Course Profile Manufacturing Technology,
Grade 10, Open, Catholic
Unit 1: Exploring Manufacturing Technology
Time: 20 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4
In this unit students explore manufacturing processes, terminology, and design concepts. They develop an appreciation for product development from conception to completion, and consider the impact to the socio-economic “well being” of the region, province, and nation. Through introductory design challenges, students also explore the manufacturing facility and become familiar with materials, shop layout, and equipment. They study appropriate safety procedures for all aspects of the course from personal protective equipment to appropriate behavior in any industrial setting. Through the career awareness portion of this unit, students learn the intrinsic value of work and will realize their potential for dignity, self-respect, respect for others, and success. Using a variety of resources, students research post-secondary education and the world of work requirements. Students identify their God-given gifts and research career options in the technology fields. They practise making moral and ethical decisions in light of Gospel values with an informed conscience.
Ontario Catholic School Graduate Expectations: CGE1d, c, b, 2d, 3b, c, e, f, 4a, e, f, g, 5a, b, e, f, h, 7a, b.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01, .02, SPV.02, .03, ICV.01, .02, .03.
Specific Expectations: TF1.01, .03, .04, SPV.03, IC1.01, .02, .03, .04.
|
Activity 1 |
Exploring Careers in Manufacturing |
300 minutes |
|
Activity 2 |
Exploring the Facility |
150 minutes |
|
Activity 3 |
Introductory Design Challenge: Design and Fabricate a Rube Goldberg Project |
630 minutes |
|
Activity 4 |
Reflection Paper and Presentation: Catholicity and Technology |
120 minutes |
The student will have:
· knowledge of group work skills;
· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;
· respect for the rights, responsibilities and contributions of self and others;
· an understanding of personal values and aspirations;
· an understanding of the principles of Catholic social teachings (Dignity of the Human Person, Community and the Common Good, Rights and Responsibilities, Dignity of Work, and Solidarity);
· basic mathematics skills as they relate to measurements will be helpful in this unit;
· basic skills in keyboarding and word processing as well as basic writing skills (spelling and grammar) learned at the elementary level and the Grade 9 courses (i.e., English);
· Grade 7, 8, and 9 Art would be an asset.
· Refer to Principles of Catholic Teachings – Appendix F, to determine how it relates to the unit.
· Be sure all computers are working properly. Check that appropriate web sites are functional.
· Review all activities and prepare handouts and materials necessary for delivery of content.
· The focus of this unit is to introduce students to manufacturing processes and careers as well as giving them an opportunity to become aware of the facilities and safety procedures.
· Check that facilities are prepared for activities. All safety equipment and materials must be in place and functional.
· When working through the career research component emphasize the education requirements and how it will influence course selection.
· Have students find College/University web sites.
· Teachers introduce the production process (design/plan/fabricate) when beginning the design challenge project. This prepares students for the larger projects in other units.
· Teachers promote open discussion and creativity, especially when it comes to the reflections.
The students will:
· participate in collaborative/co-operative learning through group activities in this unit;
· participate in class discussions and group discussions;
· identify some of their talents and interests;
· be required to do research on careers and education related to Manufacturing Technology and present their findings to the class;
· use problem solving techniques when working on the design challenge activity;
· summarize their understanding of manufacturing technology through group/class discussions, written and oral presentations. This will refer to case studies in the last activity of this unit;
· record their experiences through a reflective journal entry where they can record their learning experiences and reflect on personal values as it applies to working within a group and on personal aspirations relating to career choices and opportunities.
The teacher
will:
· establish a clear understanding of the unit description and expectation providing a comfort level where students do not feel threatened by their lack of knowledge in Manufacturing Technology;
· provide the students with the opportunity to develop their gifts, talents, creativity, and skills;
· introduce a lesson on group dynamics. The activities in this unit are based on collaborative group efforts. Teachers should discuss how to participate and contribute to group activities. Refer to Principles of Catholic Teaching – Appendix F, to discuss human dignity and the respect for the rights and contributions of others;
· guide students to make critical examination of Internet content and to use information technology ethically. Refer to the Board’s policy document on Acceptable Use of Internet Technology;
· open with group discussions on manufacturing technology relating to careers and education requirements;
· invite a guest speaker to speak on manufacturing careers, education, and the role of manufacturing in today’s society;
· begin discussions on the risks and benefits of technology;
· introduce students to the facilities through a design-challenge activity. Through this activity the student will develop a deeper understanding of the manufacturing technology from design concept to production and analysis;
· encourage the student to reflect upon their research and its relationship to everyday life;
· discuss and report (reflection papers) on how Catholicity relates to the unit themes.
· Assessment techniques in this unit include observation, performance assessment, reflection, conferencing and tests/quizzes. Students will be evaluated on written reports, and practical assignments.
· Assessment tools include marking schemes for the activities, rubric assessments, tests, quizzes, checklists and anecdotal comments.
· Upon completion of all unit content students will write a major unit test.
Catholic Social Teaching
http://www.coc.org/coc/cst.html
CTA; International Centre fir
Technology Assessment
http://www.icta.org
A non-profit organization providing analyses of technological impacts on
society.
