempted to answer the question chose to use a solid pattern instead of a split pattern, as is required for the job. Other aspects of the question that were not well answered included the following: - Steps in the procedure for preparing the mold - Reasons for the occurrence of the mentioned defects Many of the candidates who attempted to answer the question were able to name casting tools used in the preparation of a mold Question 9 The aim of this question was to test candidates' knowledge and understanding of the following: (a) Use sketches to illustrate the following gear systems: (i) Rack and pinion (ii) Worm and wheel (iii) Spur (b) Give applications of the various gear systems used in part (a) of the question. (c) List of functions of a typical preventive maintenance system. (d) Indicate the parts and characteristics of a drill motor and spindle pulleys equipped with a belt. (e) Highlight the cases in which a belt drive is more advantageous than a gear drive system. This was not a very popular question as it was only attempted by 35.56% of the candidates.

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-9- Those who attempted the question made a fair effort on part (a) of the question. However, most of them could not provide the desired application for the various gear systems. Most of the candidates who answered the question were able to list the functions of a typical preventive maintenance system and explain why they are important for the correct operation of the machines. School-Based Assessment (SBA) The School-Based Assessment (SBA) is intended to be useful to teachers and students, and can be used as a diagnostic, formative, and summative assessment tool. Candidates can submit their BEST efforts once the teachers have followed the suggested time frame. This (SBA) format requires practical and written projects and must be taken seriously if candidates are to develop the expected competencies. The SBA's overall performance continues to be much better than the other two exam papers. However, there is room for improvement in the written component of the assignment. It should be noted that the written work is an individual project therefore; the total or partial reproduction of a candidate's work by another is considered plagiarism. Candidates and faculty should approach the writing component of the SBA with more planning and analysis than is required to achieve the objectives of the common modules. Notes for teachers 1. Candidates must improve their drawing skills, which is very important to answer the questions in paper 02 of this exam. Therefore, they should be encouraged to draw and given exercises that allow them to develop the required skills. 2. All candidates taking the exam must have technical drawing as their main subject. The school program should make it mandatory for them. 3 Candidates should be encouraged to sketch the solution to design question (1), as some spend a lot of time trying to produce accurate drawings of the views given without the solutions. 4. More time should be spent addressing the question of design, as the question on design is worth 33% of the scores on paper 02 and some students do not attempt to answer the question even though it is required. 5. Mechanisms used to transmit motion in machines, such as chain drives, gear drives, and belt drives, should be regularly introduced to students. This process could involve removing the guards from the machine. N.B. The machines must be turned off before carrying out these operations. 6. Students should be taught how to differentiate between page number and question number, since a large percentage of students continue to write the page number or number of the figure assigned to a question as the question number .

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2007 MECHANICAL ENGINEERING TECHNOLOGY Copyright © 2007 Caribbean Examination Council ® St. Michael, Barbados All rights reserved.

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-2- MECHANICAL ENGINEERING TECHNOLOGY TECHNICAL PROFICIENCY EXAM MAY/JUNE 2007 GENERAL OBSERVATIONS 1,475 candidates registered for the 2007 exam compared to 1,316 for the 2006 exam. This represented an increase of 12.08%. Of the 1,475 candidates registered for the exam, 58.1% of the candidates achieved Grade III or higher. Candidates performed well on the practical project of the internal assessment component (SBA), but the written project needs to be improved. Question 1 of document 02 continued to be a big challenge for many of the candidates. DETAILED COMMENTS Test 01 – Multiple Choice This test consists of 60 items that test the theoretical aspects of the Unit. There were 30 items testing the knowledge profile and 30 items in the application profile. The topics that most of the candidates found difficult were: 1. Elements that are essential to carry out a brazing operation 2. Reasons for annealing the metal 3. Current configuration of arc welding machines 4. Factors that affect the life of grinding wheels 5. What causes high speed steel to retain its hardness at high temperatures HANDOUT 02: Essay/Structured Response Questions Section A Question 1 Candidates were asked to complete the design of a drilling template. The jig frame was to be made of two pieces of mild steel bars (vertical and horizontal supports) joined at right angles. For each operation, the piece of pipe must be firmly clamped to the horizontal support by means of the movable jaw to drill the hole. A bushing was to be attached to the movable jaw to guide the bit and prevent it from drifting to the side of the pipe. The movable jaw was to be operated by a quick lock and upward release mechanism to allow easy loading and removal of the pipe from the jig. A removable stop guide was placed to locate the position of the hole to be drilled. The jig, once installed, needed to be firmly attached to the base of the drilling machine table.

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-3- The main design considerations were: (a) A method of joining the vertical and horizontal supports. This could have been done using machine or cap screws for the fixture or they could have been welded together. Most of the candidates who attempted to answer the question indicated that they would solder the pieces together. Some suggested screwing together, riveting, etc. Some of these solutions could work effectively depending on how they were done. (b) The locking mechanism used to secure the pipe for drilling. This could have been done using a cam lock system which would allow for quick lock and release. However, most candidates used threads in one form or another to secure the pipe, but these solutions didn't really offer a means to quickly lock and release the pipe. Some candidates used G-clamps to hold the pipe, while others used bolts that went through the pipe. In general, this aspect of the question was not done well and it seems that more time needs to be spent examining the locking mechanisms during the course. (c) A bushing to guide the drill during the drilling process This aspect of the question was not handled well as some of the candidates did not seem to know what a bushing was. Instead of securing the bushing in the movable jaw as suggested, some candidates had the bushing suspended in the air without any support. Some candidates used arrows to indicate where the bushing should be located, but were unable to make sketches to represent the bushing. A sectional view could have been used here to clearly show the bushing in place in the movable jaw. (d) The existing mechanism to lift the movable jaw each time the lock is released. The most common means of lifting the jaw used by the candidates was a rack and pinion. This was not a very appropriate solution as most of them tried to attach the rack and pinion to the drill column. Some candidates articulated the movable jaw to the stud, which would create a problem each time it was lifted as it would be forced to hit the drill. Simple springs could be used here to lift the jaw each time the lock is released. The springs could be positioned between the movable jaw and the horizontal support on guide rods attached to the horizontal support and passing through the movable jaw. (e) A method of securing the stop guide to the frame. This could have been done using countersunk or cap screws to secure the guide without causing any interference with the pipe. Some candidates welded the guide in place, which would make it permanent. This was not a very good solution, as one should be able to replace a guide if changes are to be made to the location of the hole being drilled. Some candidates used hex head bolts that would interfere with drilling the pipe. (f) The jig frame attached to the machine table. This section of the problem solved quite well despite the fact that a large number of candidates drove bolts directly into the machine table. This solution would work but was not thought to be very suitable for drilling and tapping the machine table; bolts and nuts

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-4- would have been more appropriate as there are usually slots in the drill table to accommodate such fasteners. This mandatory question was once again a problem for a good number of candidates. The ability to interpret the drawing and provide adequate sketches of the solution seemed to be beyond some of these candidates. It seemed as if they did not have enough exposure to the area and this needs to be addressed if there is to be any improvement in the performance of the candidates on the question. Some candidates reproduced the given drawings without doing anything about a solution. Candidates should be encouraged to include footnotes along with their sketches and to use localized sections of areas that need to be clarified for proper interpretation. They should also be encouraged to use more than one view of the entire component to add clarity to the solution. Section B Question 2 The objective of this question was to test the candidates' knowledge of: (a) How to determine the thread bore for a particular thread size. (b) The procedural steps to be followed to reduce the risk of tap breakage when tapping a blind hole in a component. (c) Methods that might be used to remove a broken faucet from a hole. (d) The use of sketches to show the THREE types of cold chisels used in the workshop. (e) The use of sketches to help explain procedures for using various chisels in the shop. (f) Precautions to be observed when using a chisel in the shop. This question was attempted by 82% of the candidates. Aspects of the question that were answered well include: – Procedure steps for threading the component – Safety precautions to observe when using a chisel Aspects of the question that were not answered well include: – How to determine the Threaded Drill Size for a Hole: How to Remove a Broken Faucet from a Hole Most candidates felt that a drill would be more effective for drilling out the broken faucet. Some tried to break the faucet with a chisel and remove it. This could be done if there was enough space in the hole for the operation.

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-5- – The sketches used to show the types and uses of the chisels were seriously lacking in most cases, and this is an area that needs to be improved as many sketches are required in the exam. Question 3 The objective of this question was to assess the knowledge of the candidates on: (a) (i) The steps of the procedure to mark a template on a metal sheet. (ii) Name the tools that will be used in the marking process. (b) The procedure for cutting a groove with a large radius in sheet metal (c) The tools to be used in the cutting process (d) Precautions to be observed when scoring sheet metal to ensure that the accuracy is maintained precision. (e) Safety precautions to be observed when cutting grooves in sheet metal. This question was attempted by 86% of the candidates. Aspects of the question that were well answered included the following: – Naming the tools to be used in the layout process – Precautions to be observed when marking to ensure accuracy is maintained – Precautions to be observed when cutting the groove Aspects of the question that were not done well include the following: – Procedural steps for marking the template. Here most of the students did not indicate the various areas of the template that they were marking. For example: some candidates simply said “mark horizontal lines, mark vertical lines”, but did not indicate where the lines should be marked. The measurements indicated on the given drawing should be used as a guide in listing the steps for marking. Therefore, a statement should state, for example, "Using the given base as a reference, mark horizontal lines at 15mm, 45mm and 85mm on the template." They could then continue to mark vertical lines in a similar fashion. – Required slot cutting procedure. Some candidates tried to use a 50mm diameter drill bit to drill the slot, which was not a good idea considering the thickness and size of the material. Question 4 The objective of this question was to assess the knowledge of the candidates about the process of producing a component on the central lathe from a piece of mild steel. Challenges included: (a) Using sketches to help outline procedural steps for manufacturing components.

