C A R I B B E A N E X A M I N A T I O N S C O U N C I L

REPORT ON CANDIDATES’ WORK IN THE

SECONDARY EDUCATION CERTIFICATE EXAMINATION
MAY/JUNE 2005

BUILDING TECHNOLOGY

OPTION I – WOODS

Copyright © 2005 Caribbean Examinations Council ®

St Michael, Barbados
All rights reserved.
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BUILDING TECHNOLOGY

TECHNICAL PROFICIENCY EXAMINATIONS

MAY/JUNE 2005

GENERAL COMMENTS

The number of candidates sitting the Technical Proficiency examination was 1 858 with approximately 36.92
per cent of the candidates achieving Grades I to III.

Candidates did well on the practical project of the Internal Assessment component (SBA) but displayed the
need for improvement on the written project. Competencies requiring attention are Knowledge and Application
which are tested on Paper 01 (Multiple Choice) and Paper 02 (Essay/Problem Questions). Preparation of
candidates for Question 1 of Paper 02, which requires candidates to demonstrate knowledge and application of
the work done in Module C7: Drawing and Design, needs to be given urgent attention.

DETAILED COMMENTS

Paper 01 – Multiple Choice

Candidates’ performance on this paper improved marginally above last year’s performance. There is clear
evidence of the need for better and broader coverage of the theoretical aspects of the Unit. Frequent practice
for candidates in the use of the multiple choice test format is advised.

The mean score on the paper stayed slightly above 50 per cent of the total mark for the paper – 60 marks.

Paper 02 – Structured Restricted – Response Essay Questions

A free response paper in three sections. Each question will receive equal weighting for the profile dimensions,
Knowledge and Application.

Section A One compulsory question based on the work done on Module C7: Drawing and Design. The
question will be worth 40 marks.

Section B Five questions based on Modules C2, C3, C5, C6.1: Materials and C6.2: Ironmongery.
Candidates must answer three questions. Each question will be worth 20 marks.

Section C Three questions based on Modules C4: Upholstery, Modules C6.3: Basic Cabinet Making,
and C6.4: Household Furniture. (One question on Upholstery and one question each on ‘Cabinet
Making’ and ‘Household Furniture’ respectively). Candidates must answer one question on
either Module C4: Upholstery or Module C6.3: Cabinet Making or C6.4: Household Furniture.

The mean score on this paper fell far below 50 per cent of the total mark for the paper - 120 marks.

Section A

Question 1

This question was a compulsory Drawing and Design question which did not require the formal use of drawing
instruments but demanded the application of drawing skills. Candidates were asked to make a pictorial sketch
of a combination desk and bookcase from a front elevation.
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Candidates were also asked to sketch (i) a vertical section through the desk and bookcase to show constructional
details of the drawer, sides and shelves; (ii) exploded joints between the shelf and side and between the side
and base of the bookcase; and (iii) a sectional view to show how the plinth is attached to the carcase of the
bookcase.

Other parts of the question required candidates to add FIVE dimensions to the isometric sketch and to state the
kind of wood and a finish that should be used to make the desk and bookcase.

Part (a) (i) required the candidates to make a pictorial sketch of the combination desk and bookcase with the
desk top in place. This part of the question was well done by most candidates.

Part (a) (ii) which required candidates to add FIVE dimensions to the sketch in (a) (i) was poorly done as some
candidates gave their dimensions in inches while others gave unrealistic metric dimensions.

To state a wood and a finish in making the bookcase and desk in (a) (iii) most candidates scored maximum
marks.

Part (b) (i) which required candidates to sketch a vertical section of the desk and bookcase to show constructional
details of the shelves, sides and drawer was poorly done. Few candidates responded to this part of the question
and most of those who responded did not give the required details especially of the drawers.

The expected responses for (a) (i) and (b) (i) were:

(a) (i)

(b) (i)
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Part (b) (ii) required to make an exploded isometric sketch of the joints at A and B. Most candidates sketched
acceptable joints. In some cases candidates did not give a three-dimensional sketch.