Rube Golberg
http://www.geocities.com/Baja/8205/rube.htm
General information on Rube Goldberg
Graduate Job Seekers
http://www.cacee.com
Resource for Students and Graduate Job Seekers
Canada WorkinfoNet
http://www.workinfonet.ca
Source of career, education and labour market information for Canadians
Ontario Association of Certified
Technicians and Technologists
http://oacett.org/
Education and Careers information
Canadian Association of
Professional Engineers
http://www.apegga.com/
Education and Careers information
The Toronto Star Newspaper
http://www.thestar.com/
The Toronto Sun Newspaper
http://www.canoe.ca/TorontoSun/home.html
Canadian Technology Human Resources Board. Look Ahead, Get Ahead, Growing Career Opportunities for Technicians and Technologists. Ottawa: Canadian Cataloguing in Publication Data. ISBN 0-9684007-8-7
Krar, Oswald. Technology of Machine Tools. McGraw-Hill
McCarty, Michele. Decision Case Book, Religious Education Division. Brown Company Publishers.
Schey, John A. Introduction to Manufacturing Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7
Skar. Metrology and Precision Engineering. McGraw-Hill
Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6
Society of Manufacturing Engineers. Adventures In Manufacturing. Dearborn, Michigan, Phone (313) 271-1500. 64 minutes.
Word Processing (e.g., WordPerfect)
Local industry
Co-operative education
Local/national newspapers
Guest speaker: Religion Teacher, Chaplain, local parish priest and/or professional career recruiters.
School Library/Resource Centre
Time: 300 minutes
In this activity, students explore, reflect, and report on roles and careers in manufacturing (e.g., manufacturing engineer, materials planner, machinist, assembler, quality assurance inspector). Guided by the Catholic faith tradition, they consider and discuss careers that benefit others in a positive manner.
Ontario Catholic School Graduate Expectations
CGE2b - read, understand, and use written materials effectively;
CGE2c - present information and ideas clearly and honestly with sensitivity to others;
CGE4f - apply effective communication, decision making, problem solving, time and resource management skills;
CGE4g - examine and reflect on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE5e - respect the rights, responsibilities and contribution of self and others.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02M - communicate project ideas using a variety of methods;
ICV.02M - identify career opportunities in the manufacturing industry.
Specific Expectations
ICI.02 - describe careers in manufacturing technology and the education and training required for entry into these positions.
· In preparation for this activity the teacher will have an understanding of the various roles and activities associated with a typical manufacturing organization. To enable the students to research effectively, the teacher will provide a listing of web sites that the students can easily access and copies of local and national newspapers.
· The teacher should review copyright laws and review any data, text, or images that the students may wish to copy and/or print.
· As a supplemental activity, the teacher may arrange for guest speaker(s) and a field trip to a local manufacturer.
The student will have:
· group work skills;
· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities, and commitment required for group activities;
· respect for the rights, responsibilities and contributions of self and others;
· basic writing skills (spelling and grammar);
· keyboarding skills (knowledge of word processing and the Internet is an asset).
The students will:
· form teams of two or three students;
· assign each team member a role/career to investigate (student-directed with help from teacher);
· provide a summary of a role/career, detailing activities, education requirements, salary range, and impacts on the human condition;
· provide samples of employment opportunities taken from the business/classified section of a local and national newspaper;
· participate in group discussions and present information and ideas clearly and honestly with sensitivity to others;
· as part of a group, respect the rights, responsibilities and contributions of others.
· collate all materials from the groups and produce a career guide for use in the classroom, guidance, and the co-operative education office;
· record their experiences through a reflective journal entry where they can describe their learning experiences;
· through the journal entry, reflect on personal values as it applies to working within a group and on personal aspirations relating to career choices and opportunities.
The teacher
will:
· guide students to make critical examination of Internet content and to use information technology ethically. Refer to the Board’s policy document on Acceptable Use of Internet Technology;
· introduce a lesson on group dynamics (see Appendix J). This activity based on collaborative and cooperative group efforts. Teachers should discuss how to participate and contribute to group activities. Refer to Principles of Catholic Teaching – Appendix F, to discuss human dignity and the respect for the rights and contributions of others;
· review and discuss the roles/careers associated with a typical manufacturing organization;
· discuss various job search techniques;
· demonstrate potential avenues to follow to enable all groups to obtain information relevant to their investigation;
· invite a guest speaker(s) and/or organize a manufacturing facility tour;
· encourage the student to reflect upon their research and its relationship to everyday life and how it benefits society;
· give students opportunity to reflect upon individual’s responsibility in preserving the earth;
· encourage choices which help preserve the environment;
· provide an opportunity for the teams to present their findings to the class and how it reflects on their Catholic social teachings;
· provide students with samples of student work from previous terms;
· encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.
· Reflections: Students will self-assess their experiences through a reflective journal entry. The journal entries are evaluated through a rubric evaluation format. (See Appendix B.)
· Personal Communications:
· Student’s respect for the responsibilities, contributions of self and others will be formatively evaluated. A rubric can also be used to assess the level of achievement.
· Performance assessment:
· Each team will submit a one page word processed profile of their assigned role/career detailing, job function and duties, educational requirements, salary expectations, and employment potential. A rubric assessment tool will be used to evaluate the paper. Have students contribute to development of the rubric. (See Appendix 1.1.1 – Sample Rubric Evaluation of Career Opportunities Assignment.);
· Each team will present their findings and respond to questions from the class. A rubric designed for oral presentations – Appendix A will be used to assess their performance;
· Students will experience written test/quizzes on careers and education requirements.