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-6- (b) Knowledge of the tools to be used in the procedure. (c) Understand the procedure required to produce a knurled section on a component. (d) Knowledge of the precautions that must be observed when producing knurling on a component. (e) Calculate the spindle speed required to produce a specified size given the cutting speed of the material. (e) Knowledge of the safety precautions that must be observed while working on the center lathe. This question was attempted by 45% of the candidates. Aspects of the question that were answered well included the following: – Safety precautions to be observed while working on the lathe – Tools that will be used to produce the component Aspects of the question that were not answered well include the following: – Use of sketches to assist in listing the sequence of operations to produce the component – Calculation of the spindle speed for the operation – Procedure steps to produce the knurled section of the component Question 5 This question assessed the candidate's knowledge of the process of sheet metal work Challenges included: (a) Make a shapely labeled sketch of the development of a funnel indicating the allowances for the following: (i) Hem (ii) Slot seam (iii) Lap seam (b) The procedural steps for solder the pipe to the top of a funnel. (c) The procedural steps to produce a fold and groove seam. (d) (i) How to determine the size of a tin cutout. (ii) Methods for producing small holes in tinplate. (e) Safety precautions to be observed when working with sheet metal. This was not a popular question. It was tried by only 18% of the candidates.

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-7- The question was very wrong. It seems that more time needs to be devoted to this section of the syllabus. The only section of the question that was done well was the section that required candidates to state safety precautions. Most of the candidates were unfamiliar with “sweat soldering”, so they were unable to list the steps required to carry out the process. Question 6 This question assessed the candidates' knowledge of milling operations. The challenges included: (a) The cutting tools that should be used to produce a dovetail slot on the vertical mill. (b) The steps of the procedure to produce the groove in the vertical milling machine. (c) Factors that could adversely affect the useful life of a cutting tool. (d) The primary purpose of the dividing head used in gear cutting operations on the milling machine. (e) How to compute simple indexing for various numbers of divisions given the desired hole circles. (f) Safety precautions to be observed when using the router. This was not a popular question. It was tried by only 32% of the candidates. This question was also very poorly asked. Some of the candidates who tried to answer the question did not appear to be familiar with the milling machine. They tried using a hacksaw and chisel to produce the groove in the component. Only some of the candidates were able to calculate the indexing required to produce the indicated number of divisions. The candidates were not familiar with factors that could negatively affect cutting tool life. It would seem as if a large number of candidates are not exposed to the various machines and how they work in the shop. Question 7 This question assessed the candidates' knowledge of the arc or oxyacetylene welding process. Challenges include: (a) (i) How to sketch and name the sooty flame that is produced when the oxyacetylene torch is lit. (ii) The ratio of soot particles produced by the flame. (b) Copy and complete the weld and braze columns of the given table to match the factor column. Brazing Factors 1. Filler rod material 2. Type of flame Carburizing 4. Fusion of workpieces

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-8- (c) The procedural steps to be followed when using oxyacetylene welding to join two pieces of 15 mm diameter steel bars end to end, ensuring the strength and dimensional accuracy of the finished product. (d) The procedure for lighting an oxyacetylene torch and adjusting it to create an oxidizing flame after both valves on the cylinders have been opened. (e) Safety precautions to be observed when using oxyacetylene welding equipment. OR Candidates were required to demonstrate knowledge of: (a) Possible reasons why an arc did not occur when the tip of an electrode was scratched into a workpiece at the start of an arc welding operation. (b) The procedural steps to be followed in using electric arc welding to join two pieces of 20 mm diameter steel bar end-to-end, ensuring strength and dimensional accuracy of the finished product. (c) Pieces of safety equipment commonly used in the arc welding process. (d) Use sketches/sketch drawings to illustrate the setup for performing an arc welding process using reverse polarity and identify the position of the following: (i) Work (ii) Grounding (iii) Direction of current (iv) Electrode (e) Use sketches to explain the TWO methods of striking an arc. (f) The functions of the coating on the arc welding electrode. This question about welding was answered by 51% of the candidates. However, it was not well done as most of the candidates were unable to clearly outline the procedures, and when sketches were required, these were very poor. Aspects of the question that were well answered included the following: – Setup for reverse polarity – Procedure for lighting the oxyacetylene torch

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-9- Question 8 This question assessed the candidates' knowledge of the materials and how they are processed. The challenges included: (a) (i) The approximate carbon content of high carbon steel (ii) The minimum temperature to which high carbon steel must be heated for hardening. (iii) The procedural steps required to harden a cutting tool. (iv) The changes that occur in a material when it is tempered. (b) (i) The difference between thermoplastics and thermosetting plastics. (ii) Different types of thermoplastic and thermosetting plastic materials. (iii) The uses of various thermoplastic and thermosetting plastic materials. (c) (i) Using sketches to list the procedural steps for producing an eye in an 8mm diameter piece of mild steel. (ii) Using sketches to list the procedural steps for drawing a piece of 8mm diameter mild steel bar to a point. This was not a popular question as it was only attempted by 15% of the candidates. It would seem as if this section of the syllabus is not adequately covered by the teachers of the various schools. This question was very poorly asked by the candidates who tried it. Aspects of the question that were not well answered included the following: – Give the approximate carbon content of high carbon steel – Procedural steps required to harden a tool – Changes that occur in a material that has been tempered – Explain the difference between thermoplastic and thermosetting plastic materials – State the uses of thermoplastic and thermosetting plastic materials – Produce an eye in the forge and stretch a piece of round material to a point. Question 9 The objective of this question was to test the knowledge of the candidates about bearings, gears and movements. The challenges included: (a) (i) Friction and antifriction bearings. (ii) The use of sketches to show friction and antifriction bearing applications. (iii) Name the various parts of an antifriction bearing.

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- 10 - (b) (i) The use of sketches to indicate the driven gears in a mechanism and the explanation of how the gears can be used to reduce speed in the mechanism while maintaining the same direction. (ii) The use of sketches to show how rotary motion can be changed to lateral motion. (c) The properties of lubricants. This was not a very popular question as it was only attempted by 6.29% of the candidates. The question was also very poorly asked. Aspects of the question that were not answered well included the following: – Name friction and antifriction bearings – Make sketches to show the applications of the various bearings – Name the parts of an antifriction bearing – Explain how gears can be used to reduce speed while maintaining direction in a mechanism – Show how rotary motion can be changed to lateral motion – State the properties of lubricants Notes to teachers 1. The written report is an individual assignment and should be treated as such by the students. 2. More attention should be paid to Syllabus Unit B8 which addresses Question 1 of Paper 02. This could be achieved by addressing the following suggestions: • Students should undertake design exercises involving drawing and modeling. • Students may be taken on field trips to various industries where they may see aspects of mechanical devices/mechanisms not seen in the school shop. • Teachers should help students to examine and report on the mechanisms related to the machines in the school shop. • This process may involve the removal of machine guards, etc. However, it is important to remember that the machines must be turned off before these operations can be carried out. 3. When schools do not have the machines required for the program, students can be taken to the centers where they are available and have suitable people to demonstrate the use of these machines. 4. Students should be encouraged to provide sketches to help with their explanations when answering various questions.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2008 MECHANICAL ENGINEERING TECHNOLOGY Copyright © 2008 Caribbean Examination Council ® St Michael, Barbados All rights reserved.

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-2- TECHNICAL PROFICIENCY EXAMINATION IN MECHANICAL ENGINEERING TECHNOLOGY MAY/JUNE 2008 GENERAL OBSERVATIONS There were 1,496 candidates registered for the 2008 exam compared to 1,475 for the 2007 exam. Of the 1,496 candidates registered for the exam , 82.34% of the candidates obtained Grade III or higher. This represented a 1.8% increase in performance over 2007. Candidates continue to do well on the practical project for the internal assessment component (SBA), but there is still a need to improve the written component of the (SBA). ). Candidates performed poorly on Paper 02 Required Question 1, emphasizing the need for urgent attention to be given to the question that requires candidates to demonstrate knowledge and application of the work done in the B8 module of the Unit. DETAILED COMMENTS Test 01 – Multiple Choice This test consisted of 60 items that tested the theoretical aspects of the Unit. There were 30 items testing the knowledge profile and 30 items in the application profile. Topics that most candidates found difficult were: 1. How to set up work for turning between centers 2. The engineering use of gray cast iron 3. Identifying engineering fasteners 4. Mechanisms used to connect mechanical devices 5. The use of various angles in lathe cutting tools 6. Properties of ferrous metals 7. Identification of thermosetting plastic material HANDOUT 02: Essay/Structured Response Questions Section A Question 1 Candidates were asked to complete the design of a mechanism of link. An "A" wheel that is free to rotate 360 degrees was to be connected via a link to a "B" block. As wheel “A” turns, it forces block “B” to slide back and forth in a track “G”. A motor that is secured to a plate is used to transmit motion to the wheel. The main design considerations were: (a) Display the link in position. This could have been done by showing a bar extending from the edge of wheel "A" to the center of block "B". Most of the candidates were able to display a link, however some used the support that the mechanism was meant to support as a link. This solution would render the mechanism inoperative since the block would be fixed to the support and would not be able to slide from one side to the other as needed. Others used a strap that could not be used for the process.

