The Craft Knife
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Approach:  One to one
ACCESS
Level: Year 4 and year 8
Focus: Investigating design  
Resources:
Craft knife, cardboard, cutting block, diagram
frame 192Kb
Questions/instructions:  


There are all sorts of craft knives. Have a good look at this one and try to notice all of its different parts.

You can hold it and move the blade in and out. Try to cut this card. But be careful.

Hand out craft knife, cardboard, cutting block. Ensure safe handling and use of the knife. Retract the blade at end.
Look at this diagram.

Hand out diagram.


[Click on graphic to enlarge.]
 
% responses
2008 ('04)
y4
y8
Point to A. Student can still hold craft knife.
1. Why is this part designed like this?
stops the slipping
53 (48)
88 (87)
Point to B.
2. Why is this part designed like this?
locks blade and moves blade
9 (10)
22 (27)
locks blade or moves blade
64 (57)
64 (59)
texture/shape help user
6 (8)
7 (6)
Point to C.
3. Why is this part designed like this?
helps to guide/control cutting action/
place to rest finger
37 (34)
56 (50)
Point to D.
4. Why is this part designed like this?
for hanging knife up
54 (58)
73 (67)
5. If you were going to use this craft knife, what safety rules would you have to follow?
keep blade length as short as needed
7 (5)
14 (12)
store with blade retracted
12 (19)
38 (26)
keep fingers out of way
56 (58)
50 (51)
don’t walk around with blade out (nearother people)
11 (13)
18 (20)
don’t press too hard
2 (1)
2 (2)
6. Why might someone use a craft knife instead of a pair of scissors?
cut inside shapes (like circle)
7 (7)
29 (29)
sharper than most scissors/suitable
for harder to cut materials
57 (62)
52 (46)
stays sharp/easier to keep sharp
4 (4)
6 (3)

Total score:
8–13
0 (0)
11 (9)
6–7
10 (14)
39 (37)
4–5
41 (43)
36 (34)
2–3
40 (36)
13 (17)
0–1
9 (7)
2 (3)
Subgroup Analysis [Click on charts to enlarge] :
Year 4
Year 8
Commentary:
Although students at year 4 had some difficulty explaining the design elements of a craft knife, by year 8 students showed a fairly strong grasp of the concepts. There were negligible gender differences. Differences among Pakeha, Pasifika and Mäori students were fairly strong at year 4, but diminished for the year 8 students. Results were similar to performance in 2004.