Engineering technology 2010
Sample assessment instrument and student responses
Technical engineering report: gantry project
This sample is intended to inform the design of assessment instruments in the senior phase of
learning. It highlights the qualities of student work and the match to the syllabus standards.
Dimensions assessed
• Knowledge and application
• Investigative and analytical processes
• Evaluation and technical communication
Assessment instrument
The sample is an extract from a student response to an assessment task and is not the complete
student response.
Design challenge (Year 11 assessment instrument)
Design, construct and test a model gantry using the available resources according to the
specifications given. The structure has to support a maximum load of 10 kg positioned 400 mm out
and 400 mm up from the edge of a table. A medium-density fibreboard (MDF) base (150 mm x 150
mm x 16 mm) will be provided for you to attach the structure. The base will then be clamped to a
table when the structure is loaded. You are required to construct the framework to hang the sign
from the given point using any material. Certain materials will be provided such as balsa wood (10
lengths maximum of 6.5 mm x 6.5 mm square cross-section), cardboard (unlimited), glue (unlimited),
general wood, metal, plastics and string (unlimited). These materials are intended to simulate beams
and wires. You may use flat, boxed, laminated beams of balsa wood and cardboard, angled strips of
the cardboard, etc.
This is meant to be a lightweight structure and it is intended that you only use minimal amounts of
material. It is intended that you find insightful ways of using the materials in an efficient manner. For
example, using:
• cardboard where tensile forces are apparent
• laminations of balsa wood and cardboard
• cardboard as a gusseting material
• string as a tensile support.
The gantry success will be measured by calculating the following:
• Performance index = Load supported at failure (maximum 10,000 g)/ Mass of structure (g).
A higher performance index is better as it would reflect a better strength-to-weight ratio.
Report overview
The report should be succinct, have information presented in the most appropriate mode, and
demonstrate technical and special literacy by using a wide variety of literacy forms.
Typically the report would contain:
• a title page
– Include your name, full title of the project, subject, subject teacher, due date.
• a table of contents
• an introduction
– Write a brief summary of your project from beginning to end. This should enable someone to
briefly understand the project without having to read the whole report (one paragraph, written
in past tense and third person).
• an investigation
– For compression and tension in structures, use labelled diagrams and notes to explain the
difference between a structure’s ties and struts, and the difference between tension and
compression (one page).
• design ideas
– Sketch and illustrate all your ideas for your gantry design and add associated notes.
Hypothesise on their possible strength/weight ratios, sideways stability, force distribution
upon the table, compression and tension in members, the supporting of the load, difficulty of
construction, etc. These sketches should show a breadth of different ideas as well as depth
or fine detail on joining techniques (four pages of sketches and notes minimum).
• a final solution
– Create an orthographic drawing that: includes the front and top views; is scaled, dimensioned
and rendered; and has a title block (one page).
– Draw an isometric, rendered 3-D sketch (one page).
– Make a model and include the photograph of the final model (one page).
• test results
– Draw a table showing the relative performance indexes of all the models (one page,
descending order of indexes, show a title, label column headings, highlight your own results
to show their relative performance).
– Construct a figure (bar chart) showing the relative performance indexes of all the models (one
page, descending order of indexes, title, label axes, highlight your own results to show its
relative performance).
– Construct a simplified two-dimensional side view or free-body diagram of your model to show
your force analysis. Calculate and show the working when finding the reactions at the front
and rear of the base. Estimate the centre of gravity of the gantry mass, and also use the
mass held by the gantry successfully when making your calculations (one page).
• conclusions and recommendations
– Use sketches and notes to explain why your model did or didn’t perform, and why. Where
possible, comment on its strength/weight ratio, sideways stability, force distribution upon the
table, compression and tension in members, the supporting of the loading pad, difficulty of
construction (two pages with a photo and comments to illustrate, add positive comments as
well as negative ones).
– Comment on at least two of the other models and explain why they did or why they didn't
perform well (two pages with a photo and comments to illustrate).
– Suggest future improvements for your design (one page with a photo and comments to
illustrate).
• references
• appendixes.
2 | Engineering technology 2010 Sample assessment instrument and student responses
Instrument-specific criteria and standards
Student responses have been matched to instrument-specific criteria and standards; those which
best describe the student work in this sample are shown below. For more information about the
syllabus dimensions and standards descriptors, see www.qsa.qld.edu.au/11673.html.
Standard A
Knowledge and
application
Investigative and
analytical processes
Evaluation and technical
communication
The student work has the following characteristics:
•
critical elements of the gantry design are clearly identified and prioritised
•
discerning selection and correct, efficient application of engineering
knowledge (statics and data) to the gantry design problem.
