Lethbridge Herald (Newspaper) - January 26, 1971, Lethbridge, Alberta
THE LETHBRIDGE HERALD - TUESDAY, NOVEMBER 26, 1971 Winston Churchill industrial arts By DEAN LAWLOR Have you ever witnessed the actual launching or recovery of a rocket? You haven't? That's what most students at Winston Churchill High will also say, but sometime in February they will get their chance. Students in industrial arts and members of the newly formed "Cape Churchill Model Rocket Club" are working on model rockets that will actually be launched into the air, some to a height of two thousand feet and more. The day at Winston Churchill High under modular scheduling is divided into eighteen blocks. These twenty minute blocks of time are called modules or mods. To illustrate bow a program may look on modular scheduling, students registered for a five credit class are required to give two modules of time to receive specific assistance from the instructor in the form of demonstrations or lectures and then devote another two modules each day for independent research and study. Sometimes this varies slightly from class to class. The specific time is arranged with the instructor and the independent time is scheduled at the convenience of the student The program of industrial arts works compatibly with the modular scheduling. Students taking industrial arts may schedule for any four modules each day as long as the student arranges to be in the classroom for the two modules that he can receive the specific help from the instructor during the time it is given. He can return at another time during the day to do his independent research and work at his project Students who fall behind in their assignments or who are absent from school may be released from modules of scheduled study time and come to the shop to catch up on their work. Those who wander aimlessly into the shop to tinker or vst are asked to leave, but those who come for a definite purpose are invited to remain to work and learn. Studying industrial arts at Winston Churchill High involves more than a mere study of wood or metal In all, students may study sixteen units including: 1. Basic electricity. 2. S t u d y of electronics systems. 3. Study of electronic components. 4. Study of electronic units. 5. Wood. 6. MetaL 7. Plastics. 8. Crafts (ceramics and leather). 9. Drafting. 10. Photography. 11. Basic printing. 12. lithographic printing. 13. Two and four stroke cycle engines. 14. Diesel, gasoline, steam, jet and rocket power. 15. Hydraulics. 16. Transmission of power. Considerable interest has oeen shown in an optional unit of home mechanics. While at school, students would learn various maintenance tips such as replacing broken windows, repairing creaking steps, stopping faucet and toilet tank leaks, repairing cracked plaster and hosts of other things that must be done around the heme to keep it in a state of good repair that cannot be attended to by busy parents. The student can then complete some of the assignments in his own home. Students enrolling for a five credit course in industrial arts choose or are assigned four of the units of study for the semester. They are given bookie t s AMitaining assignments and objectives of the course at the beginning of each unit which will normally keep them working, researching and working on projects for a quarter of the semester. At the end of that time they switch to another unit Those completing the work in less than the required number of days are allowed to complete extra projects of their own choosing. Before students can build projects they are required to complete certain assignments which deal with safety in the shop, job opportunities, tools and equipment and the theory connected with the unit of study. The most popular project in woods seems to be the building of speaker boxes for modular stereo systems that have either been purchased or assembled in an electronics unit of study. Thus the project work in the areas of weed and electronics can be combined. A local firm donated a number of television sets that were beyond repair and students are slavaging parts from them to build small projects such as radios and amplifiers. last spring a number of students butt their own laminated hunting bows from fiberglass and wood strips. The certer risers were made from exotic woods from South Africa and Central America. Another popular project is building chess boards with laminated woods of light and dark colors and then making the chess men by casting them of liquid casting resin. Exciting things are happening in metals and plastics. Some have started building swag lamps for homes by welding metals for the frames and placing cast or sheet plastic pieces inside to form the decoration for the lamps. Here is another example of two areas being combined to provide a more flexible and longer unit of study. Last semester a group of students built a mini-bike as a project in power mechanics and metals. Mention engines and most people think of hot rods, souped up cars, racing and then trouble with the law. Some make the comment! that they don't want lawn mowers, outboard motors or cars around the shop. Having nothing but theory in power mechanics classes is a fast way to cause students to lose interest. U actual components are used, they see the need of learning theory. Studying power without a car or lawn mower is like learning to swim without a pool or learning football without a football to throw. For each of the past few years a car has been purchased for the sum of thirty to forty dollars. This allows students to experiment and learn the parts and fundamentals of a working automobile without doing any damage to a more costly unit. They disassemble and reassemble various parts and make minor adjustments. A few bring then-own motorbike, car or the family car and make minor adjustments or provide maintenance. A working V-8 engine on