Building and Property Maintenance

Transcription

Cabinetmaking
Grades 9 - 12
CIP code : 460401
Northern Berkshire Vocational Regional School District
McCann Technical School
70 Hodges Cross Road
North Adams, MA 01247
Nancy Cook
Cabinetmaking Instructor
Cook, 6/1/06, grades 9-12, page 1
Program Philosophy
The Cabinetmaking program at McCann Tech is designed to provide students with the
knowledge and training they need to work in the very varied field of cabinet and
furniture design and construction, sign and picture frame construction, theatrical and
museum construction, and finish carpentry. Students are encouraged to be productive
by being accountable for the focused use of their work time. They are expected to be
responsible with the equipment and materials and to be respectful of their class
members and teachers.
A fundamental principle of the program is the use of creative opportunities to
encourage the ability to design and problem-solve, to enhance the students’ view of
themselves as competent people, and to expand their view of the range of possibilities
for them in the larger world. This is accomplished through curriculum projects and our
opportunities to collaborate with the many artistic and cultural organizations in our
community.
Mathematical literacy is also emphasized, both as a basis for high level work in the field
and as a skill needed to live a well-ordered life.
Students alternate between individual and team work, to maximize both the ability to
challenge themselves and to work productively with others.
Program Description
The Cabinetmaking program is driven by the use of the tools and machines of the trade
and the basic and advanced skills needed to perform well in a wide range of
employment opportunities. Students are individually evaluated at all shop-based
machines and hand held tools, including a CNC router. All students achieve the
validation to use all of the machines in our shop.
Basic cabinetmaking skills are practiced on seven projects accomplished by the middle
of the sophomore year. Those choosing to go on to Advanced Cabinetmaking,
research and produce projects in the Shaker and Mission Oak styles, design and
execute CNC projects, design and construct pieces that have beautified every corner of
our school, and participate in innumerable community service projects.
We have applied for Chapter 74 approval and our program reflects the Cabinetmaking
VTE Frameworks which was presented to our Advisory Board for validation in Fall 2005.
Cabinetmaking students are eligible to participate in our work-based co-op program and
are appreciated by employers for their understanding of the details and their focus on
producing high quality work.
Program Syllabus
The organization of the program is based on instruction on individual tools and
machines with a focus on demonstrating an understanding of the issues involved in the
set-ups made to produce woodworking projects. The projects in Basic Cabinetmaking
each combine several machines and tools and several cabinetmaking techniques (such
as veneering, plug installation, building with rabbets, dados, box joints, mortise and
tenon, and construction of Cabriole legs).
Students are highly motivated to tackle the lessons due to the fact that they get to take
these projects home. The praises that they receive from other students, family and
friends, clearly impact their interest in the work.
Advanced Cabinetmaking students move on to work on the CNC router, advanced
cabinetmaking techniques (such as pocket cutting, dovetails, spline construction, and
lathe work), and research and presentation of topics related to the history of design and
style, with accompanying projects.
An integrated math curriculum (covering topics from basic math, algebra, geometry and
trigonometry) has been tailor-made to accompany the curriculum projects. Math and
measurement activities are done daily for freshmen and sophomores. Juniors and
seniors alternate between theory and math.
The culmination of our work is the design and construction of our Senior projects.
Approved projects are challenging and the result is very impressive.
There are two other parallel themes in the program. One is the evolution from one-at-a
time verbal and illustrated instructions, through a string of instructions, to written plans,
and finally to the writing of one’s own plans (Plan of Procedure).
The other theme is the support of the courage to be creative. Whether students are in
Basic Cabinetmaking (includes all those enrolled in the carpentry shop) or Advanced
Cabinetmaking, they are all encouraged to personalize their projects in creative ways.
A wide range of available materials and a well-functioning finishing room facilitate this.
A palpable sense of accomplishment and activity permeates the program.
All aspects of the program are assessed on a daily or weekly basis:
►
►
►
►
►
Time card grading focuses on attendance, productivity, quality of work,
preparedness, safety record, cooperation and persistence with assigned work.
Numerical grades and comments are returned on the following Monday for the
student’s signature.
Math assignments are given three to five days a week. Grades are numerical.
Projects are evaluated by a rubric that itemizes the skills incorporated into the
piece and gives varying weight to the importance of that skill to the outcome of
the project. For example, the first project in Basic Cabinetmaking is evaluated on
the quality of the sanding, plug trimming, glue application, stain and polyurethane
application, and the measurement required for an accurate assembly. All
projects are evaluated directly with the individual student and include a
discussion of the student’s view of the quality of her/his work.
Theory assignments are given weekly to Advanced Cabinetmaking students.
These include chapters from our textbook, Modern Cabinetmaking, with handson activities whenever feasible, and research assignments on topics that reflect
our community history and the connection between design and changes in
lifestyle.
Safety evaluations on all machines are also done by a rubric and signed by the
student.
Depending upon the number of projects in the marking period and the number of theory
and math assignments, the weights of these grades on the progress report or quarter
grade vary for each course.
Progress report and quarter grades fall into the following range:
95 - 99
90 - 94
80 - 89
70 - 79
65 - 69
below 65
Highly skilled and productive
Advanced, all work complete
Good quality work, all work complete
Acceptable quality of work, all projects complete, a missing
math or theory assignment
Quality of work needs significant improvement, some
missing assignments
Incomplete projects, assignment owing
In general, students participate at a high level of involvement. It is rare for projects to be
incomplete.
Occupational Analysis
Carpenters
Nature of the Work
Working Conditions
Training, Other Qualifications, and Advancement
Employment
Job Outlook
Earnings
Related Occupations
Sources of Additional Information
Significant Points
About one-third of all carpenters——the largest construction trade——were selfemployed.
Job opportunities should be excellent for those with the most training and allround skills.
To become a skilled carpenter usually takes between 3 and 4 years of both onthe-job training and classroom instruction.
Nature of the Work
Carpenters are involved in many different kinds of construction activity, from the building
of highways and bridges, to the installation of kitchen cabinets. Carpenters construct,
erect, install, and repair structures and fixtures made from wood and other materials.
Depending on the type of work and the employer, carpenters may specialize in one or
two activities or may be required to know how to perform many different tasks. Small
home builders and remodeling companies may require carpenters to learn about all
aspects of building a house——framing walls and partitions, putting in doors and
windows, building stairs, installing cabinets and molding, and many other tasks. Large
construction contractors or specialty contractors, however, may require their carpenters
to perform only a few regular tasks, such as framing walls, constructing wooden forms
for pouring concrete, or erecting scaffolding. Carpenters also build tunnel bracing, or
brattices, in underground passageways and mines to control the circulation of air
through the passageways and to worksites.
Each carpentry task is somewhat different, but most involve the same basic steps.
Working from blueprints or instructions from supervisors, carpenters first do the layout—
—measuring, marking, and arranging materials——in accordance with local building
codes. They cut and shape wood, plastic, fiberglass, or drywall using hand and power
tools, such as chisels, planes, saws, drills, and sanders. They then join the materials
with nails, screws, staples, or adhesives. In the final step, carpenters check the
accuracy of their work with levels, rules, plumb bobs, framing squares, or electronic
versions of these tools, and make any necessary adjustments. When working with
prefabricated components, such as stairs or wall panels, the carpenter’’s task is
somewhat simpler because it does not require as much layout work or the cutting and
assembly of as many pieces. Prefabricated components are designed for easy and fast
installation and generally can be installed in a single operation.
Carpenters who remodel homes and other structures need a broad range of carpentry
skills because they must be able to perform any of the many different tasks these jobs
may require. Since they are so well-trained, these carpenters often can switch from
residential building to commercial construction or remodeling work, depending on which
offers the best work opportunities.
Carpenters employed outside the construction industry perform a variety of installation
and maintenance work. They may replace panes of glass, ceiling tiles, and doors, as
well as repair desks, cabinets, and other furniture. Depending on the employer,
carpenters install partitions, doors, and windows; change locks; and repair broken
furniture. In manufacturing firms, carpenters may assist in moving or installing
machinery. (For more information on workers who install machinery, see the discussion
of millwrights as well as industrial machinery installation, repair, and maintenance
workers, except millwrights, elsewhere in the Handbook.)
Working Conditions
As is true of other building trades, carpentry work is sometimes strenuous. Prolonged
standing, climbing, bending, and kneeling often are necessary. Carpenters risk injury
working with sharp or rough materials, using sharp tools and power equipment, and
working in situations where they might slip or fall. Although many carpenters work
indoors, those that work outdoors are subject to variable weather conditions.
Some carpenters change employers each time they finish a construction job. Others
alternate between working for a contractor and working as contractors themselves on
small jobs, depending on where the work is available.
Training, Other Qualifications, and Advancement
Carpenters learn their trade through formal and informal training programs. To become
a skilled carpenter usually takes between 3 and 4 years of both classroom and on-thejob training. While there are a number of different ways to obtain this training, in
general, the more formalized the process, the more skilled you will become, and the
more in demand by employers. For some, this training can begin in a high school,
where classes in English, algebra, geometry, physics, mechanical drawing, blueprint
reading, and general shop are recommended. After high school, there are a number of
different avenues that one can take to obtain the necessary training. One of the ways is
to obtain a job with a contractor who will then provide on-the-job training. Entry-level
workers generally start as helpers, assisting more experienced workers. During this
time, the carpenter’’s helper may elect to attend a trade or vocational school, or
community college to receive further trade-related training.
Some employers, particularly large nonresidential construction contractors with union
membership, offer employees formal apprenticeships. These programs combine on-thejob training with related classroom instruction. Apprenticeship applicants usually must
be at least 18 years old and meet local requirements; some union locals, for example,
test an applicant’’s aptitude for carpentry. Apprenticeship programs are usually 3 to 4
years in length, but vary with the apprentice’’s skill. The number of apprenticeship
programs is limited, however, so only a small proportion of carpenters learn their trade
through these programs, mostly those working for commercial and industrial building
contractors.
On the job, apprentices learn elementary structural design and become familiar with
common carpentry jobs, such as layout, form building, rough framing, and outside and
inside finishing. They also learn to use the tools, machines, equipment, and materials of
the trade. Apprentices receive classroom instruction in safety, first aid, blueprint
reading, freehand sketching, basic mathematics, and various carpentry techniques.
Both in the classroom and on the job, they learn the relationship between carpentry and
the other building trades.
Some persons aiming for carpentry careers choose to obtain their classroom training
before seeking a job. There are a number of public and private vocational-technical
schools and training academies affiliated with the unions and contractors that offer
training to become a carpenter. Employers often look favorably upon these students
and usually start them at a higher level than those without the training.
Some skills needed to become a carpenter include manual dexterity, eye-hand
coordination, physical fitness, and a good sense of balance. The ability to solve
arithmetic problems quickly and accurately also is required. In addition, a good work
history or military service is viewed favorably by contractors.
Carpenters usually have greater opportunities than most other construction workers to
become general construction supervisors because carpenters are exposed to the entire
construction process. For those who would like to advance, it is increasingly important
to be able to communicate in both English and Spanish in order to relay instructions and
safety precautions to workers with limited understanding of English; Spanish-speaking
workers make up a large part of the construction workforce in many areas. Carpenters
may advance to carpentry supervisor or general construction supervisor positions.
Others may become independent contractors. Supervisors and contractors need good
communication skills to deal with clients and subcontractors, should be able to identify
and estimate the quantity of materials needed to complete a job, and accurately
estimate how long a job will take to complete and at what cost.
Employment
Carpenters are employed throughout the country in almost every community and make
up the largest building trades occupation. They held about 1.3 million jobs in 2004.
About one-third worked in building construction and about one-fifth worked for special
trade contractors. Most of the rest of the wage and salary workers worked for
manufacturing firms, government agencies, retail establishments and a wide variety of
other industries. About one-third of all carpenters were self-employed.
Job Outlook
Job opportunities for carpenters are expected to be excellent over the 2004-14 period,
particularly for those with the most skills. Employment of carpenters is expected to
increase about as fast as average for all occupations through 2014, and turnover also
creates a large number of openings each year. Contractors report having trouble finding
skilled carpenters to fill many of their openings, due in part to the fact that many
jobseekers are not inclined to go into construction, preferring work that is less strenuous
with more comfortable working conditions. Also, many people with limited skills take
jobs as carpenters but eventually leave the occupation because they dislike the work or
cannot find steady employment.
The need for carpenters is expected to grow as construction activity increases in
response to demand for new housing, office and retail space, and for modernizing and
expanding schools and industrial plants. A strong home remodeling market also will
create a large demand for carpenters.
Some of the demand for carpenters, however, will be offset by expected productivity
gains resulting from the increasing use of prefabricated components and improved
fasteners and tools. Prefabricated wall panels, roof assemblies and stairs and pre-hung
doors and windows can be installed very quickly. Instead of having to be built on the
worksite, prefabricated walls, partitions, and stairs can be lifted into place in one
operation; beams——and, in some cases, entire roof assemblies——are lifted into
place using a crane. As prefabricated components become more standardized, builders
will use them more often. In addition, improved adhesives are reducing the time needed
to join materials, and lightweight, cordless, and pneumatic tools——such as nailers and
drills——will all continue to make carpenters more efficient. New and improved tools,
equipment, techniques, and materials also have vastly increased carpenter versatility.
Carpenters with all-round skills will have better opportunities for steady work than
carpenters who can perform only a few relatively simple, routine tasks. Carpenters can
experience periods of unemployment because of the short-term nature of many
construction projects, winter slowdowns in construction activity in northern areas, and
the cyclical nature of the construction industry. During economic downturns, the number
of job openings for carpenters declines. Building activity depends on many factors that
vary with the state of the economy——interest rates, availability of mortgage funds,
government spending, and business investment.
Job opportunities for carpenters also vary by geographic area. Construction activity
parallels the movement of people and businesses and reflects differences in local
economic conditions. The areas with the largest population increases will also provide
the best job opportunities for carpenters and apprenticeship opportunities for persons
seeking to enter carpentry.
Earnings
In May 2004, median hourly earnings of carpenters were $16.78. The middle 50 percent
earned between $12.91 and $22.62. The lowest 10 percent earned less than $10.36,
and the highest 10 percent earned more than $28.65.
Earnings can be reduced on occasion, because carpenters lose worktime in bad
weather and during recessions when jobs are unavailable.
Some carpenters are members of the United Brotherhood of Carpenters and Joiners of
America.
