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Oswego Update Project

A Graduate Research ProjectUpdating Course Outlines in Technology Education

June 2004

“Manufacturing Systems”

In collaboration with:

Developer:

Mr. Nathaniel Brown, Graduate Research, SUNY – Oswego, nbrown@oswego.edu

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:

Mr. Joe Voltz, Johnson City School DistrictMr. Frank Welker, APW High School, FWELKER@APS.CNYRIC.ORGMr. Gerry Arbes, Union-Endicott High School

Original Writing Team (1985):

Dr. Jack Brueckman, State University College at Buffalo (also 1989 revision)Dr. William Waite, State University College at Oswego (also 1989 revision)Mr. Joseph Botta, South Colonie Central High SchoolMr. Robert Jones, Amsdell Heights Junior High SchoolMr. John Ptak, Amherst High School

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Digitally available atwww.oswego.edu/~waite

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Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing)

involve known, successful teachers as consultants to the process through a common interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature review

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

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Overview of the Course

Course Goals

To give the students the background knowledge of the industrial world while basing the course around an actual industry. The outcome will be a variety of projects that students will make in class with the skills learned through the main steps of the manufacturing process.

Course Description

Almost everything we used today was manufactured on some sort of production line. Throughout this course, the understanding of manufacturing will constantly be learned. Things such as the inputs, processes, outputs, feedback, and goals will be what this course is based around. The designing of a product and the key elements preceding the actual building of the product, are very important steps that need to be learned in detail. Once the designing of the product is completed, the students will have a large hands-on production project to complete. The outcome of the course, in addition to hands on experience, will bring knowledge about how factories and industries work and will help in bringing that knowledge back into the classroom to make a small-scale manufacturing facility.

With new robotics technology and drawing skills like CAD and 3D computer modeling, we must not limit ourselves to one type. Some drawing will be done by hand, but a majority of the drawings that are done using the latest drawing software on the computer.

Course Skills, Knowledge, and Behaviors to be Developed

As a result of this course, students will be able to:

Identify the design concepts before the building of their end product. Develop their own tooling that will help the process of building their final project. Demonstrate they know the five manufacturing processes. Use the manufacturing system in their planning. Show that they have some form of organization throughout the project. Demonstrate good time management skills. Compare and be able to explain the differences and similarities to their manufacturing

class to real life industry or production plants

Content Outline

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Manufacturing Systems

1.0. Introduction1.1. History

1.1.1 Industrial Manufacturing1.1.2 First production systems1.1.3 Assembly lines

2.0 Manufacturing Systems2.1. Technological Systems

2.1.1 Inputs2.1.2 Processes2.1.3 Outputs2.1.4 Feedback2.1.5 Goals

3.0 Design3.1 Technical Knowledge

3.1.1 Research and development3.1.2 Planning3.1.3 Engineering

3.2 Design process3.2.1 Research3.2.2 Elements of design3.2.3 Principles of design

3.3 Problem solving3.3.1 Define the problem3.3.2 Gather information3.3.3 Develop solutions3.3.4 Critique3.3.5 Make a decision3.3.6 Implement and evaluate

3.4 Drawings3.4.1 Sketches3.4.2 CAD3.4.3 Inventor software

4.0 Tooling4.1 Types of tooling

4.1.1 Jigs4.1.2 Fixtures

5.0 Process of Manufacturing5.1 Forming Processes

5.1.1 Casting/molding5.1.2 Shaping devices5.1.3 Drawing Forces5.1.4 Bending Forces

5.2 Separating Processes5.2.1 Shearing5.2.2 Chip removal5.2.3 Non-Traditional

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5.2.4 Cutting tools5.2.5 Clamping devices

5.3 Assembly processes5.3.1 Mechanical Fasteners5.3.2 Adhesion/Cohesion5.3.4 Assembling5.3.5 Joints

5.4 Finishing Processes5.4.1 Thermal5.4.2 Chemical5.4.3 Mechanical5.4.4 Decorating5.4.5 Applying

6.0 New Techniques in manufacturing6.1 Time management

6.1.1 Organization6.1.1 Production layout6.1.1 Quality of product

7.0 Merchandizing7.1 Sales of Product

7.1.1 Estimated income7.1.2 Production Expenses7.1.3 Budget7.1.4 Break even charts

General Instructional Strategies

This is a course designed to simulate an actual manufacturing company. In this class, the students will be given an assignment to design a product they can research, design, build, and sell. The tools learned throughout this class will help the students build the actual project.