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-3- (b) The link connected to wheel “A”. This could have been done using a nut and bolt along with a lockwasher to keep the nut from backing up as the wheel spins. Some of the candidates used a nut and bolt for the connection, however no washers etc were used. to help secure the nut. (c) The link connected to block “B”. This could have been done by using a bolt on block with nut and washer to lock it in place and allow it to rotate. (d) A method of transmitting motion from the motor to the shaft. This could have been done using pulleys and a V-belt which would allow the motor and mechanism to stay in place. However, some candidates moved the motor from the given location and used a coupling to connect the motor shaft to the shaft. This was accepted as a possible solution since it was not specified in the drawing that the components should remain in the given position. (e) The motor secured to the plate. This could have been done using nuts and bolts. Most of the candidates used nuts and bolts for the solution, however some just said to use screws. These would come loose from the vibration of the motor so some lock washers would need to be used to secure the base. (f) A provision for lubricating the shaft in the bracket. This could have been done with an oiler or oil cup attached to the unit. Some candidates simply drilled a hole for lubrication which, by itself, would not keep contaminants out of the area. This mandatory question is still a problem for a large number of candidates. The ability to interpret the given drawing and provide plausible solutions using clear sketches seems to be beyond some of these candidates. While some candidates may score close to full on the question, others did not attempt it or simply reproduced the given drawing without attempting a solution to the question. One of the problems the candidates encountered was the concept of a linkage, a crank mechanism, and how movement was achieved. They connected the link to the center of wheel “A”, this connection would not allow wheel “A” to move the link to make block “B” slide. Section B Question 2 The objective of this question was to assess the candidates' knowledge of: (a) (i) The procedure for cutting a piece of heavy plate using a flat chisel (ii) Tools other than the flat chisel used in the process (iii) Safety precautions to be used when cutting (b) (i) An explanation of the term "fastening" (ii) How to remove pins (c) (i) Procedure steps for cutting an M6 external thread X 1.0 (ii) The type of cutting fluid to be used when threading steel (iii) The meaning of M6 X 1.0

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-4- This was quite a popular question as it was answered by 74% of the candidates. Items of the question that were answered well included the following: - Safety precautions to be used when cutting Items of the question that were not answered well included the following: - Procedure steps for cutting sheet metal using a flat chisel - Explanation of the term "pinning" - How to remove "pins" - Procedure steps for cutting an external thread - The type of cutting fluid to use when threading steel - The meaning of M6 X 1.0 Most candidates do not They were able to provide a reasonable sketch and list the procedural steps for cutting the sheet metal. Question 3 The objective of this question was to assess the knowledge of the candidates on: (a) (i) The steps of the procedure to mark a template on a metal sheet. (ii) Name the tools that will be used in the marking process. (b) (i) The operations involved in cutting a slot in a sheet of metal. (ii) The tools that will be used in the cutting process. (c) (i) Precautions to be taken during marking to ensure accuracy is maintained. (ii) Safety precautions to be observed when cutting sheet metal with bench work tools. (d) The size of the grinding angle of a center punch. This was a very popular question as it was answered by 89% of the candidates. Aspects of the question that were done well included the following: - Procedure steps for marking the template - The tools used in the process - The cutting of the groove - Safety precautions to be observed during processes

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-5- Aspects of the question that were not answered well included the following: - "Mixing" marking procedures with cutting procedures by some candidates - Naming the center punch grind angle Question 4 The purpose of this Question was to test candidates' knowledge of: (a) The name of the parts in a setup for turning between centers on the lathe (b) The name of the various angles on a lathe tool bit (c) (i) The procedural steps for cutting an external thread on the lathe (ii) The procedural steps for producing a knurled surface on the lathe (d) Precautions to be observed while working on the lathe This was quite a popular question as that 63% of the candidates tried it. Aspects of the question that were well answered included the following: - Procedural steps required to produce the knurled section of the component - Safety precautions to be observed while working on the lathe Aspects of the question that were not well answered included the following: following: - Most of the candidates could not name the parts of the components to turn between centers - Name angles of lathe tools. Question 5 The objective of this question was to assess the candidates' knowledge of: (a) The allowances that must be made in the sheet metal to produce (i) the wired edge (ii) the bottom of the lap ( iii) the seam of the groove (b) Calculation of the length or wire required to produce a wire edge on a component (c) The procedure steps to produce a wire edge (d) The procedure steps to weld the part bottom of a cylindrical component next to it (e) Safety precautions to observe when working with sheet metal This was not a popular question, with only 19% of candidates attempting it. The only aspect of the question that was well asked had to do with stating the safety precautions to be observed when working with sheet metal.

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-6- The rest of the question was poorly asked. - The sketch was poor and some of those who sketched did not indicate the requested concessions. - Most of the candidates were unable to calculate the length of wire needed to produce the wired edging. They also found it difficult to list the procedural steps required to produce it. - Some of the candidates were able to list the procedural steps for soldering the prepared bottom to the side, but most of those who attempted the question simply answered 'solder the bottom with tin'. Question 6 The purpose of this question was to test candidates' knowledge of: (a) (i) Procedure steps for assembling metal plates using countersunk screws. (ii) Tools to be used in the assembly process. (b) (i) Procedural steps for assembling components with countersunk head rivets. (ii) Tools to be used in the process. (c) Precautions to be observed when holding assemblies This was quite a popular question as it was answered by 47% of the candidates. Aspects of the question that were answered well included the following: - Safety precautions to be observed when producing assemblies - Tools to be used for countersunk assembly Aspects of the question that were not answered well included the following: - Use of sketches to help enumerate the sequence of operations to make the assembly using the countersunk screws. Some candidates used a 6mm drill to drill the hole for the M6 tap. - Most of the candidates tried to use a pop rivet gun to complete the riveting assembly, rather than solid countersunk head rivets. Question 7 The objective of this question was to assess the knowledge of the candidates on: (a) (i) The preparation that is made to the 15 mm thick plates to weld them together using the electric arc welding process ( ii) How the joint cavity is constructed during the welding process (b) The name of the component parts of a shielded electrode and the base metal being welded (c) Ways in which the electrode can be prevented from seizing sticking in the arc welding process (d) Factors contributing to adequate penetration in the arc welding process

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-7- (e) Safety precautions to be observed during arc welding This was quite a popular question as it was answered by 44% of the candidates. Aspects of the question that were well answered include: - Ways in which electrode sticking can be avoided when striking the arc - Factors that contributed to proper penetration in a weld - Safety precautions to be observed when welding Aspects of the question that were not well done included the following: - Sketches indicating the preparation made to accommodate the weld - Sketches indicating how the joint cavity would be constructed with the weld metal - Sketches indicating the cross section of the electrode armored and the welded component and naming the parts Question 8 The aim of this question was to test candidates' knowledge of: (a) The process of carrying out case hardening, using pack cementation (b) Tell the difference between case hardening and case hardening (c) State the use of various forging tools (d) Explain why a forged component is stronger than a machined one This was the least popular question, being attempted by only 6% of candidates . It would seem as if this section of the syllabus is not adequately covered by the teachers of the various schools. This question was very poorly asked by the candidates who tried it. Aspects of the question that were not well done included the following: - The process of making the cement, using pack cementation. In this case, some of the candidates attempted some form of cementing by heating the component with a torch and immersing it in a luting compound. This would harden the component, but the question specifically asked for package cementing. - Indicate the difference between tempering and cementation. - Indicate the use of various forging tools. - Give a plausible explanation of why a forged component is stronger than a machined one. Question 9 The objective of this question was to assess the knowledge of the candidates on: (a) The different forms of support (b) When it is desirable to use different forms of support

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-8- (c) Use schematics to indicate the type of gear to use in different situations (d) Name the categories in which lubricants are classified (e) The procedures used to lubricate different components This was not a popular question , since only 38% of the candidates tried it. Aspects of the question that were answered well included the following: - Explain the different forms of maintenance - Give examples of when it was desirable to use the different forms of maintenance. Aspects of the question that were not answered well included the following: - Draw for show the applications of the types of gears - Name the different categories of lubricants - Explain the procedures for lubricating mechanical components Notes for teachers 1. The written report is an individual task and should be treated as such by the students. 2. More attention should be paid to Syllabus Unit B8 which addresses Question 1 in Paper 02, this could be achieved by addressing the following suggestions:  Students should be given design exercises involving drawing, making models.  Students can be taken on field trips to various industries where they can see aspects of mechanical devices/mechanisms not seen in the school shop.  Teachers should help students to examine and report on the mechanisms related to the machines in the school workshop. This process could involve removing the machine's guards to see the mechanism first hand. However, it is important to remember that the machines must be turned off before these operations can be carried out. 3. When schools do not have the machines required for the program, students can be taken to centers where they are available and have suitable people demonstrate the use of these machines. 4. Students should be encouraged to provide sketches to help with their explanations in answering the various questions.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2009 MECHANICAL ENGINEERING TECHNOLOGY Copyright © 2009 Caribbean Examination Council ® St Michael, Barbados All rights reserved.

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-2- MECHANICAL ENGINEERING TECHNOLOGY TECHNICAL PROFICIENCY EXAM MAY/JUNE 2009 GENERAL COMMENTS Candidates again performed well on the practical component of Exam 03, the School Based Assessment. The written component of this exam still needs to be improved. Candidates performed poorly on Question 1, the only mandatory question in Section A of Paper 02. This emphasizes the need for urgent attention to design elements, a requirement of Unity module B8. DETAILED COMMENTS Test 01 – Multiple choice questions This test consisted of 60 items that tested the theoretical aspects of the Unit. There were 30 items testing the knowledge profile and 30 items in the application profile. Topics that most candidates found difficult were: 1. Heat treatment terms 2. The difference between cutting speed and lathe feed 3. The unit for lathe feed 4. Identification of engineering fasteners 5. Mechanisms used to connect mechanical devices 6 Processes involved in forging 7. Properties of non-ferrous metals Paper 02: Essay/Structured Response Questions Section A Question 1 Candidates were required to complete the design of a pulley adjuster that would be used to adjust the tension of the belt in a mechanism. The arrangement consisted of a mild steel shaft (15mm diameter) that was to run freely through the pulley with a bronze bushing. The pulley and shaft were to be supported by a cylindrical boss with its center 80mm above the center of the shaft. The cylindrical boss was to be assembled to the wall plate using machine screws with washers. Pulley tension adjustment was to be accomplished by moving the boss vertically on the wall plate as indicated by arrows X – X.

