1. Analysing a Child's Hole Punch
An introduction to:
The Input – Output Model (Systems).
Schematic assembly of a simple paper punch.
Analysis of a Child’s Hole Punch.
Evaluation.
Introduction to Session:
Explain the goals of the session
An introduction to 4 aspects to technology
Analyzing a technical problem
Creating a technical object/tool
Creating simple technical diagrams
Analyzing a technical object
The activity is a simple activity, suitable for early in the cycle.

2. 1) The Input – Output Model (Systems).
Analysing a Child's Hole Punch
An Introduction to:
1) The Input – Output Model (Systems).
Often we are faced with a situation where we may need to create an object or tool to solve the problem. Before we begin to design or create the tool we need to understand exactly what is being asked, what is expected.
Two different scenarios will be presented – teachers can select the scenario that best fits with how they which to correlate the activity with the science concepts they plan to teach.
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3. Systemic Analysis
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4. Animate this in parts for they follow sequence.
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5. A Simple Paper Punch
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6. Simple Punch in Action
Participants are asked to observe closely as the process is repeated. How would you describe the process?
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7. Simple Punch in Action
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8. Simple Punch in Action
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9. Simple Punch in Action
Participants are asked to observe closely as the process is repeated. How would you describe the process?
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10. Simple Punch in Action
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11. Simple Punch in Action
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12. Simple Punch in Action
Participants are asked to observe closely as the process is repeated. How would you describe the process?
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13. Simple Punch in Action
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14. Simple Punch in Action
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15. The Input - Output Model
Participants work on paper copy of slide. Group discussion follows.
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16. The Input - Output Model
Participants work on paper copy of slide. Group discussion follows.
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17. Systemic Analysis Sheet without hole Function:
To make a hole in a thin sheet
of relatively flexible material
Hole punch
Correct amount of paper, properly placed
Operator present
Device and paper in position
Paper disks
Sheet with hole
(value added )
Muscular energy
Consistent with dishwasher example. More formalized SADT Model.
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18. 2) Schematic assembly of a simple paper punch.
Punch knife
Finger rest
Draw a cross-section of the hole
punch using the symbols provided.
spring
Show these slides as a possible classroom activities to see if students can read technical drawings. (Slides 15 – 20)
Just discuss – available to use with students.
casing
crimp
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19. What do you think?
How are the punch knife and finger
rest attached?
Why is the finger rest rounded?
Why is the tip of the punch knife
rounded? Test with paper if
necessary
What purpose does this part of the
casing serve?
What is the spring for?
DIAGRAM
F (finger)
What is the shoulder for?
How does the punch knife move?
Show these slides as a possible classroom activities to see if students can read technical drawings. Discuss role of each part.
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20. In what sequence was the paper punch assembled?
Assembly Sequence?
In what sequence was the paper punch assembled?
Show these slides as a possible classroom activities to see if students can read technical drawings.
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21. 2) Schematic assembly of a simple paper punch.
Draw a cross-section of the hole
punch using the symbols provided.
This is animated. Show these slides as a possible classroom activities to see if students can read technical drawings. (Slides 15 – 20)
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22. TIME TO WORK ON ASSEMBLY OF THE PUNCH USING THE SYMBOLS PROVIDED!

23. Assembly Sequence ASSEMBLY SEQUENCE
The punch knife is inserted through the hole in the bottom of the housing up to the shoulder.
The spring is then placed on the top.
Next, the finger rest is placed on top of the punch knife, compressing the spring slightly.
Through crimping (flattening), the finger rest is permanently linked to the punch knife, fastening all the parts together. 1 1 2 3
Crimping 4 2
Assembly sequence description. Type of description that students could be asked to write. Show these slides as a possible classroom activities to see if students can read technical drawings. 3 4
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24. Which can be easily built?
Which will work?
Why? Why not?
Show these slides as a possible classroom activities to see if students can read technical drawings.
Which can be easily built?
Explain why
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25. Use the sheet provided and decide which assemblies work and which don’t! Explain why!

26. Some do - Some don't.
Show these slides as a possible classroom activities to see if students can read technical drawings.
Ask participants to explain which ones work and which don’t. Which would be hard to assemble, or not. Animated to have each one appear on press.

27. 3) Analysis of a Child’s Hole Punch.
Examine the child’s hole punch and take it apart, noting the different parts and the function of each.
You will be asked to draw a simple technical diagram to represent the punch.
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28. Complete and label the technical diagram.

29. Final Design Plan Rotational Motion Science/Technology Implementation
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30. Homework
Read , do Q 1&2