There are many of diverse learners in our schools today; the teaching methods of the teacher must vary. The following are descriptions of some of the instructional strategies that might be used to better relate to the students:

1.) Activity section: This section allows the teacher to observe more closely the performance objectives. This takes the students from the lecture portion of the class to more hand-on activities.

2). Appropriate product: The instructor must choose the best product or assignments according to their ability so that the degree of difficulty or level is appropriate for the students in the class. Letting the students choose their own project will often show that the students are not picking a project realistically for their level. It is important for the students to be able to complete the assignment given within the correct time constraints given.

3). Instructional sequence: The instructional sequence given in the following outline does not need to be followed exactly as written. It is the teacher’s discretion when the instructor teaches certain units. The information and learning objectives should however not be different no matter what order taught.

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4). Time management: The instructor should be fully aware of the time needed to teach all of the given topics. The instructor must be flexible during the time frame of the course. He or she needs to allow for extra time needed incase of problems that may happen during the production.

The seven main topics of the course are given as suggested division of.

Topic Instructional TimeIntroduction 5%Manufacturing systems 10%Design 25%Tooling 10%Processes in manufacturing 40%New techniques in manufacturing 5%Merchandizing 5

5).Tool Skill: During the course of the class, the instructor must take time to teacher the students about the certain tools and machines that will be used in the class. A week or more might be set aside to teach the students these skills. The appropriate testing of these tools will be necessary to show the students have the skill needed and follow the correct safety precautions to operate those tools.

6). Field trips: A field trip to the local manufacturing plant in the town is a great way for students to see real life applications.

7). Guest Lecturers/ Speakers. Guest speakers help to bring in real life experiences into the classroom for the students to learn from. Guest speakers in the class can vary from then many workers in the manufacturing field.

8). Multimedia: Today’s advances in technology allow the teacher to bring many types of technology into the classroom. When field trips are not possible, many movies or activities can be done by the many multimedia options to further advance the student’s knowledge in manufacturing.

9). Written responses: There will be many written activities for the students to complete throughout the duration of the course. The instructor may assign as many of the assignments to be taken home as homework that time will allow. This will help the students to have the maximum amount of class time to be in the lab doing hands-on activities.

10). Computer graphics: The use of new computer drawing software such as Inventor or Cad programs will allow the students to be educated in some different ways of drawing. Such drawing software allows for sometimes more quicker and accurate drawings and allows the students to use 3D modeling.

11). Sample Instructional Strategies: After each of the following module descriptions, there are some suggested instructional strategies. They have been written in the order of the course outline. Not all instructional strategies are listed for each of the course descriptions. They may be used as needed by the instructor.

12). Hands-on activity: The majority of the course will be hands-on activities. A goal of having 25% instructional time and 75% of hands-on activities is suggested.

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1.0 Introduction1.1. The Student will learn about the history of industrial production

As a result of this lesson the students will be able to:

1. Report on a specific time frame given and give an oral report.2. Compare a real life manufacturing plant to the lab in the class.3. Identify some of the first assembly lines in the industrial world.

Suggested Instructional Strategies

Individually have each of the student’s research a specific time in the manufacturing field and write a response to what they found during the years given.

In class the instructor will discuss tools used by workers in the old manufacturing times and will have the students compare those tools to tools workers use now.

A possible field trip to a manufacturing site so students can see first hand what it is like.

2.0 Manufacturing Systems

2.1 The students will be able to differentiate between the technological systems of manufacturing.

As a result of this lesson the students will be able to:

1. Understand the categories needed to create an input.2. Create a transformation of a product to get to the output.3. Describe the human needs and wants of certain products.4. Retrieve and use the information from the other processes to make

adaptations.

Suggested Instructional Strategies

The instructor will have a miniature model of the technological systems to allow students in the class to see the many steps visually and react.

Divide the class up in five groups simulating the actual different systems. Then bring everyone back and go through the steps in order and see what the students came up with.

3.0 Design

3.1 The students have an understanding of the research and planning that goes into developing an end product.

As a result of this lesson students will be able to.

1. Utilize sources to gather information that will help them get many ideas for starting their main project.

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2. Develop an understanding of the time and research that goes into planning a project.

3. Apply some engineering to the project to make the product more ergonomic

3.2 The Students will learn the many steps in the design process and understand that the designing of a product is one of the most important steps.

As a result of this lesson students will be able to.