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-3- They were then asked to complete the design of the pulley adjuster, clearly showing the following: (a) A bracket to secure the pulley and shaft. This could have been done by manufacturing. Candidates who attempted to answer the question produced various types of brackets, and some showed plausible solutions to secure the brackets. However, some candidates allowed the pulley to hang freely and attached items such as belts to the mechanism. (b) A method of attaching the support to the boss This aspect of the question was poorly answered by several of the candidates, while others had almost perfect solutions. Some candidates soldered the components together, which was not the most appropriate way to join the two components in such an assembly. (c) Provision for vertical movement of the bump to tension the belt on the pulley This aspect of the question was also poorly asked as most of the candidates did not anticipate the movement of the bump. Some candidates made the provision in the parenthesis they devised, that it was a plausible solution to the problem, and were therefore credited for their solution. (d) The brass bushing in place in the pulley Some students used arrows to indicate where the bushing was but did not represent it in the sketches they produced, while others made sketches but did not use the correct representation of the bearings in the views. drawn. . (e) Machine screws and washers in place to secure boss to wall plate This aspect of the question was asked by most of the candidates even though the sketches of the machine screws did not look like the actual machine screws. Some candidates used four screws and placed them in the corners of the slots. This solution would restrict the movement of the protrusion as it would be held in one place with no provision for sliding. (f) A means of securing the bracket so that the 40mm distance between the pulley and the face of the boss is maintained. This aspect of the solution was not done by most of those who tried the question. This could have been done by inserting a 40mm long stop between the two components. Question 1, which is compulsory, is still a problem for a large number of candidates who take the exam each year. The ability to interpret the given drawing and provide plausible solutions using clear sketches seems to be beyond some of these candidates. While some candidates were able to score close to full on the question, others did not try or simply reproduced the given drawing without attempting a solution to the question. Some students attempted to produce detailed drawings using set squares and set squares, which would have been time consuming in a situation where only freehand or ruler-assisted sketches were needed. Candidates should be encouraged to produce freehand sketches of the assembly as their solutions to the problem. Figure 1 below indicates a possible solution to the problem.

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-4- WALL MACHINE SCREWS DIA. 40 BOSS STOP TO ESTABLISH THE DISTANCE BETWEEN THE BOSS AND THE HEADLESS SCREWS OF THE MIDDLE SECTION PULLEY TO LOCK THE BOSS THROUGH THE PULLEY TO THE SHAFT. BRACKET SLOTS TO ENABLE BRONZE BUSHING UP AND DOWN MOVEMENT OF BOSS WITH PULLEY. PULLEY PULLEY FRONT LIFT END LIFT FIGURE 1: POSSIBLE SOLUTION TO PULLEY ADJUSTER Section B Question 2 The objectives of this question were to test candidates' knowledge of: (a) Drawing and indicating the components necessary to rotate between centers ( b) The procedural steps required to machine a given test bar between centers (c) The calculation of the spindle speed required to machine the test bar (d) (i) The procedure for using the test bar in the lathe to check the alignment of lathe centers (ii) Adjustment of lathe centers to produce parallel work (e) Precautions to be taken when turning between centers to prevent overheating and burning out of the centers. This was not a very popular question as it was only attempted by 43 percent of the candidates. Aspects of the question that were done well included the following: - Calculating the spindle speed required to machine the test bar - Precautions to be taken when turning between centers to avoid overheating and burning of the centers

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-5- Aspects of the question that were not done well included the following: - The procedural steps required to produce the test bar - The alignment of the centers - An indication of the various components used to rotate between centers on the lathe - Differentiating Between Lives and Dead Centers: Identifying the Drive Plate and Lathe Dog The responses to the question gave an indication that several candidates are unfamiliar with inter-center turning. Some of them believe that holding one end of the work in the chuck and holding the other end with a center is actually turning between centers. Question 3 This question tested the candidates' knowledge of: (a) The description of a method to find the center of a cylindrical part. (a) (i) The steps of the procedure to produce an M10 X 1.50mm thread in a blind hole (ii) How to calculate the size of the threaded bit for an M10 X 1.50mm thread (b) (i) Draw the outline of the teeth of four kinds of files (ii) Name each kind of file outlined in (b) (i) (c) (i) The name given to the clogging of the teeth of the file (ii) One step What could be taken to minimize clogging of file teeth? This question was answered by 78 percent of the candidates. Aspects of the question that were done well included the following: - Naming the kinds of files - Identifying the name given to the clogging of the teeth of the files and the steps taken to minimize the problem. Aspects of the question that were not well answered included the following: - Method of finding the center of round material - Calculating the size of the tapping hole - Procedure steps for tapping the blind hole - Question 4 This question was designed to assess to candidates' knowledge of: (a) (i) The procedural steps for marking a template on sheet metal (ii) Name the tools to be used in the marking process (b) (i) The operations involved in cut a slot in sheet metal by chain drilling

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-6- (ii) The tools to be used in the process (c) The precautions to be observed to ensure accuracy when marking a component on sheet metal (d) The safety precautions to be observed when cutting a sheet metal groove in a sheet of metal This question was attempted by 62 percent of the candidates. Aspects of the question that were done well included: - The tools used in the process - The cutting of the groove - Safety precautions to be observed during processes Aspects of the question that were not done well included: - The “mixing” of marking procedures with clipping procedures by some candidates - Steps in the procedure for marking the template - Precautions to be observed to ensure accuracy when marking Question 5 This question was designed to test the knowledge of candidates on: (a) Methods other than soldering that could be used to join brass strips (b) Advantages and disadvantages of using solder to join brass strips (c) (i) Outline the stages in the formation of a Folded and grooved seam (ii) Illustrate the development of a sheet metal component (d) Safety precautions to be observed when handling sheet metal This was not a popular question, being attempted by only 33 percent of candidates . Aspects of the question that were well answered included the identification of the following: - Safety precautions to be observed when handling sheet metal. - Methods that could be used to join the brass strips. The aspects of the question that were not done correctly were the following: - Illustration of the steps of the procedure for setting out the “D” side. - Sketches of the stages in the formation of the folded and grooved seam - Discussion of the advantages and disadvantages of using the soldering process to join sheets of metal

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-7- Question 6 This question was intended to assess the ability of candidates to: (a) (i) Calculate the recommended length of snap-on head rivets for assembling sheet metal (ii) Calculate the recommended length of snap-on rivets countersunk head for assembling sheet metal (b) List the procedural steps for assembling components using countersunk and press head rivets (c) List fastening methods other than rivets that could be used to join sheet metal components (d) ) (i) Make a sketch of the various types of cold chisels used in the workshop (ii) Name each type of chisel outlined in (d) (i) (iii) Indicate the type of work performed by the chisels mentioned in (d) ) (ii) This question was answered by 61 percent of the candidates. Most candidates demonstrated a strong understanding of the following: - Safety precautions to be observed when producing assemblies - Tools to be used for countersunk assembly Aspects of the question that were not answered well included the following: - Use of sketches to assist in List the sequence of operations to complete the riveting exercise - List fastening methods other than riveting that could be used to join sheet metal components Question 7 This question was designed to test candidates' knowledge of: ( a) The functions of the electrode coating in relation to making a successful weld (b) Complete the following table to show the cause and correction of the defects listed DEFECT CAUSE CORRECTION (i) Excessive spatter (i) (i) ( ii) Poor fusion (ii) (ii) (iii) ) Arc difficult to start (iii) (iii)

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-8- (c) Use drawings to illustrate the differences between the three types of flames used in oxyacetylene welding (d) Safety precautions to be observed when using oxyacetylene welding equipment (e) (i) Use labeled drawings to illustrate a) the preparation that had to be done on the edges of the sheet metal plates that are to be butt welded b) a method of securing the parts during the welding process (ii) Explain the procedure for butt welding the parts This question was attempted by 42 percent of the candidates. Aspects of the question that were done well included the following: - Sketches indicating the preparation that had to be done on the edges before welding - Procedure for welding the pieces together - Use of sketches to illustrate the differences between the three flames of oxyacetylene welding - Safety precautions to be observed when welding Aspects of the question that were not well answered included the following: - Identification of the functions of the electrode coating in relation to making successful welds - Listing of causes and methods of correction of some welding defects - Illustration of the methods to secure the parts during the welding process Question 8 This question was intended to assess the knowledge of the candidates on: (a) Reasons why it is important to have a program of preventive maintenance (b) (i) Categories into which lubricants can be classified (ii) Factors that will determine the choice of lubricants for a job (c) Applications of the various categories of lubricants (d) Use of drawings to illustrate the differences among three common types of belt drives (e) Give one application of each belt drive listed in (d).

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-9- This was not a popular question. It was attempted by 33 percent of the candidates. Aspects of the question that were done well included: - Reasons why it is important to have a preventive maintenance program - Categories into which lubricants can be classified Aspects of the question that were not done well included: - Factors that determine the choice of lubricant for a job - Applications of the various categories of lubricants - Differences between common types of belt drives - Applications of different belt drives Question 9 This question was designed to test candidates' knowledge of : (a) (i) Calculation of the length of material required to make a lifting hook (ii) Using sketches to describe the steps of the procedure for forging an eye (iii) Tools to be used in the process (b) What happened in each of the following cases involving casting work: (i) The pattern used was the same size as the casting to be produced. (ii) The molding sand in the mold was too dry. (iii) There was loose sand in the mold cavity. (iv) The pattern was produced without tilt angle. This question was the least popular. Only 11 percent of the candidates tried. It appears that teachers in most schools do not adequately cover this section of the syllabus, and as a result, most students who attempt it do poorly. Aspects of the question that were done well included: - Tools to be used in the process of forming the eye in the 6mm diameter material - Sketch of the cross section of the ready-to-pour mold Aspects of the question that were not were done well including the following: - Calculation of the length of material needed to make the lifting hook - Description of the procedural steps for forging the eye from the 6mm diameter material - Explanation of what happened in each one of the following cases:

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- 10 - o The pattern used was the same size as the casting to be produced. o The molding sand in the mold was too dry. o There was loose sand in the mold cavity. o The pattern was produced without an angle of inclination. Notes for teachers 1. Question 1, which was based on module B8 of the syllabus, is still a problem for most of the students. Since this is a required question and is worth 40 points, candidates who do not answer this question are at a disadvantage. Therefore, teachers should spend more time on this unit of the syllabus to address those issues that frequently cause problems for students. This could be achieved by incorporating the following suggestions into their class activities:  Teachers should try to provide the engineering drawing experiences that students need to interpret and understand the various scenarios that involve drawing and sketching as required by the exam. .  Students must complete design exercises that involve drawing and making models.  Students can be taken on field trips to various industries where they can see aspects of mechanical devices/mechanisms not seen in the school shop.  There are video clips available with some of these mechanisms; these could be shown to students in the computer labs at the various schools.  Students could be given websites to interact with and become familiar with the various mechanical components/mechanisms used in the industry.  Teachers should help students to examine and report on the mechanisms related to the machines in the school workshop. This process may involve disassembling items such as machine guards. However, it is important to remember that the machines must be turned off before performing these operations. 3. When schools do not have all the machines required for the program, candidates may be taken to centers where they are available and may, at a minimum, benefit from demonstrations of the use of these machines. 4. Students should be encouraged to submit sketches that will help with their explanations in answering the various questions.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2010 MECHANICAL ENGINEERING TECHNOLOGY Copyright © 2010 Caribbean Examination Council St Michael, Barbados All rights reserved.