Related Occupations
Carpenters are skilled construction workers. Other skilled construction occupations
include brickmasons, blockmasons, and stonemasons; cement masons, concrete
finishers, segmental pavers, and terrazzo workers; electricians; pipelayers, plumbers,
pipefitters, and steamfitters; and plasterers and stucco masons.
Sources of Additional Information
Disclaimer:
Links to non-BLS Internet sites are provided for your convenience and do not constitute
an endorsement.
For information about carpentry apprenticeships or other work opportunities in this
trade, contact local carpentry contractors, locals of the union mentioned above, local
joint union-contractor apprenticeship committees, or the nearest office of the State
employment service or apprenticeship agency. You can also find information on the
registered apprenticeship system with links to State apprenticeship programs on the
U.S. Department of Labor’’s website: http://www.doleta.gov/atels_bat
For information on training opportunities and carpentry in general, contact:
Associated Builders and Contractors, 4250 North Fairfax Dr., 9th Floor, Arlington,
VA 22203. Internet: http://www.trytools.org
Associated General Contractors of America, Inc., 2300 Wilson Boulevard, Suite
400, Arlington, VA 22201. Internet: http://www.agc.org
National Center for Construction Education and Research, P.O. Box 141104,
Gainesville, FL 32614-1104. Internet: http://www.nccer.org
National Association of Home Builders, Home Builders Institute, 1201 15th St.
NW., Washington, DC 20005. Internet: http://www.hbi.org
United Brotherhood of Carpenters and Joiners of America, Carpenters Training
Fund, 6801 Placid Street Las Vegas, NV 89119. Internet:
http://www.carpenters.org
47-2031.01, 47-2031.02, 47-2031.03, 47-2031.04, 47-2031.05, 47-2031.06
Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor,
Occupational Outlook Handbook, 2006-07 Edition, Carpenters, on the Internet at
http://www.bls.gov/oco/ocos202.htm (visited June 22, 2006).
Last Modified Date: December 20, 2005
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Additional Links: Career Guide to Industries | Career articles from the OOQ |
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www.dol.gov
U.S. Bureau of Labor Statistics
Office of Occupational Statistics and Employment Projections
Suite 2135
2 Massachusetts Avenue, NE
Washington, DC 20212-0001
Validated Competency Listing
The McCann Cabinetmaking program follows the program competencies in the VTE
Frameworks. These are itemized here following “Resources”.
Performance Standards
The standards for the weekly grade are based on the attributes that make an employee
a worthwhile investment for the employer. Students are expected to:
►
have a high attendance rate
►
be prompt and properly prepared to work
►
stay focused on the task
►
use time in a cost effective manner - have a visible accomplishment for
the
time spent
►
contribute to a positive work environment with peers and teachers
►
strive for a high quality result
►
fix mistakes
►
observe safety regulations for themselves and others
►
be courteous and helpful to visitors
►
take responsibility for meeting deadlines
Project evaluations are based on getting a professional result. Students are expected
to:
►
learn to handle wood and tools effectively to produce a product worthy of
sale. This includes proper methods of cutting, drilling, sanding, routing,
gluing and clamping, and finishing.
►
learn to measure and assemble accurately to produce the product
assigned by the teacher
Math assessments are based on accuracy on worksheets and accuracy in applying
math skills to the current project.
Competency Reporting System
Grades are entered daily online into iPass under the appropriate heading (e.g. weekly
grade, theory, math, tool evaluations, projects). Missing assignments or slow progress
on projects is readily apparent. Students are promptly reminded about missing work. All
assessments are done with the students and are completed promptly while the work is
fresh in one’s mind.
Students and guardians receive progress reports approximately half way through the
quarter and quarterly grades. An effort is made to provide at least two comments for
each student on each report. Phone numbers and/or email addresses for guardians are
listed in iPass. Phone calls or notes are sometimes sent home, more often with good
news than bad. Guardians are contacted if some significant change occurs.
Instructional Activities
Instructional activities for Cabinetmaking grades 9 - 12 are included under each course
listing.
Strand 1: Health and Safety
1. A - D are covered by the following:
1 - instruction in wood shop rules, student signatures on file
2 - instruction and evaluation of each student at all machinery, student
signatures on file
3 - enforcement of safety rules by teachers
4 - maintenance of machines by authorized Delta dealer
5 - OSHA 10-hour Construction Outreach Training Program given by
Fran Kruzel
6 - electrical safety lesson given by electricity instructor
7 - ladder safety lesson given by Larry Koch
8 - posting of MSDS sheets
9 - proper storage and labeling of all materials in the finishing room
10 - proper placement and inspection of fire extinguishers
11 - weekly safety meeting, student signatures on file
12 - fire safety demonstration by NA firefighter
13 - review of knife policy, student signatures on file
Strand 1: Health and Safety
1.A
Define health and safety regulations:
1.A.01
a
Identify and apply OSHA and other health and safety regulations
that apply to specific tasks and jobs in the occupational area
1.A.02
a
Identify and apply EPA and other environmental protection
regulations that apply to specific tasks and jobs in the occupational
area
1.A.03
a
Identify and apply Right-To-Know (Hazard Communication
Policy) and other communicative regulations that apply to specific
tasks and jobs in the occupational area
1.A.04
a
Explain procedures for documenting and reporting hazards to
appropriate authorities
1.A.05
a
List penalties for non-compliance with appropriate health and
safety regulations
1.A.06
a
Identify contact information for appropriate health and safety
agencies and resources
1.A.07
c
Describe the history, function and importance
Occupational Safety and Health Administration (OSHA)
of
the
1.B
Demonstrate health and safety practices:
1.B.01
a
Identify, describe and demonstrate the effective use of Material
Safety Data Sheets (MSDS)
1.B.02
a
Read chemical, product, and equipment labels to determine
appropriate health and safety considerations
1.B.03
a
Identify, describe and demonstrate personal, shop and job site
safety practices and procedures
1.B.04
a
Demonstrate safe dress and use of relevant safety gear and
personal protective equipment (PPE), including wrist rests, adjustable
workspaces and equipment, gloves, boots, earplugs, eye protection,
and breathing apparatus
1.B.05
a
Illustrate appropriate safe body mechanics, including proper
lifting techniques and ergonomics
1.B.06
a
Locate emergency equipment in your lab, shop, and classroom,
including (where appropriate) eyewash stations, shower facilities, sinks,
fire extinguishers, fire blankets, telephone, master power switches, and
emergency exits
1.B.07
a
Demonstrate the safe use, storage, and maintenance of every
piece of equipment in the lab, shop, and classroom
1.B.08
a
Describe safety practices and procedures to be followed when
working with and around electricity
1.B.09
a
Illustrate proper handling and storage practices, including
working with hazardous materials, disposal, and recycling
1.B.10
a
1.B.11
c
Identify and describe ladder and scaffold safety practices and
procedures
1.B.12
c
Identify and describe mechanical platform lift and material
handling equipment safety practices and procedures
1.B.13
c
1.B.14
c
Identify and describe standard precautions for blood borne
pathogens and the procedures for responding to and reporting
exposure
Demonstrate proper workspace cleaning procedures
Use and maintain fall arrest systems
Performance Examples:
1. Toolbox safety talks are part of the weekly or daily instructional routine.
2. Students research a hazardous chemical/material used in the trade and make
recommendation regarding appropriate precautions and use
3. Developing and implementing a “Health and Safety Awareness Campaign” is
assigned as a class project with students and/or teams of students
responsible for different aspects/components including research, posters and
multi-media presentations
4. Students plan and put on a skit that mimics hazardous and unsafe
environments and situations that could be encountered on the job site
1.C
Demonstrate responses to situations that threaten health and safety
1.C.01
a
Illustrate First Aid procedures for potential injuries and other
health concerns in the occupational area
1.C.02
a
Describe the importance of emergency preparedness and an
emergency action plan
1.C.03
a
Illustrate procedures used to handle emergency situations and
accidents, including identification, reporting, response, evacuation
plans, and follow-up procedures
1.C.04
a
1.C.05
a
Identify and describe fire protection, precautions and response
procedures
1.C.06
a
Discuss the role of the individual and the company/organization
in ensuring workplace safety
1.C.07
a
Identify practices used to avoid accidents
Discuss ways to identify and prevent workplace/school violence
Cook, 6/1/06, grades 9 - 12, page 11
1.D
OSHA Outreach Training Program
1.D.01
c
Complete the OSHA 10-hour Construction Outreach Training
Program under the direction of an authorized OSHA trainer and receive
the appropriate 10-hour credential from OSHA. Note: At least one hour
of instruction is required in Intro to OSHA, Electrical and Fall Protection
and three hours of instruction must be selected from any combination
of the following: Personal Protective Equipment, Stairways and
Ladders, Scaffolds, Tools-Hand/Power, Materials Handling-Storage-UseDisposal, Excavations, Cranes-Derricks-Hoists-Elevators.
The
remaining four hours of instruction can be selected from any OSHA
construction industry standards or policies and/or through expansion
of any of the required topics
Cook, 6/1/06, grades 9 - 12, page 18
Strand 2: Technical
MC - refers to cabinetmaking textbook, Modern Cabinetmaking, published
by Goodheart-Willcox Company. (Chapter titles included at the end
of Strand 2.)
CURR - refers to curriculum projects.
2.A
Print Reading
MC - Chapters 7, 8, & 9
CURR - Cabinet, isometric and multi-view drawings made for Shaker,
Arts and Crafts, and Senior projects.
2.B
Measurement
CURR - daily use for curriculum and outside projects
2.C
Hand Tools
MC - Chapter 24
CURR - Freshman Orientation activities, curriculum projects
2.D
Cabinetmaking Joinery and Mechanical Fasteners
MC - Chapters 16 & 29
CURR - Freshman/Sophomore projects: CD holder, Box Joint House,
Raised Panel Cabinet, 3 Piece Table, Cabriole Leg Table
Junior/Senior projects: Spindle Shelf, Shaker projects,
Craftsman project, Hand-cut Dovetail Box, Stool with Round
Tenons, school and outside projects.
2.E
Hand Sanding
CURR - daily use
2.F
Gluing
CURR - daily use
2.G
Cost Estimating
Senior Project
2.H
Layout
MC - Chapter 20
2.I
List woodwork parts
MC - Chapter 38
Cook, 6/1/06, grades 9 - 12, page 19
2.J
Safely set up, operate, and maintain power equipment relating to
construction
CURR - Freshmen and sophomores are instructed in and evaluated
at all shop equipment.
2.K
Portable Power Tools
CURR - Freshmen and sophomores are instructed in and evaluated
at all shop equipment.
2.L
Architectural Woodwork Quality Standards
MC - Chapters 10, 11, 12, 13, 14, 36
2.M
Apply Production Procedures and Techniques
CURR - curriculum, outside and Senior projects
2.N
Fabricate Traditional and Modern Casework
MC - Chapters 5, 14, 17, 38, 39, 40, 41, 42, 44, 49
CURR - curriculum, school and outside projects
2.O
Fabricate Furniture
MC - Chapters 5, 14, 17, 35, 39, 40, 41, 42, 43, 44, 47, 49
2.P
Apply Hardware
MC - Chapter 17
CURR - Sophomore - Raised Panel Cabinet
Many outside and school projects, Senior Project
2.Q
Fabricate Standing and Running Trim
Carpentry curriculum theory
CURR - fabrication of trim for curriculum, outside, school and Senior
projects
2.R
Fabricate Paneling and Related Wood Doors
MC - Chapter 41
CURR - fabrication of doors for curriculum, outside, school and
Senior projects
2.S
Fabricate Counters
MC - Chapter 36
CURR - fabrication of counters for shop use, outside and school
projects
Cook, 6/1/06, grades 9 - 12, page 20
2.T
Closet and Utility Shelving
2.V
Stairwork and Rails
2.W. Windows
2.Z
Architectural Flush Doors
MC - Chapters 14, 41
2.AA Fabricate Stile and Rail Doors
MC - Chapter 41
CURR - school, outside, and Senior projects
2.BB Installation of Woodwork
CURR - school and outside projects
2.CC Finishing
CURR - daily use
MODERN CABINETMAKING
Chapter 5
Human Factors
Chapter 6
Production Decisions
Chapter 7
Using Drawings
Chapter 8
Making Sketches and Mock-ups
Chapter 9
Producing Working Drawings
Chapter 10
Wood Characteristics
Chapter 11
Lumber and Millwork
Chapter 12
Cabinet and Furniture Woods
Chapter 13
Manufactured Panel Products
Chapter 14
Veneers and Plastic Overlays
Chapter 16
Mechanical Fasteners
Chapter 17
Hardware
Chapter 20
Measuring and Laying Out Materials
Chapter 24
Surfacing with Planes and Scrapers
Chapter 29
Joint Making
Chapter 35
Overlaying and Inlaying
Chapter 36
Installing Plastic Laminates
Chapter 38
Case Construction
Chapter 39
Frame and Panel Components
Chapter 40
Cabinet Supports
Chapter 41
Doors
Chapter 42
Drawers
Chapter 43
Cabinet and Table Tops
Chapter 44
Finishing
Chapter 47
Preparing the Surface for Topcoating
Chapter 49
Kitchen Cabinets
Chapter 51
Built-In Cabinetry and Paneling
Strand 2: Technical
2.A
Read and interpret prints
2.A.01
c
Explain the basic layout of a set of prints as well as the
importance of the accompanying job specifications document
2.A.02
c
Recognize and identify basic print terms, abbreviations, line
types, symbols and notes
2.A.03
c
2.A.04
c
Determine true measurements from a print using an Architect’s
scale
2.A.05
c
Read and interpret plan, elevation, section and detail views and
schedules
2.A.06
c
Interpret and follow drawing dimensions
Identify, develop and complete material quantity takeoff sheets
2.A.08
Read working drawings
2.A.09
Read perspective drawings
2.A.10
Read cabinet drawings
2.A.11
Read shop drawings
1. Perform shop/job site projects/work from appropriate sets of prints/drawings
2. Draw appropriate cross sections and/or details
3. Develop a material quantity takeoff for the project/job
2.B
2.C
Demonstrate methods of measurement
2.B.01
Read twelve inch rule in sixteenths
2.B.02
Read Tape and stick measures
2.B.03
Measure items using the combination, framing, and tri-square
2.B.04
Measure items using dividers, calipers and trammel points
2.B.05
Accurately measure wood components
Properly use hand tools
2.C.01
Demonstrate safe operating procedures for hand tools
2.C.02
Demonstrate use and maintenance of pounding tools
2.C.03
Demonstrate use and maintenance of measuring tools
2.C.04
Demonstrate use and maintenance of sawing tools
2.C.05
Demonstrate use and maintenance of boring tools
2.C.06
Demonstrate use and maintenance of sharp edge tools
2.C.07
Demonstrate use and maintenance of prying tools
2.D
2.E
2.F
2.C.08
Identify and use layout, measuring, and checking devices
2.C.09
Identify metal working tools (hack saw and tin snips)
Identify and install cabinetmaking joinery and mechanical fasteners
2.D.01
Layout and fabricate a half lap
2.D.02
Layout and fabricate a dovetail
2.D.03
Layout and fabricate a French dovetail
2.D.04
Layout and fabricate a haunched mortise and tenon
2.D.05
Layout and fabricate a tongue and groove
2.D.06
Layout and fabricate an end lap
2.D.07
Layout and fabricate a miter
2.D.08
Layout and fabricate a spline
2.D.09
Layout and fabricate a bridle
2.D.10
Layout and fabricate a dado
2.D.11
Layout and fabricate a dowel joint
2.D.12
Layout and fabricate a rabbet joint
2.D.13
Identify types of cabinet joinery
2.D.14
Identify application for cabinet joinery
2.D.15
Fabricate cabinet joinery
2.D.16
Machine tite-joint fasteners
2.D.17
Install rail bolts
2.D.18
Install bed rail fasteners
2.D.19
Install Euro screws
Sand materials by hand.