· Through observation students can be assessed formally or informally. Anecdotal comments will serve to assess students. The teacher will document the following:
· the student’ s skills pertaining to conflict management skills in light of gospel teachings;
· the student’s ability to work effectively as an interdependent team member;
· the student’s initiative and participation in a group.
· Conferencing assessment can take place on a daily basis. Be sure to provide encouragement and praising effort, as tasks are complete. This will build a positive self-image.
Teaching strategies may include:
· repeating instructions and frequently monitor progress providing feedback frequently through suggestions, comments or questions about work;
· simplifying expectations on the assignment. Length of report can be shortened;
· the use of drafts, proofreading;
· allowing the finished assignment to be presented orally or written in point form rather than essay;
· establishing a time line and allowing extra time for completion;
· using class time for discussion through questioning and examples rather than lecturing;
· using audio visual aids where applicable;
· providing a list of topics and suggestions where enrichment and challenge is needed;
· allowing students to become peer tutors and/or mentors;
· allowing for enrichment by having students interview someone with experience in the career area of student interest. Students will work independently, developing pertinent questions and scheduling for the interview.
· ensuring that students understand expectations and tools used for assessment of their work;
· marking work for errors in Spelling and Writing/Grammar/specific terminology in a respectful way so that the effort remains workable without deducting marks for spelling, etc. except on proofread and final draft pieces;
· allowing for extra time writing tests or quizzes (see Special Education staff for assistance). Use multiple choice/true-false/fill in the blank test questions with a word list in place of essay type questions;
· reducing the number of questions on tests and quizzes. Oral testing may also be an option;
· involving student in self-assessing their research techniques.
Web Sites
Canada
WorkinfoNet
http://www.workinfonet.ca
Source of career, education and labour market information for Canadians
Canlearn
Interactive
http://www.canlearn.ca
Human Resource Development Canada: Career information
Human
Resource Development Canada
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml
Career information
National Occupation
Classification Code
http://www.eoa-hrdc.com/3519/menu/occnoc.stm
General student information on future planning
Ontario Association of Certified
Technicians and Technologists
http://oacett.org/
Education and Career information
Canadian Association of
Professional Engineers
http://www.apegga.com/
Education and Career information
The Toronto Star Newspaper
http://www.thestar.com/
Source for articles and ads
The Toronto Sun Newspaper
http://www.canoe.ca/TorontoSun/home.html
Source for articles and ads
Publications
Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6
Canadian Technology Human Resources
Board. Look Ahead, Get Ahead, Growing Career Opportunities for Technicians
and Technologists. Ottawa: Canadian Cataloguing in Publication Data.
ISBN 0-9684007-8-7
Local/national newspapers
Other
Local industry
Co-operative Education department
Professional career recruiters
School Library/Resource Centre
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge of facts and concepts |
- provides limited description and knowledge of careers in manufacturing |
- provides some description and knowledge of careers in manufacturing |
- provides considerable description and knowledge of careers in manufacturing |
- provides thorough description and knowledge of careers in manufacturing |
|
Thinking skills |
- demonstrates limited understanding of how education and training lead to various careers in manufacturing |
- demonstrates some understanding of how education and training lead to various careers in manufacturing |
- demonstrates considerable understanding of how education and training lead to various careers in manufacturing |
- demonstrates a thorough understanding of how education and training lead to various careers in manufacturing |
|
Communication of information |
- demonstrates limited ability to share information clearly and honestly |
- demonstrates some ability to share information clearly and honestly |
- demonstrates considerable ability to share information clearly and honestly |
- demonstrates thorough ability to share information clearly and honestly |
|
Application |
- demonstrates limited ability to research and collate information using media tools and the Internet |
- demonstrates some ability to research and collate information using media tools and the Internet |
- demonstrates considerable ability to research and collate information using media tools and the Internet |
- demonstrates thorough ability to research and collate information using media tools and the Internet |
|
Making connections ICV.02M |
- demonstrates limited ability to identify career opportunities in manufacturing and how it reflects one’s personal values |
- demonstrates some ability to identify career opportunities in manufacturing and how it reflects one’s personal values |
- demonstrates considerable ability to identify career opportunities in manufacturing and how it reflects one’s personal values |
- demonstrates thorough ability to identify career opportunities in manufacturing and how it reflects one’s personal values |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 150 minutes
Students engage in team building activities as they explore and map the manufacturing facility. They identify and describe materials, industrial tools and equipment that are available. They develop an awareness of, and begin to emulate the standards of safety and practices used in the industrial environment.
Through team building, students develop a respect for the rights, responsibilities, and contributions of self and others. This is demonstrated through the activities as well as the routine duties associated with shop activities. We rely on each other and our technologies for support. Working as a part of a team provides opportunities to apply the Gospel values for the common good of all.
Ontario Catholic Graduate Expectations
CGE2b - read, understand and use written materials effectively;
CGE2c - present information and ideas clearly and honestly and with sensitivity for others;
CGE3c - think reflectively and creatively to evaluate new ideas in light of the common good;
CGE4b - demonstrate flexibility and adaptability;
CGE4f - apply effective communication, decision making, problem solving, time and resource management skills;
CGE5d - find meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5f - exercises Christian leadership in the achievement of individual and personal goals.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.03M - select materials, industrial tools, and equipment to manufacture products;
ICV.01M - explain health and safety standards as they relate to processes, materials, tools, and equipment in the manufacturing industry.