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-2- GENERAL OBSERVATIONS For the 2010 exam, 1,600 ninety-eight candidates registered, compared to 1,808 for the 2009 exam. This represented a decrease of 6.08% in the number of candidates registered. Of the 1,698 candidates who wrote the exam, 66 percent scored grade III and above. This represented a 5 percent increase in Grades I through III over 2009. Candidates continue to do well on the practical project for the School-Based Assessment (SBA) component, but there is still need to improve the written component . DETAILED COMMENTS Paper 01: multiple choice items This paper consisted of 60 items that tested the theoretical aspects of the unit. There were 30 items testing the knowledge profile and 30 items testing the application profile. Topics that most candidates found difficult were: 1. Heat treatment procedures 2. Types of iron ore 3. Bearing lubrication 4. Properties of tungsten and other alloying elements used in steel 5. Mechanisms used to connect mechanical devices 6. Machinability of various steels 7. Sheet metal work involving the development of tapers Paper 02: Essay/Structured Response Questions Section A Question 1 This was a required question and candidates performed better compared to 2009 This better performance could be the result of more attention paid to Module B8 of the unit as suggested in the various annual subject reports to schools. Candidates were required to complete the design of a pressurized juicer to squeeze juice from fruits. The barrel and plunger of the juicer are made of stainless steel, while the column and base are made of aluminum alloy. The mechanism arm was to be attached to the column and plunger and was expected to move up and down as indicated in Figure 1 by arrow A–B. The arm should have been able to pull down towards 'B' to squeeze out the juice and should return to the top of the arc while at rest. The cylinder had to be supported by a support that had to be attached to the column to facilitate the extraction of the cylinder and allow the removal of the pulp after each compression.

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-3- Candidates were then asked to use sketches to clearly show the following: (a) A means of attaching the plunger to the arm at a point designated "C" so that both move up and down together. This could have been done using a nut and bolt to provide a "pin joint" for ease of movement. Some students provided neat sketches of this solution. However, others simply put the plunger in place, but did not indicate how it would connect. Some candidates soldered the components together, which was not a plausible solution as the plunger could not be contained in the barrel if the gasket was attached. (b) A means of attaching the arm to the spine at a point designated 'D', allowing the arm to move up and down. This could have been done using bolts to fit a small bracket to the column and a nut and bolt to provide a "pin joint" for ease of movement. Some students provided neat sketches of this solution. However, others simply put the arm in place, but did not indicate how it would be attached. Some candidates welded the arm to the column even though one material was aluminum and the other was stainless steel. This was not a plausible solution as the arm and column were made of different metals that could not be welded together. Some candidates indicated that they welded an aluminum bracket to the column and then attached the nut and bolt to the arm; this was a good solution to the problem. (c) A support that supports the cylinder. (d) A means of attaching the support securely to the column at a point designated 'E' while allowing the cylinder to be removed for easy disposal of the pulp. This could have been done by using bolts to attach the bracket to the column. Some candidates used bolts to attach the bracket to the column, while others welded them together. (e) A mechanism to raise the arm back into the raised position after each squeeze. This could have been done by incorporating a spring into the mechanism. Most of the candidates who tried to answer the question included the use of springs in their solutions. Section B Candidates had to answer any three questions in this section. Each question was worth 20 points. Question 2 The objective of this question was to assess the candidates' ability to (a) (i) list the procedural steps to produce a component on the center lathe to the desired specification. (ii) use sketches to help explain the procedure to be followed when producing the threaded end of the component to ensure that the thread started at a right angle. (b) differentiate between a 'tilt' and a 'lead angle' as used in a lathe cutting tool.

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-4- (c) Calculate the speed of the spindle that will be used to produce the 20 mm diameter section of the component given the cutting speed for mild steel of 30 meters per minute. (d) Determine the ways in which work can be secured and conducted on a central winch. (e) identify the safety precautions that must be observed when using the center lathe. This was quite a popular question, with more than 60 percent of the candidates attempting it. Aspects of the question that were well answered included the following: - Calculation of spindle speed - Identification of safety precautions that must be observed when using the center lathe Aspects of the question that were not well answered related to the following : - Procedure to start threading at a right angle. Some students described the procedure for threading on the lathe even though it was supposed to be a bench operation. - Explain the difference between an inclination and a clearance angle in the lathe cutting tool. Question 3 The objective of this question was to assess the knowledge of the candidates on (a) (i) the steps of the procedure to mark a sheet metal template. (ii) the tools that will be used to mark the template. (b) (i) the correct sequence of operations to be performed on the bench when cutting a groove in the jig (ii) the tools to be used to cut the groove. (c) Precautions to be observed when cutting a slot in sheet metal to ensure that it is done accurately. (d) The safety precautions that must be observed when using scribing tools. This was a very popular question, with more than 80 percent of the candidates attempting it. Aspects of the question that were well answered included the following: - Identification of the tools to be used to score the sheet metal template - Precautions to be observed when cutting the groove Aspects of the question that were not well answered included the following: following: - List of steps in the procedure to mark the sheet metal template - List of the correct sequence of operations to cut the slot

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-5- Question 4 The objective of this question was to assess the candidate's ability to (a) sketch and name a cutter that could be used to produce a slot in a component on a horizontal mill. (b) Use sketches to indicate the direction of feed and rotation of the cutter while describing the procedural steps for producing the slot using conventional or up-cut milling. (c) Calculate the desired spindle speed to cut the slot using a 100 mm diameter cutter, given a cutting speed for the material of 30 m/min. (d) briefly explain what is likely to happen in cases where (i) the spindle speed was too fast (ii) the feed was too fast (iii) the work was not properly clamped for a machining operation (iv) ) the arbor nut was being tightened without the arbor support in place (e) identify precautions to take while working on the mill. This was not a very popular question, as less than 35 percent of the candidates attempted it. Aspects of the question that were answered well included the following: - Calculating the spindle speed for the operation - Precautions to be observed when working on the milling Aspects of the question that were not answered well here as a result of the inability of the Candidates for: - Differentiating between conventional 'up and up milling' or 'down milling'. They were unable to correctly indicate the direction of advance and rotation of the cutter. - differentiate between a horizontal and a vertical machine. They tried to perform the operation on a vertical machine even though the question clearly stated that the operation should be performed on a horizontal machine. Question 5 The objective of this question was to assess the candidates' ability to (a) identify different types of sheet metal that could be used to make a baking pan. (b) (i) determine the properties that the materials mentioned in (a) would be expected to have. (ii) explain why the properties listed in b(i) are important.

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-6- (c) make a sketch of the development of a tray indicating the allowances for the seams and the wired edge that will be used in the process. (d) use sketches to help describe the procedure needed to produce the pan. (e) identify the safety precautions that must be observed when working with sheet metal. This was quite a popular question, with more than 55 percent of the candidates attempting it. Aspects of the question that were well answered included the following: - Types of sheet metal that can be used to make the baking pan - Safety precautions to be observed when working with sheet metal. Aspects of the question that were not answered well were because the candidates included the ability to - determine the properties described in Part (b) of the question that were not related to the selected materials. Furthermore, the candidates were unable to explain why the properties were important. - Outline the development of the pan as well as the procedure to produce it. Candidates who sketched the development made no allowances for seams and wired edges. Question 6 The objective of this question was to assess the candidates' ability to (a) illustrate with a clear diagram: (i) a permanent joint (ii) a temporary joint (b) determine the circumstances under which brazing would be preferred or braze to soft solder. (c) determine the approximate tin-lead composition of the following solders that would be used for (i) general sheet metal work (ii) electrical component soldering (d) Differentiate between an 'active solder flux' and a ' passive solder flux'. (e) Give examples of each type of flow mentioned in (d) above. (f) Use sketches to help you list the procedural steps for completing the following types of joints using snap head rivets: (i) double strap butt joint (ii) double rivet lap joint This was not a question very popular, as it was tried by less than 15 percent of the candidates.

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-7- In general, this question was asked poorly. The results seemed to indicate that not much time was devoted to this section of the syllabus. Candidates who tried to answer the question did not get many points. The best performance was in Part (a); performance in Part (b) was average. Those who attempted part (c) of the question seemed to have misinterpreted the question by stating the use instead of the tin-lead composition in terms of percentages. The responses for Parts d, e, and f were very weak as only a few candidates were able to answer anything correctly. Section C Candidates had to answer a question from this section. Each question was worth 20 points. They were asked to try Question 7A or 7B. Question 7A The purpose of this question was to assess the candidate's ability to (a) (i) use sketches to help explain how to align and secure two cylinders that have unequal internal and external diameters and ensure that the holes remain aligned after the pieces are welded together by oxyacetylene welding. (ii) Outline the procedure for welding the parts together. (b) Use a schematic to help explain the left hand welding method with the oxyacetylene torch. (c) Complete a table indicating the causes and methods to correct the following common faults that could occur when oxyacetylene welding: - Poor fusion - Torch burst - Torch does not stay lit - Flame emits soot (d) Identify safety precautions to be observed while performing oxyacetylene welding. This was quite a popular question as it was answered by around 40 percent of the candidates. Aspects of the question that were done well included the following: - Part (b) which required an outline of the left hand welding method. Many candidates didn't try it, but those who did responded well. Aspects of the question that were not answered well included: - Parts (a) (i) and (ii) where candidates had difficulty aligning the two different diameters. Some used the idea of clamping in a vice and welding the pieces together. However, this attempt could not guarantee alignment during the welding process. Many of the candidates confused gas welding with arc welding in their answers.