1. Make use of research that will help in the early stages of the design process to come up with a project.

2. Apply the key elements of design to brainstorm ideas3. Distinguish between and use the principles of design throughout the

final project.

3.3 The Students will understand and use the problem solving steps to design and carry out the project. Problem solving is a good way to weed out some un-useful ideas and information

As a result of this lesson students will be able to.

1. Gather useful information that will aid in their project2. Recommend different outcomes for the project.3. Make useful comments to a prototype to make the proper changes.4. Make and defend a decision made on a proposal5. Determine if all of the correct steps were followed and if outcome was

successful.

3.4 Using all of the preceding lessons and steps, the students should have a good base for beginning to draw out a final project for the course.

As a result of this lesson students will be able to.

1. Develop sketches that will help them to visualize their end project2. Utilize some of the advantages that CAD has over hand drawing3. Develop a drawing of the end project using 3D modeling.

Suggested Instructional Strategies

Give the students a project to do some research on that can be done in the lab and have them analyze the product using research, developing skills, and engineering skills learned in the class to conduct the research.

For the end of the class final give the students a pre-made product just to look at. Split the class up into four groups and using the skills from this class and the problem solving skills in this unit, create a manufacturing line to create a certain number of the product given. This will give the students experience in designing jigs and fixtures and time management to get to the end result.

Give some lessons to the students on Technical Drawing so that the students can do the proper sketches needed to start the design process.

Introduce CAD and Inventor to the students and allow them to use this new type of drawing for their project.

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4.0 Types of Tooling

4.1 Tooling is a very important step in the manufacturing of an end product. Tooling is a term used when talking about Jigs and Fixtures. Tooling helps to build a product more efficiently and making the end products equal.

As a result of this lesson, students will be able to.

1. Understand what jigs and fixtures are and why they are important.2. Develop a jig to aid in the building of the student’s product.3. Develop a fixture to aid in the building of the student’s product.

Suggested Instructional Strategies

Show the students some tooling used by other classes or tooling used by industry.

Demonstrate chip clearance and discuss its affect on the quality of work.

5.0 Process of Manufacturing

5.1 Forming a raw material into something useful to help in the building of a product or to form for the actual product is the first step in the manufacturing process. There are different devices and forces that the students will need to know.

As a result of this lesson, students will be able to.

1. Make use of the skills of casting or molding to make an in class project.

2. Experiment with different raw materials using specific shaping devices in the classroom.

3. Apply different types of elements to raw materials to test and make note of their drawing forces.

4. Apply many kinds of forces to bend specific raw materials.

5.2 The separating processes in the manufacturing system are another important part of the building of a product. Separating has to do with shearing, chip removal and non traditional separating such as heating up a material or using chemical action to split something. In addition to separating the students will learn the importance of clamping work to the proper surfaces while shearing.

As a result of this lesson, students will be able to.

1. Apply the proper shearing techniques to separate the given material.2. Include chip removal as a top priority when building the tooling.

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3. Experiment with cutting certain material by using heat, light or sparks.

4. Utilize the proper cutting tools to cut the correct material with the correct tool.

5. Make use of clamps when working with a specific material and know importance to putting the clamps in the right spot to be affective.

5.3 Once all of the pieces of a final project are complete and ready then the next step is assembly. This is the step of taking all of the materials manufactured to this point to construct the final product.

As a result of this lesson, students will be able to.

1. Distinguish between the many different applications for certain mechanical fasteners.

2. Explain the processes of adhesion and cohesion.3. Understand the specific steps required to assemble the product

correctly.4. Utilize the proper joints needed to put the product together efficiently

and have the best quality.

5.4 The last step of the manufacturing process is the step that caps off the entire product to make it look the best it can look but also gives the product protection from the elements so that it can last the longest.

As a result of this lesson, students will be able to.

1. Use mechanical force to a product, like sanding to prep the material for a finish.

2. Apply a chemical to the surfaces of a product to get it ready for a finish.

3. Select and apply the best finish to the product to protect it as much as possible.

Suggested Instructional Strategies

Identify and demonstrate techniques for casting and molding. Explain and show techniques for drawing and bending materials. Explain and show techniques for shearing materials. Show the students some films on some of the non-traditional ways of separating

materials Emphasize and show students the importance of clamping their work down. Show the students some different kinds of mechanical fasteners used in.

industries and relate them to the smaller scale fasteners used in the school lab. Demonstrate some proper ways of assembling an end product. Discuss the many types of finishes that students can put on their project and let

the students practice applying the best finish.