2.E.01
Demonstrate flat sanding
2.E.02
Demonstrate curved sanding
2.E.03
Identify and select sand paper
2.E.04
Identify hand sanding equipment and procedures
Apply adhesives to materials.
2.F.01
Identify types of glue
2.F.02
Identify uses of glue
2.F.03
Identify types of clamps
2.F.04
Clamp a piece of furniture
2.F.05
Demonstrate flat clamping procedures
2.F.06
Demonstrate curved clamping procedures (layered)
2.G
2.H
2.I
2.J
Estimate the costs of a project
2.G.01
Compile a material takeoff
2.G.02
Calculate a labor estimate
Properly layout a project
2.H.01
Identify purposes of layout for woodwork
2.H.02
Layout woodwork for fabrication
2.H.03
Identify purposes for a story pole
2.H.04
Create a story pole
List woodwork parts
2.I.01
Identify components of material stock listing cards
2.I.02
List woodwork components
Safely set up, operate and maintain power equipment relating to construction
2.J.01
Set-up, adjust, and maintain a variety of pieces of power
equipment
2.J.02
Make a face, joint edge, rabbit, and taper by using a joiner
2.J.03
Plane solid stock to given thicknesses using a planer
2.J.04
Saw, re-saw, cut turnings, and change blades using a band saw
2.J.05
Perform a plunge cut and cut an inside curve and bevel cut with
a jig saw
2.J.06
Perform a cross cut, rip cut, mitre joint, and dado with a
radial arm saw.
2.J.07
Perform a cross cut, dado, taper, and other specialized
operations with
a table saw
2.J.08
Drill a hole to given dimensions with a drill press
2.J.09
Drill Euro hinge cups according to standard procedures
2.J.10
Demonstrate techniques to layout a mortise
2.J.11
Cut a mortise and a relish with a mortise machine
2.J.12
Summarize techniques needed to layout a tenon
2.J.15
Grind sharp-edge tools with a grinder
2.J.16
Demonstrate methods of preparing stock for use with a lathe
2.J.17
Demonstrate preparation of turning chisels and duplicators
2.J.19
Turn spindles on a lathe; match as required
2.J.22
Identify different types of sanders
2.J.23
Demonstrate the ability to set fences and stops on a sander as
required
2.K
2.L
2.J.24
Demonstrate the ability to set up for fitting miter joint when using a
sander
2.J.25
Smooth the surfaces of a variety of materials using a sander
2.J.26
Identify and demonstrate the use of table, overhead, panel, and
Computer Numerically Controlled routers
2.J.27
Make cuts using an electric miter box saw, including adjusting stops
2.J.28
Make rip, cross, and miter cuts using a panel saw
2.J.31
Demonstrate the use of an edge bander
Properly use portable power tools
2.K.01
Demonstrate the ability to use a pistol drill safely
2.K.02
Identify the proper methods of using an oscillating sander
2.K.03
Demonstrate the ability to use an electric router
2.K.04
Exercise the safe use of a belt sander
2.K.05
Demonstrate the ability to safely use a bayonet saw
2.K.06
Identify the proper methods of using a circular saw
2.K.07
Exercise the safe use of a biscuit joiner
2.K.08
Demonstrate the ability to use an electric sander
2.K.09
Explain the uses of wood boring bits
2.K.10
Demonstrate methods of correctly using router cutters
2.K.11
Identify blades, cutters, bits and grits of sandpaper required of
stationary and portable power tool
Apply Architectural Woodwork Quality Standards
2.L.01
Identify quality grades (premium, custom, economy, prevailing
and exceptions to grade)
2.L.02
Identify the qualities of solid wood (AWI section 100)
2.L.03
Identify panel products (AWI section 200)
2.L.04
Explain the orientation of wood and wood products
2.L.05
Identify laminates
2.L.06
Identify solid surface materials
2.L.07
Explain the purpose of moldings and what they are used for
2.L.08
Identify plywood and composite materials
2.M
2.N
2.M.01
Design production system
2.M.02
Design and build patterns and jigs
Fabricate Traditional and Modern Casework (wall, base and utility cabinets) (AWI
Section 400)
2.N.01
Layout components
2.N.02
Machine parts needed for casework
2.N.03
Demonstrate proper cabinet assembly
2.N.04
Machine a face frame when required
2.N.05
Assemble a face frame
2.N.06
Apply a face frame to cabinets
2.N.07
Demonstrate how to prepare a cabinet for finish
2.N.08
Identify design characteristics of cabinetry
2.N.09
Identify layout and planning stages and procedures
2.N.10
construction
(five
types
2.N.11
Identify 32mm European construction
2.N.12
Illustrate kitchen cabinets, both stock and custom
2.N.13
Illustrate modular casework (AWI section 1600)
2.N.14
Illustrate drawer construction
2.N.15
Demonstrate the installation of drawers
2.N.16
Illustrate door construction
2.N.17
Demonstrate proper hanging of doors
2.N.18
2.O
Identify casework
construction per AWI)
of
cabinet
Apply Architectural Woodworking Institute Quality Standards to
casework construction
Fabricate Furniture
2.O.01
Layout components of a piece of furniture
2.O.02
Machine parts of a piece of furniture
2.O.03
Assemble parts
2.O.04
Prepare for finish
2.O.05
Identify frame and panel construction
2.O.06
2.O.07
Illustrate leg and rail construction
2.O.08
2.O.09
Describe gluing and clamping techniques
2.O.10
Identify fasteners
2.O.11
Identify hardware
2.O.12
Describe sanding operations
2.O.13
2.P
2.R
2.S
furniture construction
Apply Hardware
2.P.01
Identify types, finishes, and mechanisms of hardware
2.P.02
Apply hinges to cabinet doors
2.P.03
Apply pulls to cabinet doors and drawers
2.P.04
Apply drawer slides
2.P.05
Apply catches and latches
2.P.06
Apply shelf standards and shelf pins
2.P.07
Apply locks
Fabricate Paneling and Related Wood Doors (AWI section 500)
2.R.01
Identify flush, flush laminate, stile and rail paneling
2.R.02
Identify possible panel (veneer) matches (internal veneer
leaves
and
adjacent panels)
2.R.03
Identify panel joints and transitions
2.R.04
Identify applied mouldings
2.R.05
Identify components of stile and rail paneling
2.R.06
Apply Architectural Woodworking
Standards to panel construction
Institute
Quality
Fabricate Counters (AWI section 400)
2.S.01
Identify panel product tops (veneer)
2.S.02
Identify high-pressure decorative laminate tops
2.S.03
Identify post – formed high-pressure decorative laminate tops
2.S.04
Identify combination material tops
2.S.05
2.S.06
Identify solid laminated tops
2.S.07
Identify solid wood tops
2.S.08
Identify epoxy resin tops
2.S.09
Identify possible problem areas and corrective measures for tops
2.S.10
Demonstrate counter top joinery
2.S.11
Fabricate counters and countertops according to given designs
and
2.S.12
2.AA
2.CC
specifications
counter top construction
Fabricate Stile and Rail Doors (AWI section 1400)
2.AA.01
Illustrate stile and rail joinery
2.AA.02
Describe panel construction techniques
2.AA.05
Explain door machining
2.AA.06
Fabricate and install stile and rail doors according to
given designs
and specifications
2.AA.07
Apply Architectural Woodworking
Standards for stile and rail doors
Institute
Quality
Finish woodwork
2.CC.01
Define finish terminology
2.CC.02
Explain transparent finish systems
2.CC.03
Explain opaque finish systems
2.CC.04
Define stain
2.CC.05
Explain treatment of sapwood
2.CC.06
Contrast exposed, semi-exposed, and back priming
2.CC.07
Finish materials according to given designs and specifications
2.CC.08
Apply Architectural
Standards for finish
Woodworking
Institute
Quality
Strand 3: Embedded Academics
3.A
English Language Arts
VTE #
Acad # Standard
3.A.01 c 19.21
3.A.02 c 24.4
3.A.03 c 13.19
3.A.04 c 2.4
3.A.05 c 3.17
3.A.06 c 4.27
3.A.07 c 19.27
3.A.08 c
3.A.09 c
3.A.10 c
For informational/expository writing: Write reports based on research
that include quotations, footnotes or endnotes, and a bibliography.
Apply steps for obtaining information from a variety of sources,
organizing information, documenting sources, and presenting
research in individual projects:
Identify and use knowledge of common graphic features (charts,
maps, diagrams).
Integrate relevant information gathered from group discussions and
interviews for reports.
Deliver formal presentations for particular audiences using clear
enunciation and appropriate organization, gestures, tone, and
vocabulary.
Use general dictionaries, specialized dictionaries, thesauruses,
histories of language, books of quotations, and other related
references as needed.
For informational/expository writing: Write well-organized research
papers that prove a thesis statement using logical organization,
effective supporting evidence, and variety in sentence structure.
Follow correct procedures for technical documentation.
Read technical manuals, guides, resource books and technical
literature to gain information and solve problems.
Read, comprehend, and follow written technical directions for repairs,
procedures and processes.
Cook, 6/1/06, page 31
Academics
3.B. Math
Cabinetmaking Related Math Curriculum - Grades 9 - 12
SHOP MATH
I.
FRACTIONS
a.
Mixed numbers
b.
Improper fractions
c.
Equivalent fractions
d.
Reducing
e.
Addition, subtraction, multiplication, and division
Word problems with addition, subtraction, multiplication, and division
of fractions
II.
III.
NOTATION
a.
Percent to decimal
b.
Decimal to percent
c.
Fractional to percent
RATIO AND PROPORTION
The Golden Mean
IV.
PERCENT
V.
LINEAR MEASUREMENT - perimeter
Plywood Layout
VI.
SQUARE MEASUREMENT - area
VII.
VOLUME and CAPACITY
board footage
VIII.
CARTESIAN COORDINATE SYSTEM
IX.
STATISTICS
a.
Mean
b.
Median
c.
Mode
X.
METRIC
XI.
GEOMETRY
XII.
a.
Drawing polygons
b.
Determining number of degrees in interior angles of polygons
c.
Constructing perpendicular lines
d.
Bisecting angles
e.
Copying angles
f.
Principles of Symmetry - Tessellations
TRIGONOMETRY
Pythagorean Theorem
Sine, Cosine, Tangent
Cook, 6/1/06, grades 9 - 12, page 33
3.B
VTE #
Acad #
Mathematics
Standard
3.B.01 c 7.G.5
Use a ruler, protractor, and compass to draw polygons and circles.
3.B.02 c 7.M.2
Given the formulas, convert from one system of measurement to
another. Use technology as appropriate.
Solve linear equations using tables, graphs, models, and algebraic
methods.
Compare, order, estimate, and translate among integers, fractions
and mixed numbers (i.e., rational numbers), decimals, and percents.
Recognize and solve problems involving angles formed by
transversals of coplanar lines. Identify and determine the measure of
central and inscribed angles and their associated minor and major
arcs. Recognize and solve problems associated with radii, chords,
and arcs within or on the same circle.
Find linear equations that represent lines either perpendicular or
parallel to a given line and through a point, e.g., by using the "pointslope" form of the equation.
Demonstrate the ability to visualize solid objects and recognize their
projections and cross sections.
Calculate perimeter, circumference, and area of common geometric
figures such as parallelograms, trapezoids, circles, and triangles.
Solve everyday problems that can be modeled using systems of
linear equations or inequalities. Apply algebraic and graphical
methods to the solution. Use technology when appropriate. Include
mixture, rate, and work problems.
Apply properties of angles, parallel lines, arcs, radii, chords,
tangents, and secants to solve problems.
Use dimensional analysis for unit conversion and to confirm that
expressions and equations make sense.
3.B.03 c 7.P.4
3.B.04 c 8.N.1
3.B.05 c 10.G.3
3.B.06 c 10.G.8
3.B.07 c 10.G.10
3.B.08 c 10.M.1
3.B.09 c 10.P.8
3.B.10 c 12.G.5
3.B.11 c 12.M.2
3.B.12
10.N.4
3.B.13
10.P.2
3.B.14
10.G.1
3.B.15
10.G.2
3.B.16
10.G.5
Use estimation to judge the reasonableness of results of
computations and of solutions to problems involving real numbers
Demonstrate an understanding of the relationship between various
representations of a line. Determine a line's slope and x- and yintercepts from its graph or from a linear equation that represents the
line. Find a linear equation describing a line from a graph or a
geometric description of the line, e.g., by using the "point-slope" or
"slope y-intercept" formulas. Explain the significance of a positive,
negative, zero, or undefined slope.
Identify figures using properties of sides, angles, and diagonals.
Identify the figures' type(s) of symmetry.
Draw congruent and similar figures using a compass, straightedge,
protractor, and other tools such as computer software. Make
conjectures about methods of construction. Justify the conjectures
by logical arguments
Solve simple triangle problems using the triangle angle sum property
and/or the Pythagorean theorem.