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-8- Question 7B The objective of this question was to assess the candidate's ability to (a) (i) use sketches to help explain how to align and secure two cylinders that have unequal internal and external diameters and ensure that the holes remain aligned after welding the parts together by electric arc welding. (ii) Outline the procedure for welding the parts together. (b) State the purposes of electrode coverings used in the arc welding process. (c) Complete a table indicating the causes and methods of correcting the following common faults that could occur when performing electric arc welding: - Incomplete penetration - Poor fusion - Dross inclusion - Excessive spatter (d) Use a schematic to help describe the procedure for striking and maintaining the arc during the welding process. This was quite a popular question as it was answered by around 40 percent of the candidates. Aspects of the question that were well answered included the following: - Part (b) where candidates were asked to indicate two purposes of electrode coatings used in electric arc welding. - Part (c) that addressed problems related to defects that could occur during the arc welding process. However, some students confused the defects with those produced in oxyacetylene processes. - Part (d) that had to do with striking and maintaining the arc during the welding process. Aspects of the question that were not well done included the following: - Aligning the parts posed difficulty for the candidates, similar to what happened in oxyacetylene welding Question 8 The purpose of this question was to test the candidates' ability to (a) illustrate with an ordered diagram each of the following forging processes: (i) alter the end of a bar (ii) bend a right angle (iii) stretch a piece of round material to a point (b) state the Main advantages of forging a component to shape rather than machining it from a solid bar.

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-9- (c) use diagrams to help describe how to harden and temper the tip of a punch made of 0.6 percent carbon. (d) explain the difference between the following: (i) hardening and tempering (ii) normalizing and annealing (e) (i) differentiate between sand casting and pressure casting (iii) use examples to explain when casting is preferred over pressure to sand casting This was the most unpopular question, as it was attempted by only four percent of the candidates. In general, performance was poor in all areas of the question. The results indicated that this area of the curriculum was not popular in the schools. Therefore, the candidates did not know enough about the terms associated with heat treatment to answer the questions satisfactorily. Therefore, most of the candidates did not attempt to answer the question. Teachers are encouraged to pay more attention to this section of the syllabus. Question 9 The objective of this question was to assess the candidates' ability to (a) determine the responsibilities of a laboratory technician in relation to the maintenance of the machines in the school laboratory. (b) identify the reasons why it was important to have a preventive maintenance program. (c) differentiate between 'preventive maintenance' and 'corrective maintenance'. (d) identify different types of lubricants commonly used in the school workshop. (e) identify ways in which lubricants could be applied to machines in the shop. (f) Identify procedures for applying lubricants to machines in the shop. This was quite a popular question as it was answered by around 40 percent of the candidates. Aspects of the question that were well answered included the following: - Part (a) which addressed issues related to the completion of a maintenance program. However, some candidates placed check marks and numbers in the columns to indicate the activities instead of explaining what would happen in each case. - Part (d) that dealt with the different types of lubricants commonly used in the school workshop. Some candidates gave names of different oils instead of types of lubricants.

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-10- Aspects of the question that were not done well included the following: - Part (c) which tested the difference between preventive and corrective maintenance. - Ways in which lubricants could be applied to machines in the shop. - Procedures for applying lubricants to machines in the workshop. Notes to teachers  Syllabus unit B8, which focuses on the compulsory design question, is still a problem for most of the students trying to answer the question. However, there was an improvement in the performance of candidates for the 2010 exams. Many more candidates attempted to answer the question, and the scores awarded showed a great improvement over previous years. This improved performance could indicate that faculty at the various institutions are paying more attention to this section of the curriculum, as called for in the various annual subject reports. Since this is a required question and is worth so many points, candidates who do not attempt to answer the question will be at a disadvantage. Teachers therefore need to spend more time on this unit of the syllabus and try to address the main issues that are problematic for students. This could be achieved by addressing the following suggestions.  Teachers should try to provide the engineering drawing experiences students need to interpret and understand the various scenarios involved in drawing and sketching on the exam.  Students should be given design exercises that involve drawing such aspects and making models.  Students may be taken on field trips to various industries where aspects of mechanical devices/mechanisms may be seen that are not seen in the school shop. There are video clips available of some of these mechanisms that could be shown to students in the computer labs at the various schools.  Students could be directed to websites that have information on the various mechanical components/mechanisms used in the industry for them to interact and become familiar with.  Teachers should help students to examine and report on mechanisms and other things related to machines in the school workshop. This process may involve the disassembly of parts of the machine. However, it is important to remember that the machines must be turned off before these operations can be carried out.  When schools do not have the machines required for the program, students can be brought to centers where they are available and have suitable people demonstrate the uses of these machines.  Students should be encouraged to provide sketches to help with their explanations in answering the various questions.  Candidates seem to have difficulty explaining their answers to the various questions, even if they may have the correct ideas about the aspects of the questions. Teachers therefore need to spend some time explaining to students how they should approach the questions and suggest ways in which the answers can be presented.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2011 MECHANICAL ENGINEERING TECHNOLOGY GENERAL COMPETITION EXAMINATION Copyright © 2011 Caribbean Examination Council St Michael, Barbados All rights reserved .

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- 2 - GENERAL OBSERVATIONS In 2011, 2,047 candidates registered for the exam compared to 2,205 in 2010. This represented an increase of 7.17 percent in the number of candidates registered. The number of candidates who wrote the exam was 1742 and 966 or 55.46 percent obtained grade III and above. This percentage represented a 9.80% decrease in performance from 2010. Candidates continue to do well on the practical project for the School-Based Assessment (SBA) component, but there is still need to improve the written component from the SBA. . Candidates did not perform as well on the required question 1 of exam 02 as they did in 2010. This decline in performance was disappointing, as it was felt that the gains made in recent years would continue. In general, it was felt that candidates did not sufficiently cover the syllabus to demonstrate proficiency on the exam. DETAILED COMMENTS Paper 01: multiple choice items This paper consists of 60 items that test the theoretical aspects of the unit. There were 30 items testing the knowledge profile and 30 items in the application profile. Topics that most candidates found difficult were:  Heat treatment procedures  Components made of gray cast iron  Lubricant used in the gearbox of the central lathe  The difference between measuring and checking accuracy  Mechanisms used to connecting mechanical devices  Processes used for surface hardening of high carbon and alloy steels without affecting the internal structure  Sheet metal work involving pattern development Paper 02: essay/structured response questions Section A Question 1 Candidates were given a figure of the general layout of a table grinder and asked to complete the design. The grinder was to be powered by a motor running at 600 rpm. Drive to the system was to be transmitted from the motor to the headstock spindle by a V-belt pulley system. Tension on the drive belt was to be achieved by adjusting the headstock housing vertically on the headstock support bracket. The finished assembly should have the motor securely bolted to the base of the machine with four hex head machine screws and washers. The head support must be fixed to the base of the machine by means of studs with nuts and washers.

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- 3 - The large pulley was to be assembled to the motor with a woodruff key and set screw, while the smaller pulley was to be assembled to the head shaft with a set screw. The head spindle should be prevented from moving from side to side using stops on each side of the housing secured to the spindle, while the grinding wheel should be secured to the spindle using a hex nut and washer. Candidates were then asked to produce a design for the tabletop grinder assembly to meet specifications using sketches. In Part (a), candidates were required to produce an orderly, proportionate and indicated presentation with clear sketched details. Some candidates produced fairly clear sketches, while others submitted some that were difficult to understand. Candidates should try to present at least two points of view of the details they are trying to present. Students could also use footnotes to further explain how their design might work. For Part (b), candidates had to show the motor bolted to the base of the machine with hex head screws and washers. This aspect of the question was pretty well done. However, some candidates did not seem to know the difference between bolts and screws. In Part (c), candidates were required to draw the large pulley assembled to the motor shaft with a woodruff key and set screw. This aspect of the question was not done well, as most of the students didn't seem to know how to represent a woodruff key in assembly. Part (d) required a sketch of the small pulley assembled to the head spindle, aligned with the large pulley and secured with a set screw. Some candidates did not attempt to align the pulley, and most did not include the set screw in their solutions. In Part (e), candidates were required to show the head shaft assembled in the head housing with stops to prevent horizontal (side-to-side) movement. Most of the candidates who attempted to answer the question missed this requirement. Some of them, however, had good solutions including spacers with set screws, while others tried to drill out the axle and insert pins. The inclusion of pins could work but it would not be a good solution since it would weaken the axis. In Part (f), candidates were required to draw the head housing mounted on the head bracket with provision for drive belt tension. This was not addressed in most solutions, although simple slots fitted with bolts and nuts could do the job satisfactorily. Some students tried elaborate solutions with bevel gears and the like. Candidates should be encouraged to keep their design solutions as simple as possible. For Part (g), a sketch of the head support assembled to the machine base with studs, nuts and washers was required. Some students who tried this section of the question didn't seem to know the difference between a normal bolt and a stud fitted with nuts. In Part (h), a sketch of the grinding wheel secured to the spindle with a hex nut and washer was required. Most of the candidates who attempted this section were able to use the nut and washer to secure the wheel onto the axle. Section B Candidates had to answer any three of the four questions in this section. Each question was worth 20 points. Question 2 The objective of this question was to assess the knowledge of the candidates about  steps in the procedure to produce a component on the central lathe with the desired specification  tools that will be used in the process