Specific Expectations
TF1.03M - identify and describe industrial tools and materials;
IC1.01M - apply personal and health and safety regulations in the handling of equipment and materials.
· Teachers promote open discussion and creativity, especially when it comes to the journal reflections.
· Teachers research and present a brief summary on the history of measurement.
· The focus of this teacher presentation should be on the evolution of manufacturing processes. This will include the early manufacturing of parts with large tolerances, to the manufacture of parts with small tolerances built anywhere in the world. Discussions include the importance of tolerancing and how tighter tolerances have been achieved.
· Other tools and materials required:
· approximately a dozen dual (Imperial and Metric) measuring tapes;
· metric and Imperial micrometers;
· metric and Imperial steel rules;
· vernier calipers;
· graph paper and pencils;
· old file folders, scissors, and glue sticks;
· work sheets for working with tape measures;
· work sheets with sample questions on fractional, metric readings and micrometer readings;
· sample parts and setups for all machine tools in the facility.
The student will have:
· group work skills;
· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;
· respect for the rights, responsibilities and contributions of self and others;
· an understanding of personal values and aspirations;
· have basic knowledge of sketching techniques;
· basic mathematics skills as it relates to measurements;
· skills in keyboarding and word processing;
· an awareness of the proper use of measuring tools;
· an awareness of safety precautions in a technical facility.
The student will:
· form teams of two to three students. As part of a group, respect the rights, responsibilities, and contributions of others;
· record their experiences through a reflective journal entry where they can record their learning experiences and reflect on personal values as it applies to working within a group and keeping the shop clean and organized.
The teacher will:
· supply students with criteria, constraints and instructions for each activity accompanied by an evaluation format;
· review lesson on group dynamics. The activity in this unit is based on collaborative group efforts. Teachers should review how to participate and contribute to group activities;
· establish a cooperative and safe learning environment where students will not feel threatened by their present lack of knowledge of manufacturing technology;
· discuss and establish general safety precautions and practice stewardship of our working environment and each other;
· encourage choices which help preserve the environment, using the school shop environment as a starting point. This would include recycling of used projects and material;
· describe how this exercise relates to careers in industrial engineering and plant layout designers;
· encourage students to include a reflection on their spiritual, intellectual and social growth in their journal entry.
Note: see Appendix 1.2.2 for the teaching strategies instructions of the activity.
· Reflections: Students will self-assess their experiences through a reflective journal entry. The journal entries are evaluated through a rubric evaluation format. (See Appendix B.)
· Performance assessment:
· A checklist is used to ensure that students are familiar with the facility, equipment availability, location and types of materials available;
· Summative assessment will be done of the completed facility drawing, using a checklist. (See Appendix 1.2.1 for a sample facility drawing checklist.)
· Through observation students can be assessed formally or informally. Anecdotal comments will serve to assess students. The teacher will document the following:
· the student’s skills pertaining to conflict management skills in light of gospel teachings;
· student’s ability to work effectively as an interdependent team member;
· student’s initiative and participation in a group.
· Conferencing assessment can take place on a daily basis. Be sure to provide encouragement and praising effort, as tasks are complete. This will build a positive self-image.
Teaching strategies may include:
· having safety rules, procedures, expectations for work, and behaviour explicit and in clear view of students. Have students help in developing these expectations and posting them in the class.
· grouping students with varied abilities to allow for peer support;
· demonstrate measuring techniques and provide conferencing to ensure completion of work;
· allow students ample time to practise each skill;
· making directions clear, concise, step by step simplified language and checking for comprehension. Monitor journal entry to support comprehension and organization;
· computer-generated hardcopies of instructions and handouts that are well spaced, clear and have readable font and appropriate font size;
· using tracing paper allowing students to trace the handout copy and adding the information;
· providing a glossary of tools and materials with definitions. Use graphic illustrations with labels.
· allowing students to be peer tutors and/or mentors as a challenge;
· encouraging students to create a "scale" drawing using graph paper or a scale to allow for enhancement assignment;
· ensuring students understand expectations and tools used for assessing their skills.
· involving student in assessing their project and paper along with peers and teachers using comments and observation.
Krar, Oswald. Technology of Machine Tools. McGraw Hill, 1996. ISBN 0-02-803071-0
|
Facility Drawing Checklist Student Names: _______________________________________________________________ Instructions: The teacher will assess the following components of this activity. All components must be present for your facility drawing to be complete. Height (in Metric) of all group members __________ __________ __________ __________ Height (in Imperial) of all group members _________ __________ __________ __________ Fingertip to fingertip span (Metric) _________ __________ __________ __________ Fingertip to fingertip span (Imperial) _________ __________ ___________ __________ Width of hand (metric) _________ __________ ___________ __________ Width of hand (imperial) _________ __________ ___________ __________ |
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|
Facility Layout: Perimeter of Facility Location of Benches Machine Tools Other Equipment Material Storage area Sign Identification Chemical Storage Fire Fighting Equipment Power and Emergency Switches Means of Egress |
Correct |
Incorrect |
|
|
Stock: Hardwood: Softwood: Sheet goods: Plastics Styrofoam Plywood MDF (Medium Density Fibre Board Textiles Metals: Iron Steel Angles Channels Square Tubing Round Tubing Flat Bar Hex Bar Composites: Other Materials: |
|
|
|
· The teacher begins the history of measurement (5 to 7 minutes) to set the context for the activity. The history of measurement should be fully developed over the 2 or 3 periods of the activity.