Expected response was:

Part (b) (iii) required candidates to make a sectional sketch to show how the plinth is attached to the carcase of
the bookcase. Few candidates responded and scored fifty percent of the marks.

The expected response was:

Generally candidates seemed not to understand the difference between pictorial, sectional, exploded and isometric
sketches, or between two-dimensional (orthographic) and three-dimensional (pictorial) drawings.

A total of 1 717 candidates attempted this question and 261 scored fifty percent or more of the maximum
marks. The question had a mean of 12.16.

Section B

Question 2

This question assessed the candidates’ knowledge and application of skills in the process, tools and materials
used in reconditioning a gapped paring chisel shown below.
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Part (a) (i) required candidates to explain FOUR steps in reconditioning the chisel to produce a new sharpened
bevel.

The expected response was:

(1) Square edge – using Try square

(2) Grinding bevel – to remove gapped edge
(3) Honing bevel – to establish cutting edge
(4) Remove Burr – to complete sharpening

This question was reasonably popular but most candidates responded with grinding and sharpening.

In Part (a) (ii) candidates were required to name TWO tools and materials used in the process at (a) (i). Most
candidates gave oilstone and oil but several confused materials with tools. Candidates seemed familiar ONLY
with sharpening chisels.

Part (b) (i) required candidates to sketch techniques used to prevent hollows wearing in the stone when sharpening
on an oilstone. Some candidates sketched the figure 8.

The expected response was:

Part (b) (ii) required candidates to sketch the blade of the chisel showing the difference between the grinding
and sharpening bevels.

Most candidates sketched the bevels on the chisel but did not identify the angles.

The expected response was:

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Question 3

This question assessed candidates’ knowledge and application of parts, adjustments and safe operations of the
surface planes or jointers.

In part (a) (i) candidates were required to name FIVE parts of the surface planes/jointers. This was poorly done
as some candidates confused the jointer with the thickness planes.

Part (a) (ii) asked candidates to list FOUR factors which determined the smoothness of a planed surface on the
jointer. This part was also poorly done as candidates concentrated on the quality of the stock and not the
jointer.

The expected response was:

(1) Diameter of cutter head

(2) Number of knives
(3) Number of revolutions per minute
(4) The speed at which stock is fed.

Part (a) (iii) required candidates to state ONE safety device which must be used when planing stock on the
jointer generated several general safety rules. The expected response was the push stick or push block.

In Part (b) (i) candidates were required to explain with the aid of sketches the procedure to cut a 12 mm deep
by 15 mm wide rebate on the jointers. Very few candidates had the correct response.

The expected response was:

Part (b) (ii) required candidates to explain the position of the worker’s hands in relation to the jointer when (a)
starting a cut, (b) half-way through the cut and (c) completing the cut.

This part of the question generated few good responses as most candidates confirmed their confusion of the
thickness plane with the jointers.

The expected response was:

(a) Both hands pressing stock on front table

(b) Left hand move over on rear table pressing stock
(c) Right hand with push block/stick to finish.
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Question 4

This question assessed the candidates knowledge and application of finishes.

Part (a) (i) required candidates to list THREE reasons for applying a finish to a wooden project.

This was a very popular question. Most candidates responded with aesthetic and protection as reasons but few
listed hygienic.

Part (a) (ii) required candidates to state FOUR reasons for staining furniture. Most candidates repeated the
same reason(s) given in (a) (i).

The expected response was:

(1) To change the colour of timber

(2) To stain all parts to a uniform colour
(3) To imitate more expensive wood
(4) To colour a job to match other articles

Part (a) (iii) required candidates to state THREE methods of applying finishes to a surface. This was reasonably
well done. The expected response was spray, brush, roller, rubbed on, etc. Too many candidates either used the
term ‘paint’ to mean ‘brush’ or ‘painting’ to mean ‘brushing’.