a stand was recently acquired for the shop. It will give students the opportunity of working on a modern engine without hav- ing to get at the hard to reach areas that one finds on a modern automobile. The major concern will be for theory, but win give students a chance to practice what they have learned by performing electrical tune-ups, carburetor adjustments and lubrication of the engine. Two young ladies have changed the scenery for us by enrolling in industrial arts. Ibeir first unit is metals and both are presently welding . metal sculpture. Industrial arts makes a unique contribution to the total educational program of the school as it interprets the functions, technology and occupational opportunities of our modern industrial society. An understanding and awareness of local and national job opportunities and requirements, the apprenticeship programs available, and available educational programs that are offered throughout the country is part of the information a student receives. Excitement is building in the school over the coming music and drama department production of "The Sound of Music" which wfll be on stage at the Yates Centre in March. As in all productions, industrial art students wfll be involved with the construction of sets for the stage. Students are always enthused about helping in any way. Items are also produced in the shop for instructional purposes in other parts of the school. High school students are by nature very active and volatile and must be constantly involved or they get bored. Industrial arts at Winston Churchill High is planned with plenty of student involvement Each has plenty of opportunity to venture, on his own and discover for himself the wide latitude of applications to which he may put the knowledge he is gaining in industrial arts as well as other areas of education. It is our challenge to find out how human beings and machines are to live productively in tomorrow's environment. LCI machine shop By W. PETHUNIK The department of education feels that the objectives of the machine shop course are: 1. To give the students an idea of what a machine does. 2. To give a student knowledge in this field. 3. To make him highly employable in this trade. 4. To use his knowledge as a stepping stone to schools of technology. Who can take machine shop? Most students in this course are vocational students who intend to become machinists or to work in some related field. Some students are matriculation students who are not sure if they want to go on to university. Many of the students are from farms and already have a good knowledge of machinery, but want to know more about machining and welding of metals. In LCI, the vast majority of our students are from the school, but some come from Winston Churchill, Barons, Stirling and other nearby towns. How much time is spent in this course? A first-year student will spend a complete afternoon every day of the week for a whole year. One quarter of this time is devoted to drafting so that a student can learn to read blue prints properly. For this class he gets 20 credits out of a possible 40 credits for the complete years work. A second-year student can spend the same amount of time for 20 credits or he may shorten his time in class and get only 15 credits. This enables him to take another course in which be may be deficient. How .stable .is .the .machine shop trade? As the years pass many trades become obsolete, but the machine shop will only become more and more important. Machines are here to stay and they must be manufactured. To do this, a machine shop of some sort is necessary. Techniques in the machines of metals change, but the basic principle of a machine, the axles, wheels, gears, levers, screws and bearings will remain. Only what is produced in the machine shop can become obsolete, but the manufacturing and production of goods is here to stay. One only has to look at one's self and he or she will note that everything he wears, eats, or travels in had to be made directly or indirectly in a machine shop and for these reasons machine shops are important. AU of them learn to machine metals with the use of such machines as a drill press, lathe, milling machine, grind- er, shaper, and band tools of many kinds. All of them will also get a good introduction to arc and gas welding. The student wiU learn to repair different kinds of machinery, also. Today, when labor costs are so high, most people should know how to repair some of their appliances at home. Therefore, sometimes during the year's work, as part of the course, students in the machine shops repair their cars, motorcycles, washers, lawn - mowers and other household appliances. What can a machine shop student do after he graduates? 1. He may apprentice to a machinist. 2. He may attend technical courses in Calgary. 3. He may go to Edmonton for technical training. 4. He may attend some colleges in the United States. 5. He may take some related trade at technical schools which require machine shop experiences, e.g. auto mechanics, refrigeration, diesel mechanics or drafting. Vocational courses added By D. W. BARRUS Dept. Head In 1963, vocational courses were added to the high school curriculum then in operation at L.C.I. This involvement meant that four of the existing industrial arts labs had to be renovated and two additional rooms added to accommodate drafting. Six vocational courses were made available and proved so popular that the demand grew. This meant that an industrial arts lab. from a nearby school was pressed into use. The need for more extensive faculties resulted in the con-srtuction of a new wing just north of the existing L.C.I. These facilities were opened for use only this year. Now, there are eight vocational shops and two industrial arts labs in this new complex. Today, nearly 300 students from Lethbridge and district are served by this new structure.