· The teacher establishes a safe working environment by ensuring all students wear safety glasses during all hands-on activities.
· The teacher provides individual assistance in micrometer usage during the measurement activity. A peer tutor (if available) will assist students if necessary.
· The teacher provides work sheets in order that students may test their knowledge.
· The technical facility may be split into sections for student teams to analyse. (mapper, researcher, materials expert)
· Students conference and summarize their findings for presentation to the class.
· Review of Measurement: Using dual scale measuring tapes and working in pairs, students measure, compare, and record in both Imperial and Metric the following:
· their height;
· fingertip to fingertip span (very close to height);
· width of a hand (an actual measurement method, for example, a horse may be 17 hands high,
· 1 hand = 101.6 mm (4 inches), distance covered by 3 steps, etc.
· The teacher introduces the use and reading of metric and imperial measuring instruments.
Facility Layout: Using graph paper and appropriate scale, students work co-operatively in teams to map the facility including the perimeter, location of benches, machine tools, other equipment and material storage areas. They identify the position of important signage, chemical storage, fire fighting equipment, power and emergency switches, and means of egress (how to depart during a fire alarm). Students are instructed that accurate layouts are dimensioned from a reference surface or wall in one direction, then from a second reference surface or wall at 90 degrees from the first. Students create scaled cutouts for gluing to a wall chart. Using text or other resource, students identify and list the functions of common machine tools found in the facility.
Taking Stock: Students review, identify, and checklist various available materials, for example: hardwood and softwood lumber; sheet goods in acrylic, Styrofoam, plywood, MDF and metals; iron and steel angles, channels, square and round tubing, flat bars, round bars, hex bars; differences between ferrous and non-ferrous stock. Using metric steel rules, students draw and dimension stock profiles. [e.g., 38 mm x 3.1 mm ( 1 ½" x 1/8") angle iron]
Time: 630 minutes
In this activity students utilize appropriate fabrication techniques to manufacture components, and construct machines from multiple sub-assembly parts. Creativity, group interaction, design concepts and problem-solving techniques are introduced in this activity.
Rube Goldberg was a cartoonist who lived and worked in Chicago in the early parts of the 20th century (30s and 40s) who designed, and used in his cartoons, complicated machines that performed simple every day functions. He created machines by interacting the six basic machines (incline plane, lever, pulley, wheel and axle, screw, and the wedge) with physical properties (gravity, pressure, inertia, electricity, etc.). The machines incorporated many transitions of power and energy to perform simple functions such as; moving water, lighting a match or catching a mouse.
His designs have been used for design and building competitions. The competitions have prompted the formation of clubs. They have also encouraged participation of competitors who strive to elaborate on the designs, or create new and inventive machines.
This activity is an excellent opportunity for students and teacher to interact with each other in a design and build process that instills a competitive atmosphere of co-operation, team building, and creativity, as well as developing an understanding of the interaction of mechanical devices.
Ontario Catholic School Graduate Expectations
CGE 2b - read, understand and use written materials effectively;
CGE 2c - present information and use written material effectively;
CGE 3c - think reflectively and creatively to evaluate situations and solve problems;
CGE 5e - respect the rights, responsibilities, and contributions of self and others;
CGE 7i - respect the environment and use resources wisely.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 - communicate project ideas using a variety of methods;
TFV.03 - select materials, industrial tools and equipment to manufacture products;
TFV.04 - analyse and solve manufacturing problems;
SPV.02 - apply the planning and design process to specific projects;
SPV.03 - use the manufacturing process correctly in specific projects;
SPV.04 - assess processes and resultant products;
ICV.01 - explain health and safety standards as they relate to processes, materials, tools, and equipment in the manufacturing industry.
Specific Expectations
TF1.03 - identify and describe industrial tools and materials;
TF1.04 - describe various methods of manufacturing;
SP1.02 - follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation;
SP1.03 - select appropriate materials for predetermined projects;
SP1.05 - perform the preparation process required to manufacture products;
SP1.09 - evaluate projects using assessment instruments and identify design alterations;
SP1.10 - prepare and present design briefs;
IC1.01 - apply personal and health and safety regulations in the handling of equipment and materials.
· Teacher are to have supporting material available to research Rube Goldberg machines.
· Specific construction materials should be pre-determined and available to facilitate smooth operation during construction.
· Parameters of project construction should be well laid out, so as not to waste materials and time.
· Incorporate cross-curricular activities from physics and mathematics.
· Be prepared to offer creative insight and suggestions to enhance machinery development.
· Organize project as a contest to facilitate competition and creativity.
· Keep groups small (two is recommended).
· Assign individual responsibilities for clean up and inventory control.
The student will have:
· basic knowledge of sketching techniques;
· basic Mathematics skills as they relate to measurements;
· basic Mathematics and Science from elementary and Grade 9 courses. The Mathematics will help in measurements while some physics (mass and weight) background will also be an asset;
· previous activity content regarding familiarity of the facility.