Part (b) (i) – (iv) dealt with sealer and sealing. It was evident that candidates used sealer in finishing their
projects but could not state the reasons for applying a sealer. Some candidates confused filler with sealer.

Question 5

This question assessed the candidates’ knowledge in (a) (i) and (ii) wood defects and (b) application in
construction details.

This was also a popular question. Part (a) was well done but part (b) was either poorly done or not attempted.

Candidates were not specific in naming the defects but used general terms.

Most candidates who attempted this question were able to identify the seasoning defects and growth defects.

Part (b) required candidates to sketch FIVE methods of covering or hiding plywood edges.

This part of the question was poorly done.

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The expected response was:

(b)

Question 6

The objectives of this question were to test the candidates’ knowledge and application of ironmongery used in
household furnishings.

Part (a) (i) to name the fittings below was fairly well done. Candidates in some instances, were not familiar
with the fittings or were very general and not specific in naming them. Some gave the use and not the name.
Candidates’ responses were limited to their exposure/experiences.
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The responses to Part (a) (ii) to list FIVE specifications when ordering screws was better than (a) (i). The use
of the correct terminology proved to be the major difficulty of some candidates.

The expected response was:

(i) Quantity
(ii) Length
(iii) Gauge No.
(iv) Material
(v) Type of head

Part (b) (i) required candidates to sketch THREE steps to show how to bore holes for countersunk screws when
joining two pieces of hardwood.

Several good responses were presented but most candidates gave unconventional methods.

The expected response was:

X – Thread Hole - slightly less than diameter of core

Y – Clearance Hole - slightly more than diameter of shank
Z – Countersunk Hole - equal to diameter of Head

Part (b) (ii) required candidates to name FOUR tools required to join the pieces of hardwood in (b) (i). This
reinforced the unacceptable practice of using a hammer and nail to punch a hole and install the screw using a
mallet and screwdriver.

Section C

Question 7

This was not a very popular question. Few schools/territories seem to do upholstery.

Part (a) (i) asked the candidates to state ONE function of upholstery materials. This part was well done. Part
(a) (ii) to name FIVE padding or cushion materials was also well done.

In Part (b) (i) and (ii) to sketch the open frame and show how to secure springs to the frame was poorly done.
Some candidates sketched the frame but could not communicate their ideas in sketching in responding to (b)
(ii).
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The expected response was:

Question 8

This question required the candidates to demonstrate their knowledge and application of craftsmanship necessary
to make the table leg shown below.

In Part (a) (i) candidates were required to describe with the aid of sketches, the procedure for laying out the leg.

The expected response was:

Layout (i) length of leg

(ii) length of taper
(iii) length of toe
(iv) length of hollow

Part (b) (i) required candidates to use sketches, where necessary, to explain six major steps in making the leg.
Some candidates explained the procedure by using the lathe and some explained using benchwork. Credit was
given for both procedures.

The response for lathework was:

– mount on the wood lathe

– adjust tort rest and lathe speed
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– rough cut to cylinder

– cut lengths to diameter
– turn tapers
– cut hollow section
– part of ends
– smooth/sand

The expected response for benchwork was:

– saw across upper toe and line down to taper - all four sides 1
– chisel away wood at toe 2
– plane/cut to remove bulk of waste 3
– sand
– plane taper on toe 4
– chisel out chamfer round all four sides where hollow is to be worked 5
– cut hollow with file 5
– sand with abrasive around round wood 5
– sand 6

Part (b) (ii) required candidates to name FOUR tools that can be used to make the table was consistent with the
procedure the candidates explained to make the leg.

Question 9

The objective of this question was to test candidates’ knowledge and application of craftsmanship in (a) (i)
laying out and cutting the three legs of the stand above, (a) (ii) in spacing the legs equally around the stem.

