Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver MEMPE006A, 'Undertake a basic engineering project'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Undertake a basic engineering project' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1 | Research engineering materials and components | 1.1 | Determine the uses of engineering materials, such as types and forms of metals, polymers (thermo setting and thermo plastic) and fibres |
1.2 | Describe the advantages of the engineering materials when compared to each other | ||
1.3 | Determine commonly available shapes of metal materials, such as sheet, plate, bar, angle iron and other common shapes | ||
1.4 | Determine methods used to join metal pieces, such as, threads, pins, circlips, rivets, welding, folded joints and adhesives | ||
1.5 | Describe the advantages of the different metal joining methods | ||
1.6 | Determine the types of plain and anti-friction bearings, including type of materials, used in machines | ||
1.7 | Describe the advantages and disadvantages of the different types of bearings | ||
2 | Develop a metals-based project | 2.1 | Research and decide on a realistic project that can be completed in the institution in the available time |
2.2 | Determine the types of material required for the project | ||
2.3 | Determine the amount of material and components required | ||
2.4 | Gain approval for the project | ||
3 | Determine drawing requirements | 3.1 | Research engineering drawing practices |
3.2 | Decide how drawings will be produced, e.g. using a CAD systems and/or hand drawing equipment, and/or freehand sketches | ||
3.3 | Decide on appropriate dimensioning methods for the drawings produced | ||
3.4 | Decide on methods and conventions for naming and saving new or modified drawings | ||
4 | Create project drawings | 4.1 | Produce drawings of the completed project using either CAD systems, hand drawing equipment or freehand sketches |
4.2 | Produce drawings of the individual project components using either CAD systems, hand drawing equipment or freehand sketches | ||
4.3 | Review drawings with teacher/instructor and peers | ||
4.4 | Modify drawings as required | ||
4.5 | Produce an items and materials list using the either the CAD system or other computer software | ||
5 | Plan the manufacture of the product | 5.1 | Determine the machines, tools and equipment required |
5.2 | Determine the sequence of individual component manufacture and measures needed to protect manufactured components from damage | ||
5.3 | Develop a plan for the assembly of the project | ||
5.4 | Get advice and approval for the project and plan | ||
6 | Manufacture the product | 6.1 | Use and wear appropriate personal protective equipment |
6.2 | Follow safe working practices and procedures | ||
6.3 | Manufacture and store components and acquire stock components according to the developed plan | ||
6.4 | Assemble product according to the developed and approved plan | ||
6.5 | Check for conformance to requirements throughout the manufacture and assembly process | ||
6.6 | Submit the project for final endorsement | ||
7 | Complete work requirements | 7.1 | Clear work area of waste and clean according to requirements |
7.2 | Maintain and/or store machines, tools and equipment according to instructions | ||