The students will:
· participate in group and class discussions and present information and ideas clearly and honestly with sensitivity to others;
· as part of a group, respect the rights, responsibilities and contributions of others;
· become fully aware of all safety features on each piece of equipment in the facility prior to using them independently (Refer to Appendix C for sample safety passport/license.);
· use group oriented brainstorming techniques to facilitate project enhancement, and collaborative, co-operative work habits;
· apply appropriate design criteria in layout and production flow charting;
· apply appropriate fabrication techniques and methods of fastening;
· utilize appropriate tool selection and usage;
· research and understand the importance of the six basic machines and how they are utilized in all mechanized equipment of today;
· use safe shop practices at all times;
· record their experiences through a reflective journal entry where they can describe their learning experiences;
· through the journal entry, reflect on personal values as it applies to working within a group.
The teacher
will:
· supply students with criteria, constraints, and instructions for each activity accompanied by an evaluation format. Have students contribute to developing the criteria;
· through this group activity, provide opportunities for student to develop interdependence and conflict management skills. Promote ongoing discussion and creativity among group members;
· provide a review lesson on group dynamics emphasizing collaborative and co-operative group efforts in light of Gospel values;
· incorporate lessons related to Physics, Science, and Mathematics that relate to this activity;
· provide background information or pre-testing of basic machines;
· explain health and safety standards as they relate to processes, materials, tools and equipment. (See Appendix C and Appendix D.);
· suggest alternative methods of design, production, and material selection (conventional drafting, Computer-Aided Drafting – CAD, sketches);
· monitor student participation and progress, with continual input and assessment;
· give students opportunity to reflect upon the individual’s responsibility in preserving their environment;
· encourage students to include a reflection on their spiritual, intellectual and social growth in their journal entry;
· ensure students understand the similarities between the process of designing and building their product to real manufacturing processes. Use local manufactured products as examples.
· Reflections: The journal entries are evaluated through a rubric format. (See Appendix B.)
· Performance Assessment:
· Students will write a test/quiz assessing them on their understanding of shop safety and equipment identification.
· A rubric assessment will be used to assess student’s effectiveness as an interdependent team member (see Appendix E)
· Through a rubric, (see Appendix 1.3.1) students are evaluated on the following criteria:
brainstorming and discussion;
drawings and sketches;
proposal for fabrication and production flow charts;
assembly techniques;
analysis of machine operation, including alternative solutions;
ability to incorporate simple machines into sub-assemblies that perform sophisticated; operations (i.e., transmissions, cams, clutches, brakes, augers, motors, pumps).
· Through observation students can be assessed formally or informally. Anecdotal comments will serve to assess students. The teacher will document the following;
· the student’s skills pertaining to conflict management skills in light of Gospel teachings.
· student’s ability to work effectively as an interdependent team member.
· student’s initiative and participation in a group.
· Conferencing assessment can take place on a daily basis. It can be written or oral anecdotal comments. Be sure to provide encouragement and praising effort, as tasks are complete. This will build a positive self-image.
Teaching strategies may include:
· having safety rules, procedures, expectations for work, and behaviour explicit and posted in clear view of students. Have students contribute to writing and posting them;
· simplifying expectations on individual assignments and allowing extra time for completion;
· considering “process rather than product” as an aspect of work;
· grouping students with varied abilities to allow for peer support;
· demonstrations of tool and equipment use. Allow time for students to practise new skills;
· checking to ensure understanding of directions. Monitor their journal entry to verify comprehension;
· providing feedback frequently through suggestions, comments, or questions about the work;
· continued conferencing with the group members and teacher;
· allowing the student to select a project of interest to suit their ability;
· providing one-on-one support to succeed with safe use of equipment;
· providing a list of topics and suggestions for enrichment and challenge of projects;
· allowing students to design and build machines that can interact with other group projects;
· allowing students to be peer tutors/mentors for students who require assistance.
· allowing for extra time writing test or quiz. Use multiple choice/true-false/fill in the blank test questions (provide word list)/word match. Reduce the number of questions on tests and quizzes or different types of questions. Oral testing may also be an option;
· involve students in assessing their own projects and papers.
Web Sites
Rube Goldberg
http://www.geocities.com/Baja/8205/rube.htm
General information on Rube Goldberg
Rube Goldberg Machine Contest
http://www.cae.uwm.edu/rube/html/
Rube Goldberg
http://www.ecnhs.org/dept/teched/web/rube.html
Additional information on Rube Goldberg
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding of concepts TF1.03M |
- demonstrates limited understanding between relationship of production methods and material |
- demonstrates some understanding between relationship of production methods and material |
- demonstrates considerable understanding between relationship of production methods and material |
- demonstrates thorough and insightful understanding between relationship of production methods and material |
|
Thinking skills SPV.03M |
- uses thinking skills with limited effectiveness in the design process and construction of the product |
- uses thinking skills with moderate effectiveness in the design process and construction of the product |
- uses thinking skills with considerable effectiveness in the design process and construction of the product |
- uses thinking skills with a high degree of effectiveness in the design process and construction of the product |
|
Communication of information TF1.03M |
- communicates ideas and information such as drawings, sketches, or daily logs with limited clarity and accuracy |
- communicates ideas and information such as drawings, sketches, or daily logs with moderate clarity and accuracy |
- communicates ideas and information such as drawings, sketches, or daily logs with considerable clarity and accuracy |
- communicates ideas and information such as drawings, sketches, or daily logs with a high degree of clarity and accuracy |
|
Application of procedures equipment and technology ICV.01M SP1.03M SP1.05M IC1.01M |
- uses equipment and technology safely, selects material and processes correctly only with supervision |
- uses equipment and technology safely, selects material and processes correctly with some supervision |
- uses equipment and technology safely, selects material and processes correctly |
- demonstrates and promotes safe and correct use of equipment and technology, choice of materials, and choice of process |
|
Group Dynamics |
- works as an interdependent team member with limited effectiveness. |
- works with moderately effectiveness as an interdependent team member |
- works as an interdependent team member with considerable success. |
- understands effective group dynamics and works as a valued interdependent team member. |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 120 minutes
In this group activity, students read articles and several case studies and participate in class discussions. The discussions focus on the benefits vs. the risks of technological growth and development. Students explore Christian social issues, morals, values, and Catholic teachings. They write a reflection paper summarizing class discussions. The case studies describe specific real-life manufacturing-related scenarios where the decisions made have an impact on society and the environment.