The response to (a) (i) was:

– design the legs

– make a template
– layout on stock
– cut out shape
– spoke shave
– sand
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The expected response to (a) (ii) was:

– Secure pedestal stem between centres on lathe

– Use indexing fixture and divide circumference of stem into three equal parts of 120 degrees

OR

– Using protractor, divide base into three equal parts of 120 degrees
– Project lines to the side
OR

– Use a flexible tape measure around the stem (circumference) and divide measurement into
three equal parts
– Mark lines on the stem

Most candidates neglected to state the designing and making of the template before cutting the stock but
included the marking of the joint in part (a) (i).

In Part (a) (ii) few candidates knew how to divide the stem into three equal parts, 120° apart. It was easier for
them to divide the diameter into two resulting in four sections - 90° apart.

Part (b) (i) required the candidates to sketch TWO different methods of joining the legs to the stem.

There were some very good responses to this part as most candidates were able to name and sketch Mortice and
Tenon and Dowel joints.

The expected response was:

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Paper 03 – School-Based Assessment (SBA)

School-Based Assessment (SBA) is intended to be a diagnostic formative and summative assessment tool.
Candidates can present their best efforts once the suggested time frame is followed by teachers. The new
format requiring both – practical and written projects should be taken seriously if candidates are to develop the
intended competencies.

The following guidelines on School-Based Assessment are reprinted here for the guidance of teachers and
candidates.

Paper 03 Candidates are required to complete two assignments during terms 4 and 5
School-Based (Terms one and two of the examination year).
Assessment Each candidate is required to complete:
(SBA)

(i) one practical project to be selected from a list of three published by CXC. This
will be worth 90 marks for the profile dimension, Practical Ability.

(ii) a written assignment set by the Classroom teacher in keeping with the guidelines
outlined by CXC and based on the Common Modules C1, C8 and C9. This will be
worth 30 marks for the profile dimension, Practical Ability.

The Practical Project

The practical project is managed and marked by the teacher and remarked by a visiting moderator.

The format developed includes the following:

1. A Pictorial sketch of the project

2. Orthographic drawings
3. List of Procedure
4. Selection of appropriate tools and materials
5. Estimating the quantities and cost of materials
6. Implementation of a plan of operations in order to complete the project.

The Written Project

From the written scripts produced in 2005, moderators at the marking exercise were able to determine, without
difficulty, that teachers were not too familiar with the procedures or guidelines set out by CXC on the written
assignment. The mark scheme provides the best guide on what should be included in the report. The written
project is an individual project and must be treated as such. Candidates submitting identical reports in part or
whole are guilty of plagiarism. The same applies to candidates who download information from the internet.

N.B. : Candidates and teachers need to approach the written component of the SBA with greater planning
and analysis of what is required, if the aims of the common modules are to be realized.

Teachers are to note the Amendments to the Syllabus in Industrial Technology - SBA, effective
for examinations from May/June 2006.
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School-Based Assessment

Teachers are advised to:

(i) Follow closely the revised mark scheme provided by CXC for the written assignment and guide students
to incorporate the information required. No half mark is awarded.

(ii) Monitor the progress of the written report to facilitate any correction students may want to make
before final submission. Plagiarism MUST NOT be accepted.

(iii) Note that the selection of the final samples is done by the moderator in consultation with the teacher.
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CSEC BUILDING TECHNOLOGY

Woods & Construction

REVISED MARK SCHEME FOR WRITTEN ASSIGNMENT

The written assignment should be marked out of an aggregate of 30 marks. Twelve (12) of these marks will be allocated for
communication of information in a logical way using correct grammar. The following indicates how the 30 marks are to be
awarded.