3.B.17
12.P.8
3.B.21
Solve a variety of equations and inequalities using algebraic,
graphical, and numerical methods, including the quadratic formula;
use technology where appropriate. Include polynomial, exponential,
logarithmic, and trigonometric functions; expressions involving
absolute values; trigonometric relations; and simple rational
expressions.
Use matrices to solve systems of linear equations. Apply to the
solution of everyday problems.
Relate the slope of a tangent line at a specific point on a curve to the
instantaneous rate of change. Identify maximum and minimum values
of functions in simple situations. Apply these concepts to the
solution of problems.
Relate geometric and algebraic representations of lines, simple
curves, and conic sections.
Define 6-4-10 method of calculation
3.B.18
12.P.9
3.B.19
12.P.12
3.B.20
12.G.4
3.B.22
Layout an ellipse
Cook, 6/1/06, grades 9 - 12, page 35
3.C Science and Engineering/Technology
VTE #
Acad #
Standard
3.C.01 c
1
3.C.02 c
3
3.C.03 c
9.3
3.C.04 c
11.1
Differentiate between weight and mass, recognizing that weight is the
amount of gravitational pull on an object.
Recognize that the measurement of volume and mass requires
understanding of the sensitivity of measurement tools (e.g., rulers,
graduated cylinders, balances) and knowledge and appropriate use of
significant digits.
Identify the factors that affect the rate of a chemical reaction (temperature,
concentration) and the factors that can cause a shift in equilibrium
(concentration, pressure, volume, temperature).
Describe the chemical processes known as oxidation and reduction.
3.C.05 c
1.3
3.C.06 c
1.1
3.C.07 c
2.1
3.C.08 c
2.2
3.C.09 c
2.3
3.C.10 c
2.4
3.C.11 c
2.5
3.C.12 c
2.6
3.C.13 c
4.1
3.C.14 c
4.2
3.C.15 c
5.3
3.C.16 c
5.5
3.C.17 c
5.6
3.C.18 c
1.1
3.C.19 c
1.3
3.C.20 c
1.4
Describe the characteristics of waves (wavelength, frequency, velocity,
amplitude)
Identify and explain the steps of the engineering design process, i.e.,
identify the problem, research the problem, develop possible solutions,
select the best possible solution(s), construct a prototype, test and
evaluate, communicate the solution(s), and redesign.
Distinguish among tension, compression, shear, and torsion, and explain
how they relate to the selection of materials in structures.
Identify and explain the purposes of common tools and measurement
devices used in construction, e.g., spirit level, transit, framing square,
plumb bob, spring scale, tape measure, strain gauge, venturi meter, pitot
tube.
Describe how structures are constructed using a variety of processes and
procedures, e.g., welds, bolts, and rivets are used to assemble metal
framing materials.
Identify and explain the engineering properties of materials used in
structures, e.g., elasticity, plasticity, thermal conductivity, and density.
Differentiate the factors that affect the design and building of structures,
such as zoning laws, building codes, and professional standards.
Calculate quantitatively the resultant forces for live loads and dead loads.
Differentiate among conduction, convection, and radiation in a thermal
system, e.g., heating and cooling a house, cooking.
Give examples of how conduction, convection, and radiation are used in
the selection of materials, e.g., home and vehicle thermostat designs,
circuit breakers.
Explain the relationship between resistance, voltage, and current (Ohm's
Law).
Identify appropriate units of measurement for current, voltage, and
resistance, and explain how they are measured.
Analyze circuits (find the current at any point and the potential difference
between any two points in the circuit) using Kirchoff and Ohm's laws.
Distinguish between vector quantities (velocity, acceleration, and force)
and scalar quantities (speed and mass)
Distinguish between, and solve problems involving, velocity, speed, and
constant acceleration.
Create and interpret graphs of motion (position vs. time, speed vs. time,
3.C.21 c
1.5
3.C.22 c
1.7
3.C.23 c
2.3
3.C.24 c
2.4
3.C.25 c
2.6
velocity vs. time, constant acceleration vs. time).
Explain the relationship between mass and inertia.
3.C.26 c
Interpret and apply Newton's second law of motion to show how an
object's motion will change only when a net force is applied.
Apply quantitatively the law of conservation of mechanical energy to
simple systems.
Describe the relationship among energy, work, and power both
conceptually and quantitatively.
Identify appropriate standard international units of measurement for
energy, work, power, and momentum.
Calculate heat load, using K, R and U factors
3.C.27 c
Explain the concept of BTU
3.C.28 c
Define and interpret elevation and topography components in drawings
and technical documents
Calculate mass-mass, mass-volume, volume-volume, and limiting reactant
problems for chemical reactions.
Demonstrate knowledge of pictorial and multi-view drawings (e.g.,
orthographic projection, isometric, oblique, perspective) using proper
techniques.
Demonstrate the use of drafting techniques with paper and pencil or
computer-aided design (CAD) systems when available.
Apply scale and proportion to drawings, e.g., 1/4" = 1'0".
3.C.29
5.5
3.C.30
1.2
3.C.31
1.3
3.C.32
1.4
3.C.33
1.5
3.C.34
3.1
3.C.35
3.2
3.C.36
3.3
3.C.37
3.5
3.C.38
3.6
3.C.39
1.1
3.C.40
1.5
3.C.41
2.1
3.C.42
2.2
3.C.43
2.3
Interpret plans, diagrams, and working drawings in the construction of a
prototype.
Differentiate between open (e.g., irrigation, forced hot air system) and
closed (e.g., forced hot water system, hydroponics) fluid systems and
their components such as valves, controlling devices, and metering
devices.
Identify and explain sources of resistance (e.g., 45deg. elbow, 90deg.
elbow, type of pipes, changes in diameter) for water moving through a
pipe.
Explain Bernoulli's Principle and its effect on practical applications, i.e.,
airfoil design, spoiler design, carburetor.
Explain the relationship between velocity and cross-sectional areas in the
movement of a fluid.
Solve problems related to hydrostatic pressure and depth in fluid systems.
Distinguish between vector quantities (velocity, acceleration, and force)
and scalar quantities (speed and mass).
Explain the relationship between mass and inertia.
Interpret and provide examples that illustrate the law of conservation of
energy.
Provide examples of how energy can be transformed from kinetic to
potential and vice versa.
Apply quantitatively the law of conservation of mechanical energy to
simple systems.
3.C.44
2.4
3.C.45
2.5
3.C.46
2.6
Describe the relationship among energy, work, and power both
conceptually and quantitatively.
Interpret the law of conservation of momentum and provide examples that
illustrate it. Calculate the momentum of an object.
Calculate quantitatively the resultant forces for live loads and dead loads.
3.C.47
3.2
Differentiate between specific heat and heat capacity.
3.C.48
3.3
3.C.49
5.4
3.C.50
1.1
3.C.51
3.7
Explain the relationship among temperature change in a substance for a
given amount of heat transferred, the amount (mass) of the substance, and
the specific heat of the substance.
Develop a qualitative and quantitative understanding of current, voltage,
resistance, and the connection between them.
Identify the earth's principal sources of internal and external energy, e.g.,
radioactive decay, gravity, solar energy.
Compare and contrast the processes of the hydrologic cycle including
evaporation, condensation, precipitation, surface runoff and groundwater
percolation, infiltration, and transpiration.
Describe different aspects of material content and composition that effect
strength, use, conductivity, etc.
Describe the effects of humidity, weather, and chemical substances have
on wood and building materials
Define the physical properties of wood, grain structures and decay
3.C.52
3.C.53
3.C.54
3.C.55
Conduct investigations to gain evidence that interaction of matter with
electromagnetic radiation, electricity, and heat
Cook, 6/1/06, grades 9 - 12, page 38
Strand 4: Employability
4.C
Using Problem-Solving and Critical Thinking Skills
4.C.01-06
Senior Project - Students design a unique project and
complete a Plan of Procedure, Bill of Materials, and
appropriate drawings. Problems are identified and potential
solutions developed. The post production reflection
includes an assessment of time management, problems
solved and strategies learned.
4.D 01 -11
The production of large outside projects enables students to
deal with job site issues not reflected in curriculum projects.
4. A-D are covered by the Skills USA PDP curriculum assignments in
grades 9 - 12.
Co-op work experience
Strand 5: Management and Entrepreneurship
Strand 5 competencies are covered by Personal Finance and Business
Management.
Strand 6: Underlying Principles of Technology
Strand 6 competencies are covered in Computer Application course.
6. A. 10c, 11c, 12c, and 13 are utilized in our CNC Router curriculum
Cook, 6/1/06, grades 9 - 12, page 39
Strand 4: Employability
4.A
Develop employability skills to secure and keep employment in chosen field
4.A.01
a
Evaluate industries, organizations, and careers based on multiple
sources of research and information
4.A.02
a
Assess interest areas to determine potential career pathways,
including career ladders
4.A.03
a
Develop a career plan with alternatives
4.A.04
a
Complete job applications and related employment documents (e.g.
W-4)
4.A.05
a
Create professional cover letters, resumes, and portfolios in a
variety of formats (print and electronic)
4.A.06
a
Apply job search skills to seek, evaluate, apply for, and accept
employment
4.A.07
a
Demonstrate good interviewing skills
4.A.08
a
Demonstrate employability skills needed to get and keep a job
4.A.09
a
Assess alternative occupational choices (e.g. working conditions,
benefits, and opportunities to change)
1. Research positions open within a variety of companies and compare/contrast
their descriptions, duties, and expectations
2. Prepare responses to standard interview questions
3. Participate in a mock-interview with industry professionals
4.B
Communicate in multiple modes to address needs within the career and technical
field
4.B.01
a
Apply strategies to enhance effectiveness of all types of
communications in the workplace
4.B.02
a
Apply reading skills and strategies to work-related documents
4.B.03
a
Locate information from books, journals, magazines, and the
Internet
4.B.04
a
Apply basic writing skills to work-related communication
4.B.05
a
Write work-related materials
4.B.06
a
Explain information presented graphically
4.B.07
a
Use writing/publishing/presentation applications
4.B.08
a
Apply basic skills for work-related oral communication
4.B.09
a
Explain proper telephone etiquette and skills
4.B.10
a
Lead formal and informal group discussions
4.B.11
a
Demonstrate effective negotiation and conflict management
4.B.12
a
Apply active listening skills to obtain and clarify information
4.B.13
a
Communicate with others in a diverse workforce
1. Review a professional journal; choose one article to summarize
2. Call the publisher for free products in journal
3. Develop an oral presentation regarding an article in a journal
4. Summarize trends presented in a graph
4.C
Solve problems using critical thinking
4.C.01
a
Demonstrate skills used to define and analyze a given problem
4.C.02
a
Explain the importance and dynamics of individual and teamwork
approaches of problem solving
4.C.03
a
Describe methods of researching and validating reliable information
relevant to the problem
4.C.04
a
Explain strategies used to formulate ideas, proposals and solutions
to problems
4.C.05
a
Select potential solutions based on reasoned criteria
4.C.06
a
Implement and evaluate solution(s)
4.D
Demonstrate positive work behaviors
4.D.01
a
Identify time management and task prioritization skills
4.D.02
a
Explain the importance of following workplace etiquette/protocol
4.D.03
a
Demonstrate willingness to learn and further develop skills
4.D.04
a
Demonstrate self-management skills
4.D.05
a
List causes of stress and effective stress management techniques
4.D.06
a
Describe the importance of having a positive attitude and
techniques that boost morale
4.D.07
a
Show initiative by coming up with unique solutions and taking on
extra responsibilities
4.D.08
a
Explain the importance of setting goals and demonstrate the ability
to set, reach, and evaluate goals
4.D.09
a
Explain the importance of taking pride in work accomplished and
extrinsic and intrinsic motivators that can be used to increase pride
4.D.10
a
Value the importance of professionalism, including reliability,
honesty, responsibility, and ethics
4.D.11
a
Demonstrate a respect for diversity and its benefit to the workplace
Strand 5: Management and Entrepreneurship
5.A
Analyze basic business practices required to start and run a company/organization
5.A.01
a
Define entrepreneurship
5.A.02
a
Describe the relationship between suppliers, producers, and
consumers
5.A.03
a
Compare and contrast types of businesses, including sole
proprietorships, small businesses, companies, corporations, governmental
agencies, and non-profit organizations
5.A.04
a
Describe practices that ensure quality customer service
5.A.05
a
Explain the value of competition in business/field
1. Prepare a business plan for a new company in your community
2. Participate in a discussion with members of a local small-business incubator or
chamber of commerce, identifying opportunities and summarizing best practices
of new companies
3. Create an equipment list, with costs, of equipment required for doing specific
tasks
4. Identify local zoning and environmental laws that apply to businesses in your
industry
5.B
Manage all resources related to a business/organization
5.B.01
a
Identify a company’s/organization’s
organizational structure
chain
of
command
and
5.B.02
a
5.B.03
a
Explain ways a company or organization can market itself, including
choosing a name, designing logos and promotional materials, advertising,
and the importance of word-of-mouth
5.B.04
a
Identify methods to track inventory, productivity, income, expenses,
and personnel
5.B.05
a
Explain the importance of written operating procedures and policies
5.B.06
a
Identify professional organizations and their benefits
5.B.07
a
Explain methods to effectively run a meeting
5.B.08
Examine all aspects of the built environment and its systems to
complete the project
5.B.09
Explain the value of industry standards and practices to gain an
appreciation for quality workmanship
Define and demonstrate leadership and teamwork skills
1. Create a plan to keep track of tools and supplies in your classroom/shop
2. Work as a team to complete a project, including running and participating in
problem-solving meetings
3. Contact a relevant professional organization and request information about its
benefits, membership requirements, and costs
4. Clip print advertisements from local companies, identifying common themes and
contrasting different styles
5.C
Describe methods for managing, organizing, retrieving and reporting financial data
5.C.01
a
Explain the role of small businesses in the economy
5.C.02
a
Extract and extrapolate data from financial documents, such as a
pay-stub, budget, tax statement, and financial report
1. Create and follow a budget for an in-class project
2. Identify equipment in your shop/lab that are considered as capital
3. From a pay-stub, determine gross salary, deductions, and net pay for a calendar
year
4. Create a rate card or other list of standardized costs for services provided, based
on research of local rates and practices
5.D