Ontario Catholic School Graduate Expectations
CGE1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good;
CGE2b - read, understand, and use written materials effectively;
CGE2c - present information and ideas clearly and honestly with sensitivity to others;
CGE4f - apply effective communication, decision making, problem solving, time and resource management skills;
CGE4g - examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;
CGE5a - work effectively as an interdependent team member;
CGE5e - respect the rights, responsibilities, and contributions of self and others.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01M - describe the scope of the manufacturing industry;
TFV.02M - communicate project ideas using a variety of methods.
Specific Expectations
TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally, and internationally;
IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing.
· Prior to commencing this activity, assign students the task of finding articles related to technological growth and development. Have examples available, preferably relating to social issues and technology.
· Provide magazines, newspapers, and other sources for these articles in case students have difficulty finding information. Have them define key terms (morals, values, social justice, social issues, community, ethics, society, Catholicity). This should be done prior to the activity to have students ready for their discussions.
· This activity allows for opportunities in cross-curricular involvement of the Religion Department and Chaplain. Have people in those departments come as guest speakers.
· This activity provides an opportunity to discuss the role of manufacturing in our society. The emphasis should be on socio-economic role rather than on providing jobs.
· When class discussions are complete, provide groups of two or three students with sample case studies or current articles. Have the groups discuss the chosen case study or article and prepare to present their findings. Be sure students are aware of the oral presentation expectations. Be sure to emphasize that the student must refer to the key terms and that they will need to explain how our Catholic faith influences decision-making. For enrichment/challenge have students find their own articles for presentation.
· Teachers develop case studies that are relevant to the students. Sample case studies can be found in Appendix 1.4.2.
· Teachers are to make a point of discussing the social responsibilities of the manufacturing sector locally, provincially, nationally, and internationally. Examples can include environmental concerns, working conditions, bio-technology, etc. By using a local manufacturer as an example, identify how this manufacturer effects our communities, locally and internationally.
The student will have:
· respect for the rights, responsibilities, and contributions of self and others;
· an understanding of personal values and aspirations;
· an understanding of the principles of Catholic social teachings. (Appendix F – Principles of Catholic Social Teaching);
· reflective writing skills as practiced in earlier units;
· basic skills in keyboarding and word processing;
· completed Unit 1 activities.
The students will:
· participate in sample case study group discussions;
· provide a written reflective summary on the benefits and risks of technological growth and how Catholic teachings influence technological development for the betterment of society. Students could write this paper as a homework assignment if not completed during class time;
· provide informal discussions summarizing their conclusions/findings regarding the case studies;
· explore the effects of Technology on society and social values;
· participate in group discussions;
· define several key terms for homework.
The teacher
will:
· guide students to make critical examination of Internet content and to use information technology ethically. Refer to the Board’s Policy Document on Acceptable Use of Internet Technology.
· review the Principles of Catholic Social Teaching. See Appendix F;
· discuss articles, sample case studies and/or other resource material together with class (Appendix 1.4.1);
· discuss the role of manufacturing locally, provincially, nationally, and internationally;
· encourage the student to reflect upon their discussions and relevance to everyday decisions;
· emphasize how Catholic beliefs have a strong influence on decision making.
· Reflections: Individually, the students are assessed on their unit reflection paper. The evaluation will be based on the ability to clearly and honestly communicate and summarize their findings effectively. (See Appendix B for rubric sample of evaluation.) The written report will be graded on spelling, grammar, format and content. A handout of the evaluation scheme will be issued with the instruction/criteria sheet. Through this reflection, students will be evaluated on their understanding of one’s personal values and abilities that influence life’s choices;
· Students will write a unit test as a final assessment for the entire unit allowing students to demonstrate their achievement of the key learning for the unit.
· Homework will be assessed using sample rubric found in Appendix 1.4.2.
Teaching strategies may include:
· using drafts, proofreading, and conferencing for completion of reflection paper;
· allowing the paper to be written in point form rather than essay;
· simplifying expectations (shorten the minimum length of paper) on individual assignments and allowing extra time for completion;
· using class time for discussion providing an atmosphere that encourages students to ask questions for information gathering and for clarification;
· ensuring case study is relevant to the student;
· pairing/grouping students to provide support for the reading of case studies;
· providing one-on-one support with homework assignment of reflection paper. Students may need assistance from peer or Special Education Staff;
· providing a list of topics and suggestions for enrichment and challenge of assignment;
· having students research a manufacturing social issue that has an impact world wide (e.g., organ manufacturing, cloning, genetic engineering in the food manufacturing industry, Biotechnology);
· allowing students to be peer tutors/mentors for students having difficulties with case studies;
· checking work for errors in spelling and writing/grammar/specific terminology in a respectful way through the proofread without deducting marks;
· ensuring the expectations for assessment of reflection paper is understood.