The student work has the following characteristics:
•
effective interpretation and thorough analysis of relevant engineering data
•
efficient, validated engineering solutions based on engineering principles and
techniques are proposed
•
solutions are analysed in depth and detail from multiple perspectives to
identify relevant engineering principles
•
an optimal model that validates the solution is developed and refined.
The student work has the following characteristics:
•
comprehensive evaluation of solutions in relation to the critical elements of
the gantry design
•
valid, well-reasoned conclusions and recommendations based on
investigations and justified by relevant engineering knowledge and data
•
effective organisation and succinct presentation of information in the most
appropriate modes relevant to engineering situations.
Note: Colour highlights have been used in the table to emphasise the qualities that discriminate
between the standards.
Key:
Quality descriptors
Cognitive elements
Queensland Studies Authority May 2012 | 3
Student response — Standard A
The annotations show the match to the instrument-specific standards.
Note: Not all parts of the student response are shown.
Comments
Knowledge and
application
Discerning
selection and
correct, efficient
application of
engineering
knowledge (statics
and data) to the
gantry design
problem
Investigative and
analytical
processes
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
Efficient, validated
engineering
solutions based on
engineering
principles and
techniques are
proposed
4 | Engineering technology 2010 Sample assessment instrument and student responses
Comments
Knowledge and
application
Discerning selection
and correct, efficient
application of
engineering
knowledge (statics
and data) to the
gantry design
problem
Investigative and
analytical
processes
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
Efficient, validated
engineering
solutions based on
engineering
principles and
techniques are
proposed
Queensland Studies Authority May 2012 | 5
Comments
Knowledge and
application
Discerning selection
and correct, efficient
application of
engineering
knowledge (statics
and data) to the
gantry design
problem
Investigative and
analytical
processes
Effective
interpretation and
thorough analysis of
relevant
engineering data
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
6 | Engineering technology 2010 Sample assessment instrument and student responses
Comments
Evaluation and
technical
communication
Effective
organisation and
succinct
presentation of
information in the
most appropriate
modes relevant to
engineering
situations
Queensland Studies Authority May 2012 | 7
Comments
Investigative and
analytical
processes
An optimal model
that validates the
solution is
developed and
refined
8 | Engineering technology 2010 Sample assessment instrument and student responses
Comments
Evaluation and
technical
communication
Effective
organisation and
succinct
presentation of
information in the
most appropriate
modes relevant to
engineering
situations
Investigative and
analytical
processes
Effective
interpretation and
thorough analysis of
relevant
engineering data
Queensland Studies Authority May 2012 | 9
Comments
Evaluation and
technical
communication
Effective
organisation and
succinct
presentation of
information in the
most appropriate
modes relevant to
engineering
situations
10 | Engineering technology 2010 Sample assessment instrument and student responses
Comments
Knowledge and
application
Critical elements of
the gantry design
are clearly identified
and prioritised
Discerning selection
and correct, efficient
application of
engineering
knowledge (statics
and data) to the
gantry design
problem
Queensland Studies Authority May 2012 | 11
Comments
Investigative and
analytical
processes
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
Evaluation and
technical
communication
Comprehensive
evaluation of
solutions in relation
to the critical
elements of the
gantry design
12 | Engineering technology 2010 Sample assessment instrument and student responses
Comments
Investigative and
analytical
processes
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
Evaluation and
technical
communication
Comprehensive
evaluation of
solutions in relation
to the critical
elements of the
gantry design
Queensland Studies Authority May 2012 | 13
Comments
Investigative and
analytical
processes
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
Evaluation and
technical
communication
Comprehensive
evaluation of
solutions in relation
to the critical
elements of the
gantry design
14 | Engineering technology 2010 Sample assessment instrument and student responses
Comments
Investigative and
analytical
processes
Solutions are
analysed in depth
and detail from
multiple
perspectives to
identify relevant
engineering
principles
Evaluation and
technical
communication
Comprehensive
evaluation of
solutions in relation
to the critical
elements of the
gantry design
Queensland Studies Authority May 2012 | 15
Comments
Evaluation and
technical
communication
Valid, wellreasoned
conclusions and
recommendations
based on
investigations and
justified by relevant
engineering
knowledge and
data
Acknowledgments
The QSA acknowledges the contribution of St Peter’s Lutheran College in the preparation of
this document.
16 | Engineering technology 2010 Sample assessment instrument and student responses