Apply labor and civil rights law and guidelines to business practice and decisions
5.D.01
a
List federal and state mandated employee rights
5.D.02
a
Describe proper working conditions for your industry
5.D.03
a
Explain the role of labor organizations
5.D.04
a
Discuss the importance of diversity and list methods of encouraging
diversity in the workplace
5.D.05
a
Describe standard forms of employment contracts applicable to
your industry
5.D.06
a
State the current minimum wage, as well as wages for common jobs
found within the field
5.D.07
a
List opportunities for continual professional development
1. Participate in and summarize a discussion with a member of a labor organization
2. Participate in and summarize a discussion with a member of a civil rights
organization
3. While participating in a group project, write and follow job descriptions for each
member of the team
4. Evaluate a shop/lab in terms of safety, ergonomics, and workflow
5.E
Evaluate the effects of community relations on companies and the industry
5.E.01
a
Describe the role that the industry/organization plays in different
communities
5.E.02
a
Describe the role that community interests
company’s/organization’s decision-making process
play
in
a
Performance Example:
1. Participate in a service project or community-centered event
5.F
Apply legal requirements and ethical considerations to business practice and
decisions
5.F.01
a
Identify laws that regulate businesses/organizations in your field
5.F.02
a
Define the requirements for and protections given by copyright and
trademark law
5.F.03
a
Define the impact of the Americans with Disabilities Act and other
civil rights legislation on your business/organization, employees, and
customers
5.F.04
a
Define ethical business practices for your field
1. Research the ethical guidelines set forth by a professional organization related to
your industry and participate in a debate over how to apply these guidelines to a
variety of situations
2. Create a portfolio of a variety of completed contracts and their uses
3. Participate in and summarize a discussion with a lawyer, consumer advocate, or
other legal professional
4. Create a quick reference outline listing legal topics and related resources
Strand 6: Underlying Principles of Technology
6.A
Demonstrate proficiency in the use of computers and applications as well as an
understanding of concepts underlying hardware, software, and connectivity
6.A.01
a
Select and utilize the appropriate technology to solve a problem or
complete a task
6.A.02
a
Demonstrate file management skills (e.g., install new software,
compress and expand files as needed, download files as appropriate)
6.A.03
a
Differentiate between different operating systems and demonstrate
use of at least one to open and switch between programs and files
6.A.04
a
Identify and demonstrate resolutions to simple hardware and
software problems as they occur (e.g., frozen screen, disk error, printing
problems)
6.A.05
a
Save, retrieve, load, format, and import data into, and export a
variety of electronic documents (word processing, spreadsheet, database,
AND desktop publishing)
6.A.06
a
Demonstrate the proper use of a variety of external peripherals and
how they connect to a computer
6.A.07
a
6.A.08
a
Send, receive, and manage electronic correspondence and files, in
accordance with school policy
6.A.09
a
Demonstrate proper use of electronic proofreading tools and explain
reasons why these shouldn’t be relied upon solely
6.A.10
c
Operate computer-driven equipment and machines
6.A.11
c
Use installation and operation manuals
6.A.12
c
Troubleshoot equipment and machines and access support as
needed
6.A.13
Illustrate methods of selecting and using search engines
Use a Computer Aided Design (CAD) system to perform drafting
duties
1. In the development of work-based projects, students demonstrate computer skills
inherent in the word processing techniques used, the organization of data, use of
photographic representation, research projects, and other relevant project based
activities
6.B
Demonstrate responsible use of technology and an understanding of ethics and
safety issues in using electronic media
6.B.01
a
Identify ways in which technology is used in the workplace and in
society
6.B.02
a
Summarize the
Acceptable Use Policy
6.B.03
a
rights
and
responsibilities
of
the
school's
Explain laws restricting use of copyrighted materials on the Internet
6.B.04
a
Discuss the concerns about electronic communications, privacy and
security, including protection from spyware and viruses
1. Describe how computers are used to increase efficiency, accuracy, and
professionalism in the industry
6.C
Demonstrate ability to use technology for research, problem solving, and
communication
6.C.01
a
Locate, evaluate, collect, and process information from a variety of
electronic sources
6.C.02
a
Demonstrate the use of telecommunications and other media to
interact or collaborate with peers, experts, and other audiences
6.C.03
a
Demonstrate the use of appropriate electronic sources to conduct
research (e.g., Web sites, online periodical databases, and online catalogs)
6.C.04
a
Demonstrate proper style (with correct citations) when integrating
electronic research results into a research project
6.C.05
a
Collect, organize, analyze, and graphically present data using the
most appropriate tools
6.C.06
a
Present information, ideas, and results of work using any of a
variety of communications technologies (e.g., multimedia presentations,
Web pages, videotapes, desktop-published documents)
6.C.07
a
Identify capabilities of technology resources and describe how they
can be used for lifelong learning
6.C.08
a
Demonstrate the proper use of electronic tools and office
communications equipment (telephone, fax, copier, etc)
6.C.09
c
6.C.10
c
Facilitate group work through management of shared schedule and
contact information
Demonstrate the use a variety of industry specific software
1. Student is able to effectively use various technologies in the work place
Cook, 6/1/06, grades 9 - 12, page 46
Resources
Textbook: Modern Cabinetmaking, copyright 2000. Published by The GoodheartWilcox Co.
Basic and Advanced Cabinetmaking curriculum written by Nancy Cook, including
integrated research and presentation projects.
Supporting math and measurement curriculum written by Nancy Cook.
All traditional machines, tools and materials for a woodworking shop.
CNC router with accompanying computer and software.
Cabinetmaking
Grade 9
CIP code : 460401
Nancy Cook
Cook, 3/1/11, grade 9, page 1
Course Philosophy
The grade 9 Cabinetmaking program at McCann Tech is designed to provide a
transition from middle school academic studies to learning through project-based work
in a professional woodworking shop. We concentrate on gearing up for workplace
behavior, which includes time on task, time management to meet deadlines, respect for
others in the work environment, appropriate care of equipment, and ownership of the
product.
Materials are provided to encourage students to create unique projects and to begin
the process of learning to design woodworking pieces.
Mathematical literacy is addressed through a curriculum that reviews basic math skills
and applies these skills to our projects.
Course Description
as veneering, plug installation, building with rabbets, dados, and box joints).
Students are highly motivated to tackle the lessons due to the fact that they get to take
these projects home. The praises that they receive from other students, family and
friends, clearly impact their interest in the work.
Course Syllabus and Instructional Activities
The 9th grade course is a project-based learning experience that also includes an
integrated math curriculum (covering topics from basic math, algebra, geometry and
trigonometry), which has been tailor-made to accompany the curriculum projects. Math
and measurement activities are done daily for freshmen.
There are two other parallel themes in the program. One is the evolution from one-at-atime verbal and illustrated instructions, through a string of instructions, to written plans.
The other theme is the support of the courage to be creative. Students in
Basic Cabinetmaking (includes all those enrolled in the carpentry shop)
are all encouraged to personalize their projects in creative ways. A wide range of
available materials and a well-functioning finishing room facilitate this.
►
►
►
►
preparedness, safety record, cooperation and persistence with assigned
work. Numerical grades and comments are returned on the following
Monday for the student’s signature.
Math assignments are given three to five days a week. Grades are
numerical.
Projects are evaluated by a rubric that itemizes the skills incorporated into
the piece and gives varying weight to the importance of that skill to the
outcome of the project. For example, the first project in Basic
Cabinetmaking is evaluated on the quality of the sanding, plug trimming,
glue application, stain and polyurethane application, and the measurement
required for an accurate assembly. All projects are evaluated directly with
the individual student and include a discussion of the student’s view of the
quality of her/his work. (See Resources for sample rubrics).
Safety evaluations on all machines are also done by a rubric and signed by
the student. (See Resources for sample rubrics).
grade vary for each course. Progress report and quarter grades fall into the following
range:
95 - 99
90 - 94
80 - 89
70 - 79
65 - 69
below 65
Quality of work needs significant improvement, some missing
assignments
incomplete.
TIMELINE FOR COURSE ACTIVITIES
First Quarter: Exploratory
▪
Barnyard shelf
Use of scroll saw, spindle sander, drill press, cordless drill, palm sander
Math and measurement
Second Quarter: First group of freshmen
▪
CD Holder
Assessment on sanders and sandpaper installation, drill bits, band saw,
drill press
Instruction on plug installation and trimming
▪
USA Shelf
More demanding use of band saw
Assessment on router and compound miter saw and instruction on use of
router bits with bearings
▪
3 - Piece Table
Assessment on planer
Instruction on gluing and clamping wide boards
Instruction on use of router with an edge guide
▪
▪
▪
Math - 12 sheets of work with fractions used in woodworking (divisible by
8):mixed numbers, improper fractions, equivalent fractions, reducing,
addition, subtraction, multiplication, division, addition with word problems,
subtraction with word problems, multiplication with word problems, division
with word problems.
Math - Principles of Symmetry, tessellations
Symmetrical puzzles and box
Instruction on router table - rabbets and dadoes
Third Quarter: Second group of freshmen
▪
CD Holder
Assessment on sanders and sandpaper installation, drill bits, band saw,
drill press
Instruction on plug installation
▪
USA Shelf
More demanding use of band saw
Assessment on router and compound miter saw and instruction of use of
router bits with bearings
▪
3 - Piece Table
Assessment on planer
Instruction on gluing and clamping wide boards
Instruction on use of router with an edge guide
Instruction on edge banding
▪
Math - 12 sheets of work with fractions used in woodworking (divisible by
8):
mixed numbers, improper fractions, equivalent fractions, reducing,
addition, subtraction, multiplication, division, addition with word problems,
subtraction with word problems, multiplication with word problems, division
with word problems.
▪
Math - Principles of Symmetry, tessellations
▪
Symmetrical puzzles and box
Instruction on router table - rabbets and dadoes
Fourth Quarter: 2 weeks of each group of freshmen
▪
Box Joint House
Assessment on table saw
Instruction on box joints, use of router with a template
▪
Math - packet on linear measurement which includes finding perimeter and
plywood layout
Standards
Strand 2: Technical
2.B
Measurement
CURR - daily use for curriculum projects
2.C
Hand Tools
CURR - Freshman Orientation activities, curriculum projects
2.D
CURR - Freshman projects: CD holder, USA shelf, 3-piece table, box
joint house
2.E
Hand Sanding
CURR - daily use
2.F
Gluing
CURR - daily use
2.J
construction
CURR - Freshmen are instructed in and evaluated at the drill press,
band saw, belt sander, disk sander, spindle sander, router in
table, planer, and table saw
2.K
CURR - Freshmen are instructed in and evaluated at the cordless drill,
palm sander, belt sander, router, jigsaw, air actuated nailer
2.M
CURR - Freshmen participate in outside projects by sanding, staining
and polyurethaning
Strand 2: Technical
2.B
2.B.01
2.B.02
2.B.03
2.B.04
2.B.05
2.C
2.C.01
2.C.02
2.C.03
2.C.04
2.C.05
2.C.06
2.C.07
2.C.08
2.D
Identify and install cabinetmaking Joinery and Mechanical fasteners
2.D.10
2.D.12
2.E
2.E.01
2.E.02
2.E.03
2.E.04
2.F
2.F.01
2.F.02
2.F.03
2.F.04
2.F.05
2.H
2.H.01
2.H.02
2.J
2.J.01
Set-up, adjust, and maintain a variety of pieces of power equipment
2.J.03
2.J.04
Saw, re-saw, cut turnings, using a band saw
2.J.05
cut an inside curve and bevel cut with a jig saw
2.J.07
Perform a cross cut, dado, and other specialized operations with a
table saw
2.J.08
2.J.22
2.J.23
Demonstrate the ability to set fences and stops on a sander as required
2.J.27
2.K
2.O
Make cuts using an electric miter box saw, including adjusting stops
2.K.01
2.K.02
2.K.03
2.K.04
2.K.08
2.K.09
2.K.10
2.K.11
Identify blades, cutters, bits and grits of sandpaper required of stationary
and portable power tools
Fabricate Furniture
2.O.01
2.O.02
2.O.03
Assemble parts
2.O.04
Prepare for finish
2.O.09
2.O.12
3.A
3.A.09
Identify and use knowledge of common graphic features (charts, maps, diagrams).
3.A.10
Read, comprehend, and follow written technical directions for repairs, procedures and
processes.
3.B.
Math
Cabinetmaking Related Math Curriculum - Grade 9
I.
II.
FRACTIONS
Mixed numbers
Improper fractions
Reducing
Addition, subtraction, multiplication and division
Word problems with addition, subtraction, multiplication and division
Plywood Layout
3.B
Mathematics
B.02c 7.M.2
B.04c 8.N.1
B.08c 10.M.1
B.14 10.G.1
B.22
3.C
VTE #
Layout an ellipse
Science and Engineering/Technology
Acad #
Standard
33.C.33
33.C.53
43.C.54
1.5
prototype.
Describe the effects of humidity, weather, and chemical substances have on
wood and building materials
Resources
Basic Cabinetmaking curriculum written by Nancy Cook.
Rubric for construction of CD Holder.
Rubric for construction of Box Joint House.
Rubric for safety evaluation at drill press.
Rubric for safety evaluation at band saw.
Rubric for safety evaluation at hand held router.
Name__________
Date__________
Evaluation: Using a fixture to make a Compact Disc holder.
1.
Holes for dowels should be accurately drilled.
10 pts._____
2.
Workpiece is accurately assembled (sides are 3/4" from ends) 20 pts._____
3.
Short lengths of dowels should be an even height and firmly glued in.
15 pts._____
4.
All pieces should be smoothly cut and sanded.
20 pts._____
5.
Plugs should be flush trimmed.
15 pts._____
6.
Strip along back is properly placed.
10 pts._____
7.
No drips in the polyurethane application. Stain is even
10 pts._____
Total __________
Signature___________________
Name:____________________________
Date:__________
Evaluation: Box Joint House Task G
1.
Box joints have gaps no more than 1/32"
___ (20 pts.)
2.
All parts sanded completely.
___ (20 pts.)
3.
No visible glue stains.
___ (15 pts.)
4.
Roof assembled without gaps. Gables
assembled properly. No nails come through
roof or gables.
___ (15 pts.)
5.
Paint, stain, polyurethane applied neatly.
6.
Routing done without dings.
___ (10 pts.)
___ (20 pts.)
Total: _____ (100 pts.)