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- 4 -  the procedure for knurling a component  problems that could occur during a turning operation and a description of a remedy that could be used to address the mentioned problem This was quite a popular question as it was attempted by over 70 percent of the candidates. Aspects of the question that were done well included a list of the tools that will be used to produce the punch. Aspects of the question that were not done well included the following:  Steps in the procedure required to produce the solid punch  Procedure for knurling the component  Causes and remedies for problems listed during operation  Tool rubbing and not cutting  Work scaling tool  Vibration of the tool  The tool dulls frequently Question 3 The objective of this question was to assess the knowledge of the candidates about  the process of cutting an M10 x 1.50 thread  cutting a slot in the milling machine  the meaning of M10 x 1.50  the different types of cutters used in the milling machine  the advantages and disadvantages of using conventional milling (up milling) in the milling machine  safety precautions to be observed when using the milling machine This question was quite popular, with about 40 percent of the candidates responding. The overall performance of the candidates was below average. Items of the question that were answered well included the following:  Name two types of milling cutters  Safety precautions to be observed when using the milling machine Items of the question that were not answered well included the following:  Calculation of the tapped hole size  Definition of the term pitch with reference to Part (b) M10 x 1.5  Disadvantages of conventional milling

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- 5 - Question 4 The objective of this question was to assess the knowledge of the candidates on  steps in the procedure to mark a sheet metal template  the tools that will be used to mark the template  the correct sequence of operations to perform on the bench to cut a slot in the jig by chain drilling  the tools to be used to cut the slot  the precautions to be observed when scoring arcs in sheet metal to ensure accuracy  the safety precautions to be observed when working with sheet metal This was a very popular question as it was answered by more than 76 percent of the candidates. Aspects of the question that were well answered included the following:  Identify tools to be used for marking  Safety precautions to observe when working with sheet metal Aspects of the question that were not well answered included the following:  List the steps in the marking procedure  List the correct sequence of operations to cut the slot Question 5 The objective of this question was to test the candidates' knowledge of  how to draw and label a sheet metal pattern indicating the bend lines and dimensions  procedural steps for making the bends  different types of sheet metal that might be used to make sheet metal duct  properties that the materials listed would be expected to have  how various lengths of sheet metal duct might be joined together sheet metal to minimize heat loss  safety precautions to be aware of when working with sheet metal This was quite a popular question, with more than 46 percent of the candidates answering it. Aspects of the question that were well answered included the following:  Types of sheet metal that could be used to make conduit  Safety precautions to observe when working with sheet metal

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- 6 - Aspects of the question that were not done well included the following:  Design sketch indicating bend lines and dimensions  Steps in the procedure for making the bends  Method of joining various lengths of conduit to minimize heat loss Question 6 The aim of this question was to test candidates' knowledge of  methods other than riveting that could be used to attach the stock to the blade of a trial square  use sketches to help list the sequence of operations to use countersunk rivets to assemble components  how to calculate the material needed to form the head of a countersunk rivet given the diameter of the rivet and the thickness of the material to be riveted  use sketches to help explain the procedure for filing a component smooth and flat  the cuts of files commonly used in the shop  safety precautions to be observed when using files This was a fairly popular question, with more than 45 percent of the candidates attempting it. Aspects of the question that were done well included the following security precautions to observe when using files. Aspects of the question that were not done well included the following:  Non-riveting methods that could be used to attach the stock to the blade  Calculating the length of rivet required to assemble the component  Procedure for stretching and filing a smooth surface and flat  Differentiate between file cuts and file types Section C Candidates had to answer a question from this section. Each question was worth 20 points. Question 7 The objective of this question was to assess the candidates' knowledge of  the procedural steps to weld two pieces of steel pipe end-to-end, ensuring the strength and dimensional accuracy of the finished product  the reasons for using arc stick electrodes electric welding

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- 7 -  how to prevent electrode sticking when starting an arc in electric arc welding  the process of lighting and adjusting the oxyacetylene torch to produce an oxidizing flame  factors that contribute to correct penetration in the welding process Arc Welding  Safety Precautions to Observe When Performing Arc Welding This was a fairly popular question in this section, being answered by about 55 percent of the candidates. Aspects of the question that were well answered included the following:  Safety precautions to be observed when performing electric arc welding  Lighting and adjusting the flame  How to avoid sticking electrodes Aspects of the question that were not answered Answered well included the following:  List the procedural steps to be followed to weld pipes together, ensuring strength and dimensional accuracy  Differentiate between gas welding and arc welding  Factors that contribute to proper penetration  Reasons for using electrodes clad Question 8 The purpose of this question was to test candidates' knowledge of  the physical property that is imparted to steel when it is subjected to various heat treatment processes  the physical properties necessary for a punch to function correctly  the treatment processes that could be used to harden a mild steel punch having 0.3% carbon  how the punch hardening procedure might be carried out in the shop  the working property of various materials listed in a table  the engineering application of the materials listed in the table This was the most unpopular question as only 9 percent of the candidates attempted it. Performance was poor in all areas of the question. The results indicated that this area of the curriculum was not popular in the schools. Therefore, the candidates did not know enough about heat treatment terms to answer the questions satisfactorily, so most of them did not attempt to answer the question. Teachers are encouraged to pay more attention to this section of the syllabus.

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- 8 - Question 9 The objective of this question was to assess the knowledge of the candidates about  steps in the procedure to flatten the end of a rod by forging  tools used in the forging process  the process that will be used to treat a component work hardened to make it suitable for further work  methods that might be used to secure a steel bar in a tube  safety precautions to be observed when flattening a bar by forging  how to make accurate sketches to show different types of antifriction bearings  the use of different types of bearings This was not a popular question as only 14 percent of the candidates attempted it. Aspects of the question that were well answered included the following:  Methods that could be used to secure the rod in the tube  Safety precautions to be observed while flattening the rod Aspects of the question that were not well answered included the following :  Steps in the procedure to flatten the rod  Tools to be used in the process of flattening the rod  Sketches showing different types of bearings  Use of bearings  Procedures to extend the useful life of a bearing RECOMMENDATIONS FOR TEACHERS Unit B8 of the program that focuses on the required design question is still a problem for most students who attempt the question. However, there was an improvement in student performance on the 2011 exams. Many more students attempted to answer the question, and the grades awarded showed a great improvement over previous years. This improved performance could indicate that faculty at the various institutions are paying more attention to this section of the curriculum, as called for in the various annual subject reports. Since this is a required question and is worth so many points, students who do not attempt to answer the question are at a disadvantage. Therefore, teachers should spend more time on this unit of the syllabus and try to address the main issues that are problematic for students. This could be achieved by addressing the following suggestions:  Teachers should deliver the entire syllabus and not just pay attention to areas of the syllabus with which they are comfortable.

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- 9 -  Teachers should try to provide the engineering drawing experiences students need to interpret and understand the various scenarios involved in drawing and sketching on the exam.  Teachers who may have weaknesses in this area of the curriculum should attend workshops to correct them.  Students must carry out design exercises that involve drawing and making models.  Students can be taken on field trips to various industries where they can observe aspects of mechanical devices/mechanisms not seen in the school shop.  There are video clips available with some of these mechanisms. These could be shown to students in the computer labs at the various schools.  Students could be directed to websites that have information on the various mechanical components/mechanisms used in the industry so that they interact and become familiar with them.  Teachers should help students to examine and report on the mechanisms related to the machines in the school workshop. This process may involve the removal of machine guards, etc. However, it is important to remember that the machines must be turned off before performing these operations.  When the schools do not have the machines required for the program, students can be taken to the centers where they are available and have suitable people carry out demonstrations on the uses of these machines.  Students should be encouraged to provide sketches to help with their explanations when answering the various questions.  Students seem to have difficulty explaining their answers to the various questions, even if they may have the correct ideas about the aspects of the questions. Therefore, teachers should spend some time explaining to students how they should approach the questions and should suggest ways in which the answers can be presented.

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CARIBBEAN EXAMINATION COUNCIL REPORT ON THE WORK OF CANDIDATES IN THE CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION ® MAY/JUNE 2014 MECHANICAL ENGINEERING TECHNOLOGY TECHNICAL PROFICIENCY EXAMINATION Copyright © 2014 Caribbean Examination Council St Michael, Barbados All rights reserved.

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-2- GENERAL COMMENTS The number of candidate entries has been consistent over the last 2 years with 2054 entries. Candidate performance on this year's exam was consistent with last year with a slight improvement in the number of candidates achieving acceptable scores from 70.79% in 2013 to 71.72% in 2014. Candidates continue to show Difficulty answering questions that require expertise. and knowledge acquired by working with specialized equipment. DETAILED COMMENTS Test 01 – Multiple Choice This test consisted of 60 multiple choice questions, which tested the Knowledge (Profile 1) and Application (Profile 2) profile dimensions. The average score of 33.05 showed some improvement in the candidates' performance on the role over the previous 2 years. DETAILED COMMENTS Paper 02: Essay/Structured Response Questions Section A: Required Question Question 1 Candidates were given a figure showing a conceptual design for a low-cost treadmill. This design would use the angle of elevation of the platform to increase the load experienced by the user. The given figure consisted of the following parts: a base, a platform and a handle. The specifications provided were as follows: Part 1: The base, made of steel, on which the entire treadmill rests, is 3 m long and 2 m wide. Part 2: The deck consists of two (2) drums, C and D, and a leather strap that rotates as the user walks/jogs on the treadmill at variable speeds. The platform is 2 m long and 1 m wide. Part 3: The handle is made of a 5 cm diameter tube that is padded with sponge. As part of the low cost feature, all adjustments are required to be done manually, i.e. by hand. In Part (a), candidates were required to produce an orderly, proportionate and indicated presentation with clear sketched details. Some candidates produced fairly clear sketches, while others submitted some that were difficult to understand. Candidates should try to present at least two points of view of the details they are trying to present. Candidates could also use notes to further explain how their design might work. In Part (a), candidates were required to complete a design layout for a low-cost treadmill, to meet the given specifications, using sketches to show the following: (i) A method of attaching the base to support the platform on Point A and Point B. (ii) A method that will allow the drum, C, to rotate about A so that the platform can be tilted up to a maximum of 300 along the X–X axis. (iii) The handle attached to the bracket at Point B. (iv) A method that will allow the platform to tilt in increments of 100. (v) A method that will allow the handle to fit over Point B and always remain vertical at any angle of inclination of the platform. There were 2,026 responses or 97 percent of the candidates answered this question.