WRITTEN ASSIGNMENT MARKS

1. INTRODUCTION 2
• Topic outlined briefly 1
• Methods or approach at data collection/handling 1

2. CONTENT 7
• Identifies
1. Careers 1
2. Norms/regulations/codes 1

• Impact of technology on careers

1. Employment/unemployment 1
2. Security or processing 1
3. Environmental 1

• How ethical and moral considerations are addressed

1. Legal policies on safety, health and welfare 1
2. Moral approaches to handling safety, health and welfare issues 1

3. PRESENTATION 7
• Data presentation - Use of appropriate
1. Tables/charts/diagrams 1
2. Photographs 1

• Word-processing format - Use of appropriate

1. Title/Headings and Sub-headings 1
2. Line spacing 1
3. Margins and Justification 1
4. Fonts
(a) headings and sub-headings 1
(b) size and colour 1

4. SUMMARY 2
1. Major findings 1
2. Recommendations 1

5. COMMUNICATION OF INFORMATION 12

• communicates information in a logical way using correct grammar and 10 - 12

appropriate jargon of the field ALL of the time

• communicates information in a logical way using correct grammar and 7-9

appropriate jargon of the field MOST of the time

• communicates information in a logical way using correct grammar and 4-6

appropriate jargon of the field SOME of the time

• communicates information in a logical way using correct grammar and 1-3

appropriate jargon of the field RARELY

TOTAL 30
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Building Technology
(Woods) Report 2005

This report is based on observation done by the examiner of Building Technology (Woods) during the assessment
of CXC/CSEC for 2005. The objective of the report is:

1. To give qualitative feedback to all stake holders, i.e. CXC, teachers, students.
2. Assess weaknesses / strengths and find solutions to improve standard of reports.

Findings

1. It was noticeable that teachers are not familiar with the procedure or format set by CXC. An accurate
breakdown of the procedures from the Module, Impact of Technology on Society were not followed.

2. Procedures were not logically sequenced according to CXC required standards.

3. At some centres candidates were allowed to reproduce identical reports.

4. Candidates downloaded reports from the computer and plagiarized them as their own.

5. Candidates produced dual topics in one report i.e. they initially wrote on the topic Tools then concluded
with the topic Computers.

6. Moderators continued to assess the written assignment.

7. Assessment on many reports were not accurate in compliance with CXC mark scheme.

8. CXC prescribed items to enhance presentation, e.g. tables, charts, diagrams, photographs, were not
used effectively.

Recommendation

1. An on-going education process must be conducted to explicitly clarify the procedures and guidelines
on the Module Impact of Technology on Society.

2. Formation of a module specifically pertaining to the written assignment should be done.

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RECOMMENDATIONS TO TEACHERS

General recommendations to teachers for previous years are repeated here especially for those who are new
and for those who may not have seen them before.

Teachers are encouraged to:

Ensure that students doing Building Technology – Woods also do Building Drawing to enhance their freehand
and sketching required in the compulsory question and other questions requiring pictorial (isometric), exploded
(orthographic) sectional elevations.

Practice on a regular basis sketching whenever practical exercises are given.

Teachers should explain in detail the correct name and function of each tool and machine and the necessary
adjustment, alignments, etc. necessary to ensure their proper functioning.

Teachers should emphasise that “Woods” is the finest form of woodworking and try to avoid unacceptable
practices such as nailing a joint, screwing down a top on a frame, avoid showing end grain in their designs etc.

Teachers should guide students in their approach to the examination and to remind them that marks are allocated
to each part of a question.

Teachers should teach ‘BEST’ practice e.g. most suitable material for a given project, most suitable joint for
construction, most appropriate finish for the project, etc. and not limit his/her teaching to what resources are
available and what processes are used because of local practices.

Teachers should encourage students to do sectional sketches of various construction details.

Teachers should explain what is meant by “in sequence” and “steps of procedure” and the importance of
adhering to these in answering questions.

Teachers should emphasise the importance of the woodworking theory in problem solving and written
examinations.

Although spelling is not marked, teachers of Industrial Technology - Building Technology should teach the
related mathematics and vocabulary. Teachers may want to introduce crossword puzzle as a form of continuous
assessment to encourage correct spelling. It is sometimes extremely difficult to decipher what candidates have
expressed in writing.