Signed:___________________
Name
Date
EVALUATION OF DRILL PRESS USE
Properly insert bit into chuck..............................20 pts. ______
Set depth stop to a specific depth of
to 1/16"
accuracy..........20 pts. ______
Adjust table height and lock so that bit is 1/2"to
1" above workpiece.........20 pts. ______
Adjust speed properly for bit, hole saw, or
plug cutter.....................20 pts. ______
Use awl and accurately position workpiece.............20 pts._____
Total 100 pts.
Signature _________________________________
Name______________
Date______________
Band Saw use evaluation
1.
Blade guard assembly is properly adjusted. It should clear the
workpiece by 1/8” to ¼”.
20pts.____
2.
Workpiece remains flat on the table during sawing operation.
15pts.____
3.
Workpiece is rotated, not the blade.
15pts.____
4.
Necessary relief cuts are made.
10pts.____
5.
Small scraps within 4" of the blade are removed with a push stick, not
with fingers.
10pts.____
6.
Fingers remain at least 2" from the moving blade.
20pts.____
7.
Template is reproduced within 1/8".
20pts.____
Total
____
Signature___________________
Name
Date
ROUTER EVALUATION
(HANDHELD)
1.
With router unplugged, insert and tighten
bit (clockwise).
20 pts. ____
2.
Adjust depth of cut of bit. Cut only 1/8”
in one pass.
15 pts. ____
Attach guide strip, template, or edge
guide.
10 pts. ____
Check to see that switch is in “off”
position before plugging in.
20 pts. ____
Route left to right (or counterclockwise
when pushing against guide strip on
template or when using pilot bearing).
15 pts. ____
At end of cut, hold router still until bit
comes to a complete stop.
15 pts. ____
3.
4.
5.
6.
7.
Wear ear protection.
5 pts. ____
Total points _____
Signature_______________
Cabinetmaking
Grade10
CIP code : 460401
Nancy Cook
Course Philosophy
Grade 10 Cabinetmaking students are expected to work more independently.
Instructions are now given in written form, as well as verbally and by demonstration.
Set-ups at machines are designed and made by students, rather than by the teacher.
Instructions are strung together, rather than given individually.
At mid-year, students choose to go on to Advanced Cabinetmaking or Carpentry. They
specialize in one or the other for the duration of their time at McCann. Tenth graders in
Advanced Cabinetmaking are evaluated at additional tools and procedures, but now
design their own projects.
Course Description
as mortise and tenon, raised panels and construction of Cabriole legs).
At the start of the second term, students choosing Advanced Cabinetmaking (as
opposed to Carpentry), move on to work on Advanced Cabinetmaking techniques (such
as pocket cutting, dovetails, spline construction, and lathe work), and research and
presentation of topics related to the history of design and style.
Cook, 6/1/06, grade 10, page2
An integrated math curriculum (covering topics from basic math, algebra, geometry and
trigonometry) has been tailor-made to accompany the curriculum projects. Math and
measurement activities are done daily for sophomores. Students also begin integrated
projects in research and presentation.
There are two other parallel themes in the program. One is the evolution from one-at-a
time verbal and illustrated instructions, through a string of instructions and written
plans.
The other theme is the support of the courage to be creative. Whether students are in
Basic Cabinetmaking (includes all those enrolled in the carpentry shop) or Advanced
Cabinetmaking, they are all encouraged to personalize their projects in creative ways.
A wide range of available materials and a well-functioning finishing room facilitate this.
A palpable sense of accomplishment and activity permeates the program.
►
►
numerical.
►
quality of her/his work. (See Resources for sample rubrics.)
►
Theory assignments are given weekly to Advanced Cabinetmaking
students. These include chapters from our textbook, Modern
Cabinetmaking, with hands-on activities whenever feasible, and research
assignments on topics that reflect our community history and the
connection between design and changes in lifestyle.
►
Safety evaluations on all machines are also done by a rubric and signed
by the student. (See Resources for sample rubrics).
grade vary for each course. Progress report and quarter grades fall into the following
range:
95 - 99
90 - 94
80 - 89
70 - 79
65 - 69
below 65
missing assignments
incomplete.
First Quarter: First group of sophomores
¾
Raised Panel Cabinet
Instruction on mortise and tenon
Instruction on cutting a raised panel
Instruction on mortising butt hinges, installation of roller catches
¾
Cabriole Leg Table
Assessment on jointer, radial arm saw
Instruction on French Provincial style and the procedure for constructing
Cabriole legs
¾
Math - packet on square measurement, which includes the use of square
measurement formulas as applied to building materials and the derivation
of pi.
¾
Berkshire County High School Art Show - construction of project unique to
student
Second Quarter: Second group of sophomores
¾
Raised Panel Cabinet
Instruction on mortise and tenon
Instruction on cutting a raised panel
Instruction on mortising butt hinges, installation of roller catches
Cabriole Leg Table
Assessment on jointer, radial arm saw
Instruction on French Provincial style and the procedure for constructing
Cabriole legs
¾
Math - packet on square measurement, which includes the use of square
measurement formulas as applied to building materials and the derivation
of pi.
¾
Berkshire County High School Art Show - construction of project unique to
student and assignment for all freshmen for day of visit to Norman
Rockwell Museum based on current exhibits
¾
SkillsUSA Competition - all sophomores choose to participate in Carpentry
or Cabinetmaking competition
independent construction of cabinet with door and drawer
¾
Third Quarter: Advanced Cabinetmaking begins
¾
Spindle Shelf
Assessment on lathe and 3 basic lathe chisels
¾
Theory How Wood Grows
Chapter 12 - Cabinet and Furniture Woods
Chapter 6 - Production Decisions
¾
Math - packet on volume and capacity, which includes the computation of
board footage
¾
Math - Cartesian coordinates - used in CNC design
Fourth Quarter: Advanced Cabinetmaking
¾
Integrated Theory - research and presentation on the Shakers
¾
Project - design, drawings and construction of Shaker style project
¾
Field Trip - visit to Hancock Shaker Village
¾
Theory Chapter 13 - Manufactured Panel Projects
Chapter 14 - Veneers and Plastic Overlays
Chapter 24 - Surfacing with Planes and Scrapers
¾
Math - 3 sheets on notation: % to decimal, decimal to %, fractional to %
¾
Math - Pythagorean Theorem as it relates to construction
Standards
Strand 2: Technical
of Strand 2.)
2.A
Print Reading
CURR - multi-view drawings made for Shaker project
2.B
Measurement
2.C
Hand Tools
MC - Chapter 24
CURR - curriculum projects
2.D
CURR - Sophomore projects: Raised Panel Cabinet, Cabriole Leg
Table
2.E
Hand Sanding
CURR - daily use
2.F
Gluing
CURR - daily use
2.J
construction
CURR - sophomores are instructed in and evaluated at all shop
equipment.
2.K
CURR - sophomores are instructed in and evaluated at all shop
equipment.
2.L
MC - Chapters 10, 11, 12, 13, 14
2.M
2.N
MC - Chapter 14
2.O
Fabricate Furniture
MC - Chapter 14
2.P
Apply Hardware
CURR - Sophomore - Raised Panel Cabinet
outside and school projects
2.Q
CURR - fabrication of trim for curriculum, outside, and school
projects
2.R
CURR - fabrication of doors for curriculum, outside, and school
projects
2.S
Fabricate Counters
projects
2.Z
MC - Chapters 14
2.CC Finishing
CURR - daily use
Strand 2: Technical
2.A
2.A.03
c Interpret and follow drawing dimensions
2.A.04
c Determine true measurements from a print using an Architect’s scale
2.A.06
c Identify, develop and complete material quantity takeoff sheets
2.A.08
permit
2.B
2.B.01
2.B.02
2.B.03
2.B.04
2.B.05
2.C
2.C.01
2.C.02
2.C.03
2.C.04
2.C.05
2.C.06
2.C.07
2.C.08
2.D
Identify and install cabinetmaking joinery and mechanical fasteners
2.D.07
2.D.08
2.D.10
2.D.12
2.E
2.E.01
2.E.02
2.E.03
2.E.04
2.F
2.F.01
2.F.02
2.F.03
2.F.04
2.F.05
2.F.06
2.J
2.J.01
Set-up, adjust, and maintain a variety of pieces of power equipment
2.J.02
2.J.03
2.J.04
2.J.05
Perform a plunge cut and cut an inside curve and bevel cut with a jig
saw
2.J.06
Perform a cross cut, rip cut, mitre joint, and dado with a radial arm saw.
2.J.07
Perform a cross cut, dado, taper, and other specialized operations with
a table saw
2.J.08
2.J.09
2.J.10
2.J.11
2.J.12
2.J.15
2.J.16
2.J.19
2.J.22
2.J.23
Demonstrate the ability to set fences and stops on a sander as required
2.J.25
2.J.27
Make cuts using an electric miter box saw, including adjusting
stops
2.J.28
Make rip,cross , and miter cuts using a panel saw.
2.K
2.K.01
2.K.02
2.K.03
2.K.04
2.K.06
2.K.08
2.K.09
2.K.10
2.K.11
Identify blades, cutters, bits and grits of sandpaper required of stationary and
portable power tools
2.L
2.L.02
2.L.03
2.L.04
2.L.08
2.M
2.M.02
2.N
2.O
2.P
Section 400)
2.N.03
2.N.07
2.N.08
2.N.14
2.N.16
2.N.17
Fabricate Furniture
2.O.01
2.O.02
2.O.03
Assemble parts
2.O.04
Prepare for finish
2.O.05
2.O.06
2.O.07
2.O.08
2.O.09
2.O.10
Identify fasteners
2.O.11
Identify hardware
2.O.12
Apply Hardware
2.P.03
2.P.05
2.CC Finish woodwork
2.CC.01
2.CC.02
2.CC.03
2.CC.04
Define stain
3.A English Language Arts
VTE #
Acad # Standard
3.A.02c 24.4
3.A.05c 3.17
3.A.07c 19.27
3.A.10c
organizing information, documenting sources, and presenting research
in individual projects:
vocabulary.
For informational/expository writing: Write well-organized research
papers that prove a thesis statement using logical organization, effective
supporting evidence, and variety in sentence structure.
Read, comprehend, and follow written technical directions for repairs,
procedures and processes.
3.B.
Math
Cabinetmaking Related Math Curriculum - Grades 10
SHOP
MATH
I.
FRACTIONS
Mixed numbers
Improper fractions
Reducing
Word problems with addition, subtraction, multiplication, and
division of fractions
II.
NOTATION
Percent to decimal
Decimal to percent
III.
Plywood Layout
IV.
V.
VOLUME and CAPACITY
board footage
VI.
VII.
GEOMETRY
3.B
VTE #
.3.B.02
33.B.04
33.B.08
33.B.14
33.B.16
33.B.21
33.B.22
Mathematics
Acad #
Standard
7.M.2
8.N.1
and mixed numbers (i.e., rational numbers), decimals, and
percents.
10.M.1
Calculate perimeter, circumference, and area of common
geometric figures such as parallelograms, trapezoids, circles, and
triangles.
10.G.1
10.G.5
Solve simple triangle problems using the triangle angle sum
property and/or the Pythagorean theorem.
Layout an ellipse
3.C
2 3.C.32
Acad #
Standard
2.2
devices used in construction, e.g., spirit level, transit, framing square, plumb
bob, spring scale, tape measure, strain gauge, venturi meter, pitot tube.
1.2
techniques.
1.3
1.4
3 3.C.33
1.5
VTE #
8 3.C.08
0 3.C.30
3.C.31
3 3.C.53
4 3.C.54
prototype.
Describe the effects of humidity, weather, and chemical substances have on
wood and building materials
Resources
Textbook: Modern Cabinetmaking, copyright 2000. Published by The Goodheart-Wilcox Co.
Basic and Advanced Cabinetmaking curriculum written by Nancy Cook, including
Rubric for safety evaluation at jointer.
Rubric for safety evaluation at lathe.
Rubric for construction of raised panel cabinet.
Rubric for construction of Cabriole leg table.
Rubrics for integrated project on the Shakers and Shaker furniture.
Name ____________________________
Date ____________________
JOINTER EVALUATION
1. Set fence to correct amount of blade exposure.
20 pts._____
2. Set fence to angle requested by instructor.
15 pts._____
3. Set table for 1/16" cut.
15 pts_____
4. Move pressure from right to left side of
table, joint workpiece without snipe.
20 pts._____
5. Do not allow hands to move over cutters
while in operation.
20 pts._____
6. Wear ear protection.
10 pts. ____
Total:_____
Student must get 100% to be cleared to use the jointer.
Date:_____
Signature______________________________
Specialized functions on a Jointer:
Joint a tapered leg to specifications supplied by instructor.
Total pts.
_____
Date: _____
Signature___________________________
Cook, 6 /1/06, grade 10, page16
Name________________
Date________________
LATHE EVALUATION
1. Fasten stock securely between centers.
20 pts.____
2. Adjust tool rest - height and distance
from workpiece.
3. Adjust speed correctly for job.
20 pts.____
20 pts.____
4. Take down to even cylinder using skew
and large gouge.
10 pts.____
5. Cut 1cove using skew and large gouge.
10 pts.____
6. Cut 1 bead using skew.
10 pts.____
7. Cut taper using parting tool, large gouge
and skew.
10 pts.____
Total ____
Signature____________________
Name_____________
Date_____________
Raised Panel Cabinet, Mortise and Tenon Joinery
Evaluation
1.
Mortise and tenon joints fit snugly without gaps in face joint.
(minus 5 pts. for each gap)
30pts.____
2.
Raised panel cut evenly.
(minus 5 pts. for each variation)
25pts.____
Door has even gap all around.
(minus 5 pts. for each side)
10pts.____
4.
Piece is smoothly sanded to 120 grit
10pts.____
5.
Paint, stain, poly, glue blemishes.
10pts.____
6.
Hardware installation- hinges, catch, knob
15pts.____
3.
Total_____
Signature________________
Name__________________
Date___________________
Cabriole Leg Table Evaluation
Legs
Shaped to match sample
Sanded to perfection & no machine marks
25 points _______
Apron
Apron fits snugly to legs, without gaps
25 points _______
Table top
Sanded to perfection & no machine marks
No blips in routed edge
25 points _______
Finish
No glue blemishes in finished product
No poly drips
25 points _______
Total points_______
Signature_____________________
Evaluation:
Shaker Research Project
Presentation:
30 pts
Information is interesting
10 pts____
Presenter is audible
10 pts____
Visual material enhances presentation
10 pts____
Paper:
70 pts
Information is appropriate to topic
20 pts_____
Information is accurate
20 pts_____
Information is written in the presenter’s own words.