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6.0 New Techniques in Manufacturing

6.1 There are some new techniques in the manufacturing field that help with quality of a product. Some of the new techniques are time management skills and organizational skills. These techniques need to be used throughout the entire process.

As a result of this lesson, the students will be able to.

1. Demonstrate organizational skills throughout the class and handing assignments in a prompt and timely manner.

2. Develop an assembly line for production that utilizes the correct amount of space for accurate assembly.

3. Assess the quality of the end product made in the class.

Suggested Instructional Strategies

Set up some different activities throughout the lab dealing with a manufacturing process. Put a time constraint on the activity add some extra problems for the students to work around to get a better sense of time management.

7.0 Merchandizing

7.1 Record keeping of the many expenses during the class are all pieces of information needed to show a break even chart, production expenses, estimated income and the overall budget of the project and are a very important part of manufacturing. Correct record keeping can help in making corrections or determining the efficiency of the entire production. Up to date corrections can always be made using this very important information.

As a result of this lesson, students will be able to.

1. Determine an estimated income at the beginning of the project with the research done and then compare that budget to the actual budget at the end of the course.

2. Keep track of production expenses throughout the entire process.3. Construct a budget to follow closely with during the manufacturing

process.4. Utilize the information collected to construct breakeven charts.

Suggested Instructional Strategies

Let the students try selling fake stocks to other classmates and teachers and keep record of these sales. When the time is up have all students write up a small report on their earnings and some things they would have done different.

Have the students keep read track of the money, then spend in a week and analyze the date at the end of a week. This will give the students budgeting skills.

Give the students some charts to do and read to help them when they have to make their break even charts at the end of the course.

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Bibliography

Cheng, T.C.E. Podolsky, S. (1996). Just-in-time manufacturing an introduction. Great Britain, Cambridge: University Press ISBN: 0-412-73540-7

Groover, M. P. (2001). Automation, Production Systems, and Computer-Integrated Manufacturing (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Groover, M. P. (1996). Fundamentals of Modern Manufacturing: Materials, Processes, and Systems. Upper Saddle River, NJ: Prentice Hall.

Kinni, T. (1996). America’s best, industry week’s guide to world-class manufacturing plants. Toronto, Canada: John Wiley & Sons. Inc.ISBN:0-471-016002-4

Mattson, M. (2002). CNC Programming: Principles and Applications. Albany: Delmar.

Mills, J J. Kimura, F (1998). Information infrastructure systems for manufacturing. Norwell, Mass: International Federation for Information Processing.ISBN: 0-412-84450-8

Minty, G. (1999). Production Planning and Controlling: A Problem-Based Approach. Tinley Park, Illinois: Goodheart-Willcox.

Nelson, D. H. & Schneider, G. (2001). Applied Manufacturing Process Planning: With Emphasis on Metal Forming and Machining. Upper Saddle River, NJ: Prentice Hall.

Springer, (1999). Modeling manufacturing systems. Heidelberg, Germany: Springer-Verlag Berlin ISBN: 3-540-65500-x

Sule, D.R. (1994). Manufacturing facilities. Boston, Massachusetts: PWS Publishing Company. ISBN:0-53493-435-8

Swamidass, P. M. (2000). Innovations in competitive manufacturing. Norwell, Massachusetts: Kluwer Academic Publishers.ISBN: 0-7923-7896-2

Wright, J. R. Helsel, L D. (1996) Introduction to materials & processes. Albany, NY: Delmar Publishers.ISBN:0-8273-5020-1

Wright, P. K. (2001). 21 st Century manufacturing . Upper Saddle River, NJ: Prentice Hall.

Wright, R. T. (2000). Manufacturing systems. Tinley Park, IL: Goodheart-Willcox.

Wright, R. T. (2000). Exploring manufacturing. Tinley Park, IL: Goodheart-Willcox.

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Specific Content Web Resources

http://home.att.net/~castleisland/tl_c.htm

http://www.dow.com/inclosia/capabilities/tooling.htm

http://www-mmd.eng.cam.ac.uk/people/ahr/dstools/proces/jit.htm

http://www.inventorysolutions.org/def_jit.htm

http://www.manufacturingcenter.com/tooling/

Oak Ridge Centers for Manufacturing Technology

Machine-Tool Agile Manufacturing Research Institute

Institute of Advanced Manufacturing Sciences

Butler Manufacturing Co.