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-3- In general, the candidates produced fairly accurate designs with neat sketches containing details that matched the given specifications. Candidates submitted very good answers to (b) (i) attaching the base to support the platform and (ii) the method that will allow the drum, C, to rotate around A. However, some candidates submitted drawings that were out of order, no detailed information. and that they did not reflect the specifications given. Some designs were often difficult to understand. Teachers are reminded to guide students in presenting at least two views of the details they are presenting. Students should also be encouraged to make use of notes to explain their designs. Section B Candidates had to answer three of the five questions in this section. Each question was worth 20 points. Question 2 The question shows a figure of a test plug to be knurled and taper on the center lathe. The purpose of this question was to test candidates' knowledge of: types of tools to be used in the production of the trial plug procedural steps to produce the fluted surface precautions that need to be taken to ensure the best fluting is produced use a sketch to show the work and setup of the cutting tool to produce the cone  methods of producing the cone  safety precautions to be observed while working on the center lathe This was quite a popular question as it was attempted by a large number of candidates. There were 1,504 responses or 72 percent of the candidates answered this question. In many cases, the candidates were unable to name the types of tooling that would be used in the production of the trial plug or list the procedural steps to produce the fluted surface. Candidates had difficulty using a sketch to show the work and setup of the cutting tool to produce the cone. There were no attached notes to indicate the different parts of the sketch. Question 3 The question shows a figure of a component with a T-slot, similar to the one on the mill table, to be produced on the mill. The purpose of this question was to test candidates' knowledge of:  Cutting tools that could be used to produce the T-slot  Procedure steps to produce the T-slot  Factors that could adversely affect life usefulness of a cutting tool  The main purpose of the dividing head used in gear cutting operations on the milling machine  Calculating simple indexing using Browne and Sharpe plates  Safety precautions to be observed when operating the milling machine. This question was quite popular. There were 736 responses or 35 percent of the candidates answered this question. In many cases, the candidates were unable to name the types of tools that would be used in the production of the T-slot, or list the procedural steps to produce the T-slot, in many cases the tools given were ordinary bench tools. .

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-4- tools. Similarly, the use of bench tools, files, hacksaws, was indicated in the procedural steps to produce the T-slot. Although the required safety precautions had to be related to the operation of the router, many of the Answers given were general safety precautions, such as the use of gloves or safety glasses. Question 4 The question shows a figure of a wheel puller hub to be produced from a 20mm thick disc, cut from a 100mm cylindrical bar. The purpose of this question was to assess the candidates' knowledge of:  The procedural steps required to mark the cube.  Tools to be used to complete the marking of the mechanism.  Precautions to be observed when marking the wheel puller.  The procedural steps, in sequence, that will be used to cut and finish the slots by chain drilling.  Tools to be used for cutting and finishing the grooves.  Safety precautions to be observed when cutting slots. This was a popular question. There were 1,121 responses or 54 percent of the candidates answered this question. The candidate's responses to the procedural steps required to mark the center were very general and unclear. In many cases, candidates were unable to outline the procedural steps for cutting and finishing grooves using wheel puller chain drilling. Although the steps described were correct, in some cases they were not in the correct order. Question 5 The question featured a figure showing a pictorial view of an oil pan, 50mm deep × 200mm wide × 300mm long. The oil pan will be made from 24 gauge galvanized sheet metal in the shop. An additional 10mm must be included to secure the edges. The purpose of this question was to test the candidates' knowledge of:  Calculating the minimum length and width of the material needed to make the oil pan.  Methods of making the corners of the oil pan.  The steps of the procedure to make the oil pan.  The steps of the procedure to make safe edges.  Methods to make the edge safe for the oil pan.  Tools that will be needed to complete the oil pan.  Safety precautions to be observed when working with sheet metal. This was a popular question as it was attempted by a large number of candidates. There were 1,232 responses or 59 percent of the candidates answered this question. Candidates had difficulty calculating the minimum length and width of material required to make the oil pan; in many cases, the final dimensions were given in the figure. In many cases, the candidates were unable to outline the procedural steps for making the oil pan and for making safe edges. Many students also confused "methods" for making the edge safe with "procedures" for making the edges safe.

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-5- Question 6 The question presented a figure showing two lengths of 50mm diameter pipe to be joined together using bolts, nuts and washers, to extend the length of the pipes to form a flag pole. The purpose of this question was to assess the candidates' knowledge of:  The procedural steps for marking and drilling pipes.  Types of bolts that can be used to hold pipes.  Show, with the help of a sketch, how the pipe can be held in position for drilling.  Show, with the help of some sketches, show the differences in the shape of the cutting edges of different types of cold chisels.  The steps of the procedure to sharpen the tip of a cold flat chisel.  Safety precautions to be observed when drilling pipes. This was another popular question as it was attempted by a large number of candidates. There were 1,256 responses or 60 percent of the candidates answered this question. Candidates had difficulty using a sketch to show how pipe can be held in position for drilling. They also had difficulty showing the differences in the shape of the cutting edges of the different types of cold chisels. There were no attached notes to indicate the different parts of the sketch. Section C Candidates had to answer a question from this section. Each question was worth 20 points. Question 7 The question featured a figure showing two pieces of mild steel plate to be welded together to form a 'T' component; using the arc or oxyacetylene welding process. The objective of this question was to assess the knowledge of the candidates about:  Equipment necessary to carry out the chosen process. The procedural steps that are necessary to carry out the operation.  Protective clothing to be used to perform the operation.  With the aid of a sketch, show the sequence of the weld bead on both sides of the 'T' using three passes of the weld bead to ensure a strong weld.  Safety precautions to be taken during the welding process.  Defects that may occur as a result of improper welding. This was quite a popular question as a large number of candidates attempted it. There were 1,298 responses or 62 percent of candidates answered this question. In general, the candidates were able to list the equipment needed to carry out the process, whether for the arc or oxyacetylene welding process. Candidates had difficulty using sketches to show the sequence of the weld bead on both sides of the 'T' using three passes of the weld bead to ensure a strong weld.

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-6- Question 8 The question presented a figure showing a length of mild steel bar that needs to be flattened and drilled at one end to be attached to a stud. The objective of this question was to assess the candidates' knowledge of:  The process that will be used to flatten the bar.  The procedural steps, in sequence, with the aid of sketches, necessary to flatten the rod so that the required hole size can be drilled.  Tools to be used in the process.  Safety precautions to be observed during the process.  Situations observed during the foundry work, to indicate the result of each situation and a remedy for each of the situations. This was not a popular question. There were 91 responses or 4.4 percent of the candidates answered this question. Candidate responses indicated 'procedure' rather than 'process'. Once again, candidates found it difficult to list procedural steps and use clearly labeled and well-presented outlines in their responses. Question 9 The question presented a table that shows the design of a maintenance table for machines in the workshop, mechanisms to transfer movement; types of lubrication for any of the mechanisms shown; how the listed types of plastic are produced and give an example of an article that is made from the plastic. The aim of this question was to test the candidates' knowledge of:  Making an entry to show that they understood how the table is used.  Different motion transfer mechanisms, with the help of sketches.  Types of lubrication that are necessary for any of the mechanisms shown.  Safety precautions that must be observed when performing maintenance on a machine in the workshop.  Identify the way in which types of plastic are produced and indicate an example of an article that is made from plastic. This was not a popular question. There were 199 responses or 9.5 percent of the candidates responded to this question. Many of the candidates were able to demonstrate an understanding of how the table is used. Candidates were also able to identify how types of plastic are produced and provided an example of an item that is made of plastic. However, the candidates found it difficult to use clear and well-presented sketches in their responses to indicate the different mechanisms for transferring motion. Teacher Recommendations The following suggestions are offered to teachers in an effort to help students improve their performance on the test.  Teachers should guide students to use additional notes to support the explanation regarding how their designs might work.

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-7-  Teachers should guide students to list the steps of the procedures in sequential order. This could be done by asking students to write the procedural steps in sequential order before beginning to perform the actual procedure.  Teachers should guide students regarding the correct safety precautions. Many of the answers regarding safety precautions are generally given as wearing gloves, wearing protective eyewear, although the question requires application to specific situations, operations, or machines.  Teachers are encouraged to develop a time plan for teaching the syllabus content that they can then use as a guide to help ensure that students successfully complete the syllabus in preparation for the exam. The teacher's time plan may reflect, in its units and lesson plans, the breakdown in terms of the area or areas of the curriculum to be covered within a week, month, quarter, or year.  The teacher should emphasize to students the value of neatness in the presentation of their work, as it is likely to improve accuracy in student work.  Teachers can work in conjunction with the information communication facility and teachers in their school or community to help students use the Internet to find and use simulations and animations.  Students should be introduced to ongoing and regular activities that provide opportunities to interpret engineering drawings and sketches to aid their ability and enhance learning.  Students should have different opportunities to create design drawings that can help them recognize their strengths and identify and work through their weaknesses. These exercises can be done as individual assignments or as small group engagements where students can benefit from feedback and suggestions from their peers.  Students must have the opportunity to visit workshops/workplaces where mechanical engineering skills are practiced. In this way, students could get first-hand experience of how what they are learning in the classroom can be put into practice in reality. Also, this type of activity would give students the opportunity to interact with the experience in the field, which can serve as additional motivation for them.  In cases where the institution does not have the necessary equipment and facilities to deliver the program effectively as outlined in the syllabus, teachers may find it useful to explore the possibility of students visiting other schools/centres as a way to help them become familiar with how this equipment works.  In addition, many manufacturers' websites have simulations, animations, and other resource materials that can enhance student learning experiences. These resource materials and learning experiences will require careful selection, monitoring, and supervision, as not all items posted online are factual. Encourage the use of mobile devices and tablets to access these sites.

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CSEC Industrial Technology Construction Technology Electrical & Electronic Technology Mechanical Engineering Technology Sample Syllabi Paper Grade Scheme & Subject Reports [PDF] - Free Online Document (2023)

CSEC® Industrial Technology: Building Technology, Electrical and Electronic Technology, Mechanical Engineering Technology Syllabus, Sample Paper, Markscheme, and Subject Reports

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