20 pts_____
Paper is typed. Spelling is correct.
10 pts_____
Total _____
Name:_______________________________
Date:______________
Signature_____________________________
Evaluation:
Shaker Furniture Project
Accurate representation of drawing
25 points_____
Adequate joinery for stability
25 points_____
Accuracy of cutting, sanding, assembly
35 points_____
Quality of finish: stain, poly, or paint
15 points_____
Total _____
Name:____________________
Date:___________
Signature:__________________
Cabinetmaking
Grade11
CIP code : 460401
Nancy Cook
Course Philosophy
The grade 11 course builds in the areas of project design, independence of work, and
the complexity of the hands-on activities that accompany theory assignments.
Students take on leadership roles in the community service projects done with
sophomores. Research projects now involve PowerPoint presentations and provide
experience that gives students more confidence to present work to an audience.
Course Description
The organization of the program is based on continuing on the path of more advanced
work (such as pocket cutting, dovetails, spline construction), moving on
to work on the CNC router, and extending integrated work with English language arts in
research and presentation of topics related to the history of design and style, with
accompanying projects. Theory assignments help to prepare for the drawings, Plan of
Procedure, and Bill of Materials that accompany Senior Projects in the following year.
►
►
►
►
►
numerical.
quality of her/his work. (See Resources for sample rubrics).
Safety evaluations on all machines are also done by a rubric and signed
by the student.
grade vary for each course.
95 - 99
90 - 94
80 - 89
70 - 79
65 - 69
below 65
missing assignments
incomplete.
First Quarter:
►
Integrated Theory - research and presentation on the Arts and Crafts
Movement and Craftsman (Mission Oak) Furniture
►
Project - design, draw, write Plan of Procedure and construct a Mission
style project
►
Field Trip - North Adams Congregationalist Church to view Tiffany
windows
►
Project - construction laminated countertop for school use
Theory
Chapter 36 - Installing Plastic Laminates
Chapter 44 - Finishing Decisions
Chapter 47 - Preparing the Surface for Topcoating
Chapter 41 - Doors
►
CNC - Lesson 1 - design geometry in CorelDraw and cut on CNC
Second Quarter:
►
Project - construct stools with round wedged tenons
►
Theory
Chapter 7 - Using Working Drawings
Chapter 8 - Making Sketches and Mock-ups
Chapter 9 - Producing Working Drawings
Chapter 29 - Joint Making
Student completes Cabinet, Multi-view Elevations, and Isometric Drawings
►
Math - statistics
►
SkillsUSA competition - construction of cabinet with door and drawer
►
Project - Berkshire County High School Art Show - construct unique
project
Third Quarter:
►
Project - community service project - varies from year to year
►
Theory
Chapter 20 - Measuring and Layout Materials
Chapter 11 - Lumber and Millwork
Chapter 16 - Mechanical Fasteners
Chapter 17 - Hardware - hinge installation activity
►
Math - ratio and proportion, which includes the Golden Mean
►
Math - percent
►
Math - conversion to metric as it relates to hardware
Fourth Quarter:
►
Integrated Theory - research and presentation on famous American
architects
►
Project - construction of architectural bird house
►
Theory
Chapter 35 - Overlaying and Inlaying Veneer
Chapter 5 - Human Factors
►
Math - geometry
Drawing polygons
Determining interior angles
Drawing line perpendicular to given line
Bisecting angles
Copying angles
Strand 2: Technical
of Strand 2.)
2.A
Print Reading
MC - Chapters 7, 8, & 9
CURR - Cabinet, isometric and multi-view drawings made for Shaker,
Arts and Crafts, and Senior projects.
2.B
Measurement
2.C
Hand Tools
2.D
CURR - Junior/Senior projects: Craftsman project, Hand-cut Dovetail
Box, Stool with Round Tenons, school and outside projects.
Hand Sanding
CURR - daily use
2.E
2.F
Gluing
CURR - daily use
2.H
Layout
MC - Chapter 20
2.J
construction
CURR - daily use
2.K
CURR - daily use
2.L
2.M
CURR - curriculum and outside projects
2.N
MC - Chapters 5, 17, 41, 44
2.O
Fabricate Furniture
MC - Chapters 5, 17, 35, 41, 44, 47
2.P
Apply Hardware
MC - Chapter 17
2.Q
MC - Chapter 11
CURR - fabrication of trim for curriculum, outside, and school
projects
2.R
MC - Chapter 41
CURR - fabrication of doors for curriculum, outside, and school
projects
2.S
Fabricate Counters
MC - Chapter 36
projects
2.Z
MC - Chapter 41
MC - Chapter 41
2.CC Finishing
CURR - daily use
Chapter 5
Human Factors
Chapter 6
Chapter 7
Using Drawings
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Lumber and Millwork
Chapter 12
Chapter 13
Chapter 14
Chapter 16
Chapter 17
Hardware
Chapter 20
Chapter 24
Chapter 29
Joint Making
Chapter 35
Chapter 36
Chapter 38
Case Construction
Chapter 39
Chapter 40
Cabinet Supports
Chapter 41
Doors
Chapter 42
Drawers
Chapter 43
Chapter 44
Finishing
Chapter 47
Chapter 49
Kitchen Cabinets
Chapter 51
Strand 2: Technical
2.A
2.A.01
c
2.A.02
c
2.A.03
c
2.A.04
c
scale
2.A.05
c
schedules
2.A.06
c
2.A.08
2.A.09
2.A.10
2.A.11
Read shop drawings
2.B
2.B.01
2.B.02
2.B.03
2.B.04
2.B.05
2.C
2.C.01
2.C.02
2.C.03
2.C.04
2.C.05
2.C.06
2.C.07
2.C.08
2.C.09
2.D
2.D.01
2.D.02
2.D.03
2.D.04
2.D.05
2.D.06
2.D.07
2.D.08
2.D.09
2.D.10
2.D.11
2.D.12
2.D.13
2.D.14
2.D.15
2.E
Sand materials by hand
2.E.01
2.E.02
2.E.03
2.E.04
2.F
Apply adhesives to materials
2.F.01
2.F.02
2.F.03
2.F.04
2.F.05
2.F.06
2.G
Estimate the costs of a project.
2.G.01
2.G.02
2.H
2.H.01
2.H.02
2.H.03
2.H.04
Create a story pole
2.I
List woodwork parts
2.I.01
2.I.02
2.J
2.J.01
equipment
2.J.02
2.J.03
2.J.04
2.J.05
a jig saw
2.J.06
Perform a cross cut, rip cut, mitre joint, and dado with a radial
arm saw.
2.J.07
operations with
a table saw
2.J.08
2.J.09
2.J.10
2.J.11
2.J.12
2.J.15
2.J.16
2.J.19
2.J.22
2.J.23
2.K
required
2.J.24
Demonstrate the ability to set up for fitting miter joint when using
a
sander
2.J.25
2.J.26
Identify and demonstrate the use of table, panel, and
Computer
Numerically Controlled routers
2.J.27
stops
2.J.28
Make rip, cross, and miter cuts using a panel saw.
2.J.31
Demonstrate the use of an edge bander.
2.K.01
2.K.02
2.K.03
2.K.04
2.K.05
2.K.06
2.K.07
2.K.08
2.K.09
2.K.10
2.K.11
2.L
2.L.01
2.L.02
2.L.03
2.L.04
2.L.05
Identify laminates
2.L.06
2.L.07
Explain the purpose of moldings and what they are used for
2.L.08
2.M
2.M.01
2.M.02
2.N
Section 400)
2.N.01
Layout components
2.N.02
2.N.03
2.N.04
2.N.05
2.N.06
2.N.07
2.N.08
2.N.09
2.N.10
2.N.11
2.N.12
2.N.13
2.N.14
2.N.15
2.N.16
2.N.17
2.N.18
Identify casework construction (five types of cabinet
construction per AWI)
2.O
Fabricate Furniture
2.O.01
2.O.02
2.O.03
Assemble parts
2.O.04
Prepare for finish
2.O.05
2.O.06
2.O.07
2.O.08
2.O.09
2.O.10
Identify fasteners
2.O.11
Identify hardware
2.O.12
2.O.13
2.P
Apply Hardware
2.P.01
2.P.02
2.P.03
2.P.04
2.P.05
2.P.06
2.P.07
2.R
Apply drawer slides
Apply locks
2.R.01
2.R.02
Identify possible panel (veneer) matches (internal veneer leaves
and adjacent panels)
2.R.03
2.R.04
2.R.05
2.R.06
2.S
panel construction
2.S.01
2.S.02
2.S.03
2.S.04
2.S.05
2.S.06
2.S.07
2.S.08
2.S.09
2.S.10
2.S.11
and specifications
2.S.12
2.AA
2.AA.01
2.AA.02
2.AA.05
2.AA.06
Fabricate and install stile and rail doors according to given
designs
and specifications
2.AA.07
Apply Architectural Woodworking Institute Quality Standards for
stile and rail doors
2.CC Finish woodwork
2.CC.01
2.CC.02
2.CC.03
2.CC.04
Define stain
2.CC.05
2.CC.06
2.CC.07
2.CC.08
finish
Strand 3: Embedded
3.A
VTE #
Acad # Standard
3.A.01 c 19.21 For informational/expository writing:
3.A.02 c 24.4
3.A.04 c 2.4
3.A.05 c 3.17
3.A.07 c 19.27
3.A.08 c
3.A.09 c
3.A.10 c
Write reports based on
research that include quotations, footnotes or endnotes, and a
bibliography.
Integrate relevant information gathered from group discussions
and interviews for reports.
vocabulary.
For informational/expository writing:
Write well-organized
research papers that prove a thesis statement using logical
organization, effective supporting evidence, and variety in
sentence structure.
Read, comprehend, and follow written technical directions for
repairs, procedures and processes.
Academics
3.B. Math
SHOP MATH
I.
FRACTIONS
Mixed numbers
Improper fractions
Reducing
II.
NOTATION
Percent to decimal
Decimal to percent
III.
The Golden Mean
IV.
PERCENT
V.
Plywood Layout
VI.
Cook, grade 11, 6/1/06, page 16
VII.
VOLUME and CAPACITY
board footage
VIII.
IX.
STATISTICS
Mean
Median
Mode
X.
METRIC
XI.
GEOMETRY
Drawing polygons
Bisecting angles
Copying angles
XII.
TRIGONOMETRY
Pythagorean Theorem
3.B
Mathematics
VTE #
Acad #
3.B.01 c 7.G.5
3.B.02 c 7.M.2
3.B.03 c 7.P.4
3.B.04 c 8.N.1
3.B.05 c 10.G.3
3.B.06 c 10.G.8
3.B.07 c 10.G.10
3.B.08 c 10.M.1
3.B.09 c 10.P.8
3.B.10 c 12.G.5
3.B.12
10.N.4
3.B.14
10.G.1
3.B.15
10.G.2
3.B.16
10.G.5
3.B.20
12.G.4
3.B.21
Standard
Use a ruler, protractor, and compass to draw polygons and
circles.
Given the formulas, convert from one system of measurement
to another. Use technology as appropriate.
Solve linear equations using tables, graphs, models, and
algebraic methods.
Compare, order, estimate, and translate among integers,
fractions and mixed numbers (i.e., rational numbers), decimals,
and percents.
transversals of coplanar lines. Identify and determine the
measure of central and inscribed angles and their associated
minor and major arcs. Recognize and solve problems
associated with radii, chords, and arcs within or on the same
circle.
Find linear equations that represent lines either perpendicular
or parallel to a given line and through a point, e.g., by using the
"point-slope" form of the equation.
Demonstrate the ability to visualize solid objects and recognize
their projections and cross sections.
Calculate perimeter, circumference, and area of common
geometric figures such as parallelograms, trapezoids, circles,
and triangles.
Solve everyday problems that can be modeled using systems
of linear equations or inequalities. Apply algebraic and
graphical methods to the solution. Use technology when
appropriate. Include mixture, rate, and work problems.
computations and of solutions to problems involving real
numbers
Identify figures using properties of sides, angles, and
diagonals. Identify the figures' type(s) of symmetry.
Draw congruent and similar figures using a compass,
straightedge, protractor, and other tools such as computer
software. Make conjectures about methods of construction.
Justify the conjectures by logical arguments
Solve simple triangle problems using the triangle angle sum
property and/or the Pythagorean theorem.
3.B.22
Layout an ellipse
Cook, 6/1/06, grade 11,page 19
3.C
3.C.32
Acad #
Standard
2.2
Identify and explain the purposes of common tools and
measurement devices used in construction, e.g., spirit level, transit,
framing square, plumb bob, spring scale, tape measure, strain
gauge, venturi meter, pitot tube.
1.2
orthographic projection, isometric, oblique, perspective) using
proper techniques.
1.3
1.4
3.C.33
1.5
VTE #
3.C.08 c
3.C.30
3.C.31
3.C.53
3.C.54
Interpret plans, diagrams, and working drawings in the construction
of a prototype.
Describe the effects of humidity, weather, and chemical substances
have on wood and building materials
Resources
Textbook: Modern Cabinetmaking, copyright 2000. Published by The GoodheartWilcox Co.
Advanced Cabinetmaking curriculum written by Nancy Cook, including
Rubric for Arts and Crafts Movt. paper and presentation.
Rubric for American Architects paper and presentation.
Cook, 6/1/06, grade11, page 21
Evaluation:
Arts and Crafts Movement Project
Presentation:
Information is interesting.
Presenter is audible.
Visual material enhances presentation.
30 pts
10 pts _____
10 pts _____
10 pts _____
Paper:
Information is appropriate to topic.
Information is accurate.
Information is written in the presenter’s own
words.
70 pts
20 pts _____
20 pts _____
20 pts _____
10 pts _____
Total _________
Name ____________________________
Date ________________
Signature _________________________
Evaluation:
American Architects Project
Presentation:
Information is interesting.
Presenter is audible.
Visual material enhances presentation.
30 pts
10 pts _____
10 pts _____
10 pts _____
Paper:
Information is appropriate to topic.
Information is accurate.
Information is written in the presenter’s own
words.