Conspec Marketing & Manufacturing Company, Incorporated

DVD, VHS, and Other Instructional Technology Resources

1). Modern Marvels. Empires of American Industry set5 Volume Set. 250 Minutes. video

2). McCarty, John Rosenthal, Barbara. Marketing (VHS) Approximate running time: 1 hour, 45 minutes.

3). Testing consumer product (1999) classroom video. Coquitlam, B.C.. Running time 20 min

4). Designing toys (1996) [video recording]. Barnaby: B.C. Running time 26 min

5). Modern marvels. Assembly Line (VHS)(2000). New York, NY. A&E Television Networks. Running time 45 min

6). Manufacturing technology (VHS-1992) Vancuver: WA. Princess Co. Running time 27min

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Appendices

General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of Technology

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Suffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology

Content Standards Performance Standards

Modules Within This Course

Standard 1“Analysis, Inquiry, and Design”

Mathematical analysis

7.1 Sales of project3.3 Problem solving

Scientific inquiry 3.3 Problem solvingEngineering design 3.1 Technical knowledge 3.2 Design process

3.4 DrawingsStandard 2“Information Systems”

Retrieve 3.1 Technical knowledgeProcess 5.1 Forming 5.2 Separating process 5.3

Assembling process 5.4 Finishing process 2.1 Technological systems

Communicate 2.1 Technological systemsImpacts 7.1 Budget, estimated income 2.1 feedbackLimitations 4.1 Tooling, 2.1 Technological systems Ethics 2.1 Technological systems

Standard 3“Mathematics”

Mathematical reasoning

3.3 Problem solving 3.2 Design process

Number and numeration

2.1 Research and planning, engineering

Operations 5.0 Processes of manufacturingModeling 4.1 Types of tooling 5.0 Processes of

manufacturingMeasurement 3.4 SketchesUncertainty 7.1 Overall sales, breakeven chartsPatterns 2.1 Feedback

Standard 4“Science”

Physical setting 6.1 Time ManagementLiving environment 7.1 Sales 6.1 Time management

Standard 5“Technology”

Engineering design 3.1 Technical knowledge 3.2 Design process3.4 Drawings

Tools, resources, and technological processes

4.1 Types of tooling5.1 Forming5.2 Separating 5.3 Assembly5.4 Finishing

Computer technology

3.4 Drawing, cad, inventor

Technological systems

2.1 Technological systems

History ofTechnology

1.1 History

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Impacts 2.1 OutputsManagement 7.1 Time management 7.1 Sales of product

Standard 6 – “Interconnectiveness: Common Themes”

Systems thinking 2.1 Technological systemsModels 3.4 Drawing, prototypingMagnitude and scale

5.1 Forming processes 5.2 Separating 5.3 Assembly

Equilibrium and stability

6.1 Production layout, quality of product

Patterns of change 1.1 HistoryOptimization 2.1 Outputs

Standard 7 - “Interdisciplinary Problem Solving”

Connections 3.3 Gathering InformationWork habits 6.1 Time ManagementSkills and strategies

4.1 Tooling

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Appendix B - Examples of Instructional Materials

PLTW Optional project 1

ActivitySection 2.3CNC Programming

Coordinate plotting activity

The following grid shows the size of the wax block that the student will design a logo in and cut it out on the CNC mill. The students must plot their design seeing the NC codes given in class. A ¼ in space around the entire block will make the CNC machine not get close to the edge.

Absolute 0, 0

Label each of the points in your design with a letter in alphabetical order. The plot the number and record the numbers next to the corresponding letters below. Once this is complete, if you’ve already been taught how to use the CNC machine properly and safely, then you may begin work.

Absolute coordinatespoint X-Coord Y_CoordA.B.C.DEFGHIJKLM

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Traditional lab optional project 2Manufacturing Class APW High School Technology

Mr. Welker

Special Project for Project Make Sense Organization (Pulaski, NY)

Task: Requested to build two cedar 6’ benches for their center.

After researching several bench styles on the Internet, I consulted with the students and came up with the following designs. This bench seemed to be attractive but still was within the grasp of our abilities.

We spent some time discussing in class the possible materials to be used for this project. The students selected cedar for both its durability and attractiveness since the benches were to be used indoors.

Three coats of polyurethane will be applied as a protectant.

We used several class periods learning the various types of joinery to be used and the pros and cons of each. The finished bench ended up using only six screws and the rest was assembled

using wood glue and joinery.

