SPECIFIC OBJECTIVES
SAFETY IN THE SHOP SETTING
• Demonstrate a daily, safe work practice.
• Identify any hazards associated within the shop setting
• Identify proper clothing and safety equipment to be used
OXY-ACETYLENE CUTTING
• Identify and assemble equipment.
• Test system for leaks.
• Select and install correct tip.
• Regulate gas settings, adjust torch for neutral flame.
• Use cutting attachment to cut straight, beveled and circular profiles in mild steel.
Wednesday, 29 February 2012
Monday, 27 February 2012
INTRO TO TECHNOLOGY IN THE CLASSROOM
EDUC – 1117 INTRODUCTION TO TECHNOLOGY IN EDUCATION
Gerard Hoorne
1. Describe how technology, such as simulations and games, can be used as a motivator in the classroom.
2. Simulation games can sure grab a student’s attention. As the world becomes more technology driven, so should the classroom; students are more comfortable and engaged with technology now than ever before. In my field of welding, we have simulated devices which can be used, but the initial start-up is very costly. Many of my students have tried the welding simulator; they were as eager to put on the simulator helmet on and give it a go as they were to fire up a machine in our welding class. Students seem to be a lot more involved in class when technology like simulations and games are used because it is not only interesting, but it is really fun.
2. How might this affect student learning?
2. This can definitely affect students in both a positive and negative way. Getting students to show up to class and be genuinely interested is always a good thing. The student who can’t always express themselves verbally might be able to do so with much more confidence through another means; like gaming or technology driven programs. As one of the teachers in the video mentioned that it can be addictive, but is being addicted to learning a bad thing? I know that in welding nothing teaches you better than practical day-to-day work and seat time; simulated welding may deter students from this, as the conditions in a computer lab are much more controlled than in the shop.
3. Read some of the comments posted. What comment would you add?
3. It would be nice to see how the technology and simulated games could be integrated into more than just a computer programming or design class. The uses in say a math class, English class, or a vocational program like auto or welding were not really touched on; for everyone to embrace it, everyone needs a chance to be introduced to it and try it out in some manner.
a) What are the URLs of the sites? b) What are the titles of the videos/simulations? http://www.youtube.com/watch?v=5VBMAlljwhI - Lincoln Welder Simulator
http://www.youtube.com/watch?v=zL_1QhHDvJA&feature=related – Virtual Reality Welding
c) How effective do you think they might be to compliment your instruction?
These simulators are fabulous devices and give students a decent idea on the different variables that you need done properly in order to make a good weld:
• Gun angle
• Tip to work piece distance
• Voltage
• Wire speed
The initial start-up cost might be a lot, but money saved on gun consumables, shielding gas and material would be recovered in a few years.
d) Do you think that you might use something like this in class?
There is no doubt that I would use this in my program.
Gerard Hoorne
1. Describe how technology, such as simulations and games, can be used as a motivator in the classroom.
2. Simulation games can sure grab a student’s attention. As the world becomes more technology driven, so should the classroom; students are more comfortable and engaged with technology now than ever before. In my field of welding, we have simulated devices which can be used, but the initial start-up is very costly. Many of my students have tried the welding simulator; they were as eager to put on the simulator helmet on and give it a go as they were to fire up a machine in our welding class. Students seem to be a lot more involved in class when technology like simulations and games are used because it is not only interesting, but it is really fun.
2. How might this affect student learning?
2. This can definitely affect students in both a positive and negative way. Getting students to show up to class and be genuinely interested is always a good thing. The student who can’t always express themselves verbally might be able to do so with much more confidence through another means; like gaming or technology driven programs. As one of the teachers in the video mentioned that it can be addictive, but is being addicted to learning a bad thing? I know that in welding nothing teaches you better than practical day-to-day work and seat time; simulated welding may deter students from this, as the conditions in a computer lab are much more controlled than in the shop.
3. Read some of the comments posted. What comment would you add?
3. It would be nice to see how the technology and simulated games could be integrated into more than just a computer programming or design class. The uses in say a math class, English class, or a vocational program like auto or welding were not really touched on; for everyone to embrace it, everyone needs a chance to be introduced to it and try it out in some manner.
a) What are the URLs of the sites? b) What are the titles of the videos/simulations? http://www.youtube.com/watch?v=5VBMAlljwhI - Lincoln Welder Simulator
http://www.youtube.com/watch?v=zL_1QhHDvJA&feature=related – Virtual Reality Welding
c) How effective do you think they might be to compliment your instruction?
These simulators are fabulous devices and give students a decent idea on the different variables that you need done properly in order to make a good weld:
• Gun angle
• Tip to work piece distance
• Voltage
• Wire speed
The initial start-up cost might be a lot, but money saved on gun consumables, shielding gas and material would be recovered in a few years.
d) Do you think that you might use something like this in class?
There is no doubt that I would use this in my program.
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