70 pts
20 pts _____
20 pts _____
20 pts _____
10 pts _____
Total _________
Name ____________________________
Date ________________
Signature _________________________
Cabinetmaking
Grade12
CIP code : 460401
Charles H. McCann Technical School
Nancy Cook
Course Philosophy
The goals of the year involve the preparation to make the transition to college
(for most Cabinetmaking students), to the military , or directly into the workplace. We
emphasize the process of the Senior Project as skill-building for taking on active roles
in any of the career choices made by our students. Seniors also assist with
supervisory roles with Cabinetmaking freshmen.
Course Description
Grade 12 Advanced Cabinetmaking students spend most of the year designing,
problem-solving, producing drawings used in industry, and constructing their Senior
Projects. They also design, produce, and install a project for our school.
The culmination of our program is the design and construction of our Senior projects.
From approval through drawings to scale, writing of the Plan of Procedure and Bill of
Materials, construction, and preparation for the presentation, the Senior Project takes 8
months to complete. Approved projects are really challenging and the results are very
impressive.
►
►
The Senior Project counts as a fifth marking period for the year and is divided in the
following way:
20% Plan of Procedure outline due by the end of December
Cabinet, multi-view elevations and isometric drawings due by the end of
December
60% Construction of project
20% Presentation of project - includes PowerPoint presentation and address to
50 -60 classmates, underclassmen, teachers, parents, and advisory board
members
(See Resources for sample rubrics for the Senior Project).
Cook, 6/1/06, grade 12 , page 3
95 - 99
90 - 94
80 - 89
70 - 79
65 - 69
missing assignments
below 65
incomplete.
First Quarter:
Project - construct box with hand-cut dovetails
CNC - design and cutting of box with clip art
Senior Project -approval and preliminary sketches
Theory Chapter 38 - Case Construction
Chapter 39 - Frame and Panel Components
Chapter 42 - Drawers
Chapter 40 - Cabinet Supports
Second Quarter:
Project - construction of unique project for Berkshire County High School Art
Show
Senior Project - Plan of Procedure outline; Bill of Materials; Cabinet, Multiview Elevations, and Isometric Drawings
Theory Chapter 43 - Cabinet and Countertops
Chapter 49 - Kitchen cabinets with completion of Kitchen
Design Game
Chapter 51 - Built-in Cabinetry and Paneling
SkillsUSA competition - construction of 4 legged cabinet with door
Third Quarter:
Senior Project - construction of project
Fourth Quarter:
Senior Project - construction continues
preparation of PowerPoint presentation
rehearsal
Senior Project presentation in May
Strand 2: Technical
of Strand 2.)
2.A
Print Reading
CURR - Cabinet, isometric and multi-view drawings made for Senior
project.
2.B
Measurement
2.C
Hand Tools
CURR - curriculum projects
2.D
CURR - Hand-cut Dovetail Box, school, outside and Senior projects
2.E
Hand Sanding
CURR - daily use
2.F
Gluing
CURR - daily use
2.G
Cost Estimating
Senior Project
2.I
List woodwork parts
MC - Chapter 38
2.J
construction
CURR - daily use
2.K
CURR - daily use
2.M
CURR - curriculum, outside and Senior projects
2.N
MC - Chapters 38, 39, 40, 42, 49
2.O
Fabricate Furniture
MC - Chapters 39, 40, 42, 43, 49
2.P
Apply Hardware
CURR - outside and school projects, Senior Project
2.Q
MC - Chapter 51
CURR - fabrication of trim for curriculum, outside, school and Senior
projects
2.R
CURR - fabrication of doors for curriculum, outside, school and
Senior projects
2.S
Fabricate Counters
projects
CURR - school, outside, and Senior projects
2.CC Finishing
CURR - daily use
Chapter 5
Human Factors
Chapter 6
Chapter 7
Using Drawings
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Lumber and Millwork
Chapter 12
Chapter 13
Chapter 14
Chapter 16
Chapter 17
Hardware
Chapter 20
Chapter 24
Chapter 29
Joint Making
Chapter 35
Chapter 36
Chapter 38
Case Construction
Chapter 39
Chapter 40
Cabinet Supports
Chapter 41
Doors
Chapter 42
Drawers
Chapter 43
Chapter 44
Finishing
Chapter 47
Chapter 49
Kitchen Cabinets
Chapter 51
Strand 2: Technical
2.A
Read and interpret prints.
2.A.01
c
2.A.02
c
2.A.03
c
2.A.04
c
scale
2.A.05
c
schedules
2.A.06
c
2.A.08
2.A.09
2.A.10
2.A.11
Read shop drawings
2.B
Demonstrate methods fo measurement.
2.B.01
2.B.02
2.B.03
2.B.04
2.B.05
2.C
2.C.01
2.C.02
2.C.03
2.C.04
2.C.05
2.C.06
2.C.07
2.C.08
2.C.09
2.D
2.D.01
2.D.02
2.D.03
2.D.04
2.D.05
2.D.06
2.D.07
2.D.08
2.D.09
2.D.10
2.D.11
2.D.12
2.D.13
2.D.14
2.D.15
2.E
2.E.01
2.E.02
2.E.03
2.E.04
2.F
2.F.01
2.F.02
2.F.03
2.F.04
2.F.05
2.F.06
2.G
Estimate the costs of a project.
2.G.01
2.G.02
2.H
2.H.01
2.H.02
2.H.03
2.H.04
Create a story pole
2.I
List woodwork parts
2.I.01
2.I.02
2.J
2.J.01
equipment
2.J.02
2.J.03
2.J.04
2.J.05
a jig saw
2.J.06
Perform a cross cut, rip cut, mitre joint, and dado with a radial
arm saw.
2.J.07
operations with
a table saw
2.J.08
2.J.09
2.J.10
2.J.11
2.J.12
2.J.15
2.J.16
2.J.19
2.J.22
2.J.23
2.J.24
2.J.25
2.J.26
2.J.27
2.J.28
2.J.31
required
Demonstrate the ability to set up for fitting miter joint when using
a
sander
Identify and demonstrate the use of table, panel, and
Computer
Numerically Controlled routers
stops
Make rip, cross, and miter cuts using a panel saw
Demonstrate the use of an edge bander
2.K
2.K.01
2.K.02
2.K.03
2.K.04
2.K.05
2.K.06
2.K.07
2.K.08
2.K.09
2.K.10
2.K.11
2.L
2.L.01
2.L.02
2.L.03
2.L.04
2.L.05
Identify laminates
2.L.06
2.L.07
Explain the purpose of moldings and what they are used
2.L.08
2.M
2.M.01
2.M.02
2.N
2.N.01
2.N.02
2.N.03
2.N.04
2.N.05
2.N.06
2.N.07
2.N.08
2.N.09
2.N.10
2.N.11
2.N.12
2.N.13
2.N.14
2.N.15
2.N.16
2.N.17
2.N.18
Section 400)
Layout components
Identify casework construction (five types of cabinet
construction per
AWI)
2.O
Fabricate Furniture
2.O.01
2.O.02
2.O.03
Assemble parts
2.O.04
Prepare for finish
2.O.05
2.O.06
2.O.07
2.O.08
2.O.09
2.O.10
Identify fasteners
2.O.11
Identify hardware
2.O.12
2.O.13
2.P
Apply Hardware
2.P.01
2.P.02
2.P.03
2.P.04
2.P.05
2.P.06
2.P.07
2.R
Apply drawer slides
Apply locks
2.R.01
2.R.02
Identify possible panel (veneer) matches (internal veneer leaves
adjacent panels)
panel construction
and
2.R.03
2.R.04
2.R.05
2.R.06
2.S
2.S.01
2.S.02
2.S.03
2.S.04
2.S.05
2.S.06
2.S.07
2.S.08
2.S.09
2.S.10
2.S.11
and specifications
2.S.12
2.AA
2.AA.01
2.AA.02
2.AA.05
2.AA.06
Fabricate and install stile and rail doors according to given
designs
and specifications
2.AA.07
stile and rail doors
2.CC
Finish woodwork
2.CC.01
2.CC.02
2.CC.03
2.CC.04
Define stain
2.CC.05
2.CC.06
2.CC.07
2.CC.08
finish
Strand 3: Embedded
3.A
VTE #
Acad # Standard
3.A.01 c 19.21 For informational/expository writing:
3.A.02 c 24.4
3.A.04 c 2.4
3.A.05 c 3.17
3.A.07 c 19.27
3.A.08 c
3.A.09 c
3.A.10 c
Write reports based on
research that include quotations, footnotes or endnotes, and a
bibliography.
Integrate relevant information gathered from group discussions
and interviews for reports.
vocabulary.
For informational/expository writing:
Write well-organized
research papers that prove a thesis statement using logical
organization, effective supporting evidence, and variety in
sentence structure.
Read, comprehend, and follow written technical directions for
repairs, procedures and processes.
Academics
3.B.
Math
SHOP MATH
I.
FRACTIONS
Mixed numbers
Improper fractions
Reducing
II.
NOTATION
Percent to decimal
Decimal to percent
III.
The Golden Mean
IV.
PERCENT
V.
Plywood Layout
VI.
VII.
VOLUME and CAPACITY
board footage
VIII.
IX.
STATISTICS
Mean
Median
Mode
X.
METRIC
XI.
GEOMETRY
Drawing polygons
Bisecting angles
Copying angles
XII.
TRIGONOMETRY
Pythagorean Theorem
3.B
Mathematics
VTE #
Acad #
3.B.01 c 7.G.5
3.B.02 c 7.M.2
3.B.03 c 7.P.4
3.B.04 c 8.N.1
3.B.05 c 10.G.3
3.B.06 c 10.G.8
3.B.07 c 10.G.10
3.B.08 c 10.M.1
3.B.09 c 10.P.8
3.B.10 c 12.G.5
3.B.12
10.N.4
3.B.14
10.G.1
3.B.15
10.G.2
3.B.16
10.G.5
3.B.20
12.G.4
3.B.21
3.B.22
Standard
Use a ruler, protractor, and compass to draw polygons and circles.
Solve linear equations using tables, graphs, models, and algebraic
methods.
transversals of coplanar lines. Identify and determine the measure of
central and inscribed angles and their associated minor and major
arcs. Recognize and solve problems associated with radii, chords,
and arcs within or on the same circle.
Find linear equations that represent lines either perpendicular or
parallel to a given line and through a point, e.g., by using the "pointslope" form of the equation.
Demonstrate the ability to visualize solid objects and recognize their
projections and cross sections.
Solve everyday problems that can be modeled using systems of
linear equations or inequalities. Apply algebraic and graphical
methods to the solution. Use technology when appropriate. Include
mixture, rate, and work problems.
computations and of solutions to problems involving real numbers
Draw congruent and similar figures using a compass, straightedge,
protractor, and other tools such as computer software. Make
conjectures about methods of construction. Justify the conjectures
by logical arguments
Solve simple triangle problems using the triangle angle sum property
and/or the Pythagorean theorem.
Layout an ellipse
Cook, 6/1/06, grade 12, page
17
3.C.32
3.C
Acad #
Standard
2.2
devices used in construction, e.g., spirit level, transit, framing square,
plumb bob, spring scale, tape measure, strain gauge, venturi meter, pitot
tube.
1.2
techniques.
1.3
1.4
3.C.33
1.5
VTE #
3.C.08 c
3.C.30
3.C.31
3.C.53
3.C.54
prototype.
Describe the effects of humidity, weather, and chemical substances have
on wood and building materials
Cook, 6/1/06, grade 12 ,page
18
Resources
Textbook: Modern Cabinetmaking, copyright 2000. Published by The Goodheart-Wilcox Co.
Advanced Cabinetmaking curriculum written by Nancy Cook, including
Rubrics for Senior Project.
Senior Project Presentation
STUDENT’S NAME_________________________
Technical Major____________________________
Evaluator’s Name__________________________
Date______________
Content - 60%
Score
Effective introduction
0 1 2 3 4 5 6 7 8 9 10
Clearly stated purpose
0 1 2 3 4 5 6 7 8 9 10
Well organized presentation
0 1 2 3 4 5 6 7 8 9 10
Demonstration of theory knowledge
0 1 2 3 4 5 6 7 8 9 10
Effective answering of questions
0 1 2 3 4 5 6 7 8 9 10
Effective conclusion
0 1 2 3 4 5 6 7 8 9 10
Delivery - 20%
Score
Controlled delivery speed
01234
Minimal use of notes/good eye contact
01234
Appropriate volume
01234
Appropriate attire
0123
Time requirement met (10 - 25 min.)
012345
PowerPoint Presentation - 20%
Score
Animation and graphics are used effectively
012345
Information that appears on slides is easily read and
understood
Information is accurate and up-to-date
012345
Slides appear in a logical sequence
012345
012345
Overall quality of presentation: Total Score ________
GRADING OF SENIOR PROJECT IN TECHNICAL AREAS
1.
The total Senior Project grade is averaged in as a fifth
quarter grade or 20% of the shop grade for the senior
year.
1.
The total Senior Project grade can be apportioned by the
shop teachers to reflect the types of projects completed
by their seniors. Some recommendations are:
20% - grade on technical content of English paper
20% - grade on presentation
60% - grade on project
33 1/3% - grade on technical content of English paper
33 1/3% - grade on presentation
33 1/3% - grade on project
25% - grade on technical content of English paper
75% - grade on presentation and project
75% - grade on technical content of English paper and project
25% - grade on presentation
Cook, 6/1/06, grade 12, page
21
Senior Project
Shop Project Evaluation
Student’s Name__________________________
Date______________
The following aspects of your project are rated from
1 - 25 points:
Criteria
Level of difficulty of project selected
Ability to work independently
Accuracy of finished project
Neatness of finished project
Score (1-25)
Quality of project: Total Score _____________
Senior Project
Shop Evaluation of Technical Content of English
Paper
Student’s Name____________________________
Date_____________
The technical information in your English paper is rated from 1 - 20
points according to each of the following criteria:
Score
Technical language realistically reflects workplace usage
Documentation is accurate
Documentation is complete
Documentation is presented in a coherent, organized fashion
Total Score on Technical Content ___________
Senior Project Composite Score
Student’s Name_________________________________
Technical Major_______________________
Date_________
Presentation grade _______
______% of final grade.............................________
Technical Content of English paper _______
______% of final grade.............................________
Shop Project grade _______
______% of final grade.............................________
Grand Total ____________
Cook, 6/1/06, grade 12 ,page 24

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