This project also introduced students to building jigs that help with creating the parts and various clamping techniques. It was obvious that many of my students were never provided with an experience of building furniture.

Due to snow days, we were able to accomplish all but the backs of the benches. Students still volunteered to come in on their own time to complete the project.

Towards the end students suggested that we get the four largest students to sit on the benches in order to weight test them. I responded, “no problem”, but deep inside I was a little nervous. The test was a complete success. They didn’t even squeak and I could see the satisfaction in the

student’s faces. Completing useful projects in class builds self-esteem and a sense of pride in workmanship.

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Appendix C - Examples of Assessment Materials50 question multiple choice testHISTORY Question 1-31). Manufacturing dates back to?

a. 1500-1600b. 1850s-1900c. 5000-4000 BCd. 1000-2000 BC

2). From the list given, what is not one of the first things ever manufactured?a. Woodb. Ceramicc. Plasticd. Metal

3). What company initialized the first assembly line?a. The Chevy companyb. The Ford companyc. IBMd. DELL

MANUFACTURING SYSTEMSQuestion 4-8

4). In this analogy of a farmer and his crop, which of these is an example of an input?a. The grain that the farmer gets from his cropb. The tools used to get this cropc. The planting of the cropd. The farmer pushing down the gas pedal on his tractor.

5). Feedback is a term used to?a. Return information to better a products outcomeb. A way of making a piece of toolingc. The knowledge you start with before building a product.d. The goals you set from the beginning.

6). When referring to the Manufacturing Systems, the processes stage refers to?a. The research done prior to building a productb. The stage when everything is actually “done” or madec. The stage where you examine the quality of work.d. The building of tooling to make a product

7). In the manufacturing system, Goals are?a. The idea of starting to build a product.b. The set of standards you set for yourself before you begin a projectc. The problem statements at the beginning of a project d. The set of standards you set to critique your project

8). When referring to the output we are talking about the?a. Quality of the productb. Usable productc. The product we will selld. The last part of the production line

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DESIGNINGQuestions 9-21

9). The first initial drawings done to get an idea out on paper are called?a. Drawingsb. Thumb nail sketchesc. Sketchesd. Refined sketch

10). After all of the drawings have been looked at, the one that will be further closest to the final drawing is called the?

a. Drawingb. Thumb nail sketchesc. Sketchesd. Refined Sketch

11). In the design steps, the prototype is considered what?a. Working modelb. Ideac. The end productd. Mock-up

12). What is something that cannot be done on Inventor or Cad?a. 3 Dimensional drawingb. 2 Dimensional Drawingc. Assembly drawingd. None of the above

13). Research and Development are meant to do what for a concept?a. Help you to get ideas and knowledge about the project.b. Help you to rethink some important ideasc. Reassess the entire project.d. All of the above.

14). Imitation, Adaptation, and Innovation are all?a. Steps to determining consumer needs and wantsb. Preparation steps for designingc. Sources for product ideasd. Production approach

15). Assembly drawings on the computer or on paper allow you to see?a. All of the parts togetherb. The many different parts needing to be assembledc. The Final projectd. All of the above

16). The ability to have a product do a job is called?a. Ideationb. A modelc. Mock-upsd. Function

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17). Products are designed to meet three factors, which of the following is not one of these factors?a. Manufacturingb. Functionc. Innovationd. Selling

18). The type of drawing that shows how parts are put together is a (n)?a. assembly drawingb. detail drawingc. system drawingd. thumbnail drawing

19). Which of the following matches the description of placing tooling and machinery according to the sequence of operations to make the flow of the production smoother and more efficient?

a. Product layoutb. Material handlingc. Flow process chartd. Resource flow

20). When using the Inventor program, which one of the following does not have to do with constraints?a. Clicking on two lines to make them parallelb. Clicking on two lines and making the perpendicularc. Click on two lines and being able to dimension the linesd. None of the following

21). What advantage does drawing on CAD have over Inventor?a. Cad allows you to drawing in 3Db. Inventor allows you to quickly sketch and then constrain everythingc. Inventor allows you to lay orthographic views out on a sheet of paper a view the drawingd. Cad allows you to draw many parts and assemble them together.

TOOLINGQuestions 22-24

22). A jig is?a. A piece of tooling built for a specific part to cut or drill that moves.b. A piece of tooling built for a specific part to cut or drill that does not move.c. A part of a machine that come right from the factory.d. A type of clamp that is used to hold down the material to a machine.

23). Tooling allows the making of each part?a. Harder because there is on more thing you have to make in order to create a certain partb. Easier because it allows a person to make many more parts with better consistency and speedc. Doesn’t matter whether you use tooling or not, all of the parts come out the same.d. None of the above.

24). A fixture is a?a. piece of tooling built for a specific part to cut or drill that moves.b. piece of tooling built for a specific part to cut or drill that does not move.c. part of a machine that come right from the factory.d. type of clamp that is used to hold down the material to a machine.

PROCESSES OF MAUFACTURINGQuestion 25-43

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25). Which of the following stages of forming is the first one?a. Yield pointb. Fracture stagec. Elastic staged. Plastic stage

26). Casting and molding are part of a family of processes in which materials are first made into________. a. Solidsb. Liquidsc. Gasesd. None of the above

27). Out of the main processes of manufacturing _______________ is a process in which a material changes size and shape but does not change the volume of material.

a. Extrusionb. Drawingc. Bendingd. Forming

28). The term “drawing” as it applies to materials processing is?a. Putting your ideas down on paper.b. Elongated a material.c. Putting to materials together and connecting them.d. Compacting a material into smaller pieces.

29). The two basic tools used in shaping are?a. Die sets and press forging.b. Open die and cutoff die.c. Dies and rolls.d. Shaped and one piece dies.

30). Which is not considered a kind of force?a. Drawingb. Bendingc. Rollingd. compression

31). Which is not an essential part of separating?a. A tool or cutting implement.b. Movement between the work piece and the cutting element.c. The Fastening of two materials together.d. Clamping or holding of the tool and the work piece to maintain their positions.

32). Which of the following is not a multiple point cutting tool or machine?a. Fileb. Sand paperc. Sawd. Chisel

33). What is considered a very important part in the shearing process for safety purposes?a. Clampingb. Cuttingc. Sanding

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d. Separating

34). There are three basic movements of a cutting tool. Which of the following is not one of the three basics?

a. Rotationb. Horizontalc. Reciprocatingd. Linear

35). Pressure bonding uses which of the following to develop the bond?a. Pressureb. Heatc. Both A and B d. None of the above

36). Abrasive machines are used primarily for?a. Removing excess materialb. Make a product smoothc. Grinding excess materiald. All of the above.

37). Rivets are considered what kind of fasteners?a. Mechanical fastenersb. Permanent fastenersc. Threaded fastenersd. Semi permanent fasteners

38). Which of the following fasteners would be considered bonding?a. Using a screw to assemble two boards togetherb. Using a nail to assemble two boards togetherc. Welding two pieces of metal togetherd. Riveting two pieces of metal together.

39). Which of the following is a cutting tool that is considered to be a non-traditional type shearing?a. Flame cuttingb. Relief cuttingc. Shearing d. Die cutting

40). Which of the following is not a typical type of finishing used in the class?a. Dippingb. Brushingc. Sprayingd. Rolling

41). Which of the following are methods of Bonding?a. Heat bonding and solvent bondingb. Pressure bonding and adhesive bondingc. Only Ad. Both A and B

42). Mechanical fasteners are defined as?a. A material that holds two or more parts togetherb. A process in which you separate more then two piece of material.c. Applying two or more machines to a material to shape themd. Applying an adhesive to one piece of material.

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43). There are three basic steps to applying finishes, which is not one of the three?a. Select a finishb. Prepare the materialc. Get material to the right temperatured. Apply finish

NEW TECHNIQUES IN MANUFACTURINGQuestions 44-47

44). From the following, which item will not allow for the best time management?a. Organizationb. Proper Production layoutc. Toolingd. Quality of product

45). From the lesson in class, a bottle neck is defined as a?a. Person in the production line that does it’s job and is never behindb. Person in the production line that doesn’t do it’s job and is always behindc. A machine in the production line that doesn’t do its job.d. Both B and C

46). Which of the following has to do with the order in which products are laid out in the lab?a. Organizationb. Production Layoutc. Toolingd. Scheduling

47). Organization in a production system allows you to?a. Take adequate records of all financial informationb. Allow for better productionc. Only Ad. Both A and B

MERCHANDIZINGQuestions 48-50

48). A budget is defined as?a. A way of planning and forecasting incomes and expensesb. A tool to sell a productc. A source for finding information on a productd. A set of standards used in the financial world.

49). A break even chart is? a. A chart to show expenses throughout the process b. A chart that show if you have made money or lost money c. A chart that allows you to see money spent d. A way retrieving information about a product.

50). Before the planning of a project it is important to have shareholders because?a. Share holders help you to build the productb. Share holders give you to tools you need to build a productc. Share holders put money into shares, that help to finance your project

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d. Share holders do all of the budget paper work for your project.

Answer Key1 C2 C3 B4 D5 A6 B7 B8 B9 B10 D11 A12 D13 A14 A15 D16 D17 C18 A19 A20 D21 B22 A23 B24 B

25 C26 B27 D28 B29 C30 C31 C32 D33 A34 B35 C36 D37 B38 C39 A40 A41 D42 A43 C44 D45 D46 B47 D48 A49 B50 C

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Project Rubrics

PLTW manufacturing optional project 1

Grading rubric Points

Textbook work done 25ptsPractice design complete 10ptsAlphabetical numbering complete 10ptsNC codes completed 25ptsWax block machined 35ptsComplete finished project packet and machined wax block handed in Total 100pts

Traditional lab optional project 2

Grading Rubric Points

Proper research done and handed in 15ptsRough sketches 10ptsFinal sketches 15ptsTooling 15ptsProduction layout, quality, organization 10ptsEntire bench completed 35pts

Project completed worth 100pts

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Appendix D - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following subgoal of the Action Plan was established.

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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

Appendix E - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York State. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org

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Appendix FOther optional major projects for manufacturingPlans taken from area schools

Picnic table with 28”x96” table-top

The top I recommend is made of 8- 2x4. You can substitute 5- 2x6 for this, but I like the smaller width boards since they cup less. Always nail the seat board and top boards with the grain as shown in figure 2. This will ensure they cup with the concave face down, if they cup at all.

You will need the following materials:

12 - 2x4's 8 ft long

4 - 2x6's 8 ft long (if you can bring home 10ft boards buy 1 10 footer and 2 8's)

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2 - 2x10's 8 ft long.

16 - 3" x 3/8" carriage bolts (galvanized) plus washers and nuts for each.

1 - box of 16d galvanized twist nails

Tools:

Tape measure

Hammer

Drill (and 3/8" bit, and ¾" spade bit)

Saw (not too much cutting)

Build the top:Cut a 2x4 into three pieces each 26 inches long for the cross boards.Nail the 8 top boards to these three cross boards leaving an inch of overhang on each side. One cross board goes in the middle (the 4 ft mark) and the outer two in 4 inches from the ends.

Cut the legs:The four legs are cut identically from two of the 2x6's.They should have an angle cut on them of 60 degrees at the top and bottom and be 33.5 inches long on each side. To get a 60 degree angle you can use a square and mark a 2:1 rise to run.

Next cut the remaining 2x6's to 5 ft long each for the seat stretchers.(this is where you can just cut the 10 footer in half if you bought one).

Putting this together… Flip the top upside down. Mount the legs to the outer cross boards. The legs go on the inside of the cross boards, 3 ½ inches in from the outside of the top. Drill and bolt them to the cross boards with 2 bolts per leg.

Countersink the holes for the nuts and washers with the ¾ inch bit, then drill the rest of the way through with the 3/8 inch bit. The nuts should go on the inside (On the inside of the legs) The bolts are only as wide as the wood so there will be no bolt sticking through to ever hit with your knee.

After all four legs are attached to the top, attach the seat stretchers. They should go such that the seat will sit on them 17 inches off the ground. That is measure down from the bottoms of the feet 17 inches and this is where the stretchers top

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will be. (just look at the picture, sometimes I just have a heck of a time describing something…)Bolt the stretchers to the legs again using 2 bolts per leg and countersinking the nuts/washers on the inside.

FinallyWhile it is upside down, attach the diagonal braces. These should be cut from a 2x4. They should be cut with a ~ 17 degree angle roughly 44 inches per side. These should be cut to fit. Make sure the legs are square with the top, the braces will hold them square. Set these offset from each other so you can nail into each of them from opposite sides of the center cross board. Nail them into the seat stretchers as well, when you are sure the length will hold the legs square.

Now flip the table right side up and nail two 2x4's between the seat stretchers. Finally nail the two 2x10 seats in place on top of the seat stretchers and the 2x4 seat supports. Before nailing these in place, measure the distances between the stretchers so again you are ensuring the table is square.

FinishingYou can leave the table with no finish and it will weather a light gray, or you can apply a sealer a stain or paint.

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