Web Sites
Catholic Social Teaching
http://www.coc.org/coc/cathsoct.htm
International Centre for
Technology Assessment (CTA)
http://www.icta.org
CTA is a non-profit organization providing analyses of technological impacts on
society.
Genetic Engineering
http://www.centreforfoodsafety.org/itn.html
The Toronto Star Newspaper
http://www.thestar.com/
The Toronto Sun Newspaper
http://www.canoe.ca/TorontoSun/home.html
Publications
News Articles from Local/International Newspapers or Magazines
Other
Guest speakers: religion teacher, Chaplain, local parish priest
School Library/Resource Centre for magazines and newspapers.
You have just graduated from College with a degree in Mechanical and Structural Design. You have been assigned to spearhead the construction of a set of bleachers that can hold 1000 fans at an indoor gymnasium. You have a budget and deadline to complete this job. In order to meet this deadline you must use a low quality steel for the bleacher support. Because of the safety tolerance used in the calculations, you know the bleachers will hold up, but you also know that you are violating structural codes.
Discussion Questions
Prepare your discussions by asking yourselves these questions.
1. What would you do in this case? Explain your answer.
2. What do we want of ourselves for society?
3. What are our Christian responsibilities to other people?
4. Does the end justify the means?
Genes are contained in every living cell of our bodies. In our genes is the information which reveals, and which has been responsible for determining, all of the physical features about us: our hair color and texture; the color of our eyes; how tall we are; how intelligent we are; and certain diseases that we will or will not contract. Scientists are currently engaged in research which involves manipulating these genes, changing their structure, substituting one gene for another, and other types of alterations. The stated hope and aim of such research is, for the most part, to benefit humanity. However, the questions that the continuation of such research poses are many, and they are important ones.
A new company has set up a manufacturing facility locally. They are looking for Manufacturing Technologists to design and maintain the facility. This facility will manufacture the products used for gene splicing and organ manufacturing. The salary and benefits are excellent. Although the company will primarily be supplying product, they also have a research and development department that will work on new developments. The company is reluctant to give details about this department.
You have recently read an article where a scientist has volunteered to “raise” whatever “life-form”, as a result of his experiments in genetic manipulation. The article read that he was setting up a facility to perform such an experiment.
(adapted from Deciding Case Book, Case # 109, see resource section)
Discussion Questions
Prepare your discussions by asking yourselves these questions.
1. Would you consider working for such a company? Give reasons for your answer.
2. How would your Christian beliefs affect your decision?
3. Would your decision be influenced if you knew what the research department was developing?
4. It is possible in the future, through genetic engineering, that genetic diseases such as deformities, retardation, Hodgkin’s disease, and others will be eliminated. Do you think that the government should, for the children's sake, require all parents to use such engineering for this purpose before conceiving their children? Why or why not?
Those who sit on city planning commissions across this country are constantly called upon to make decisions concerning their city's growth and progress, energy sources, highways, education, etc. Their decisions often have a significant impact upon a sizeable number of people, their environment, land, housing, jobs, and even their lives.
An American owned manufacturing company has seen tremendous growth over the last three years at a Canadian-based division. They are at a point where expansion is necessary. They have requested financial assistance through tax subsidies and government grants both locally and provincially. By not providing the subsidies, the company may expand at other facilities. The expansion will mean that the company will purchase land around the existing property. Homes, agricultural land, and some forestry in the area will be destroyed to accommodate the new construction.
The following is the context of a proposal made to one planning commission. Consider what it involves and decide whether or not, if you were a member of the commission before which the proposal was presented, you would vote for or against the approval of the following construction project.
"A few over-concerned citizens have protested this development as being a way of draining natural and financial of resources, and destructive to human life. They spared no criticism, and have pulled all sort political strings to put an end to this important and vital project in our entire system of national priorities.
"May I point out that this city was the most economically deprived in the nation. There are greater pockets of poverty in this region than the rest of the nation combined. Unemployment haunts the streets. No trained worker can expect a single day of decent work. The honesty of the common man is being compromised by vicious unemployment, demeaning charity, a lack of government projects in the area. We propose to change this sorry state of affairs. Once our development has your approval, some eleven million dollars will be poured into the district. Sheetmetal workers, masons, carpenters, contractors, electricians, brick-layers, common construction workers, and even the previously unemployable untrained younger work force will have a project which will take a full year to complete, and provide almost a thousand regular jobs thereafter for repair, maintenance, and security personnel.
"And for the year of initial construction-some seventeen hundred to two thousand people will be gainfully employed, with all the attendant advantages of paycheques for the hungry and the depressed. This is a humanitarian act.
"In short, the proposed operation will bring necessary government funds into the city, erase persistent hard-core unemployment, give a whole community new self-respect, and provide a continuing source of funds to the willing, able-bodied, and hard-working citizens of this desperate district.
"Gentlemen: the people need our project. Their well being, and the security of our whole movement, demand that we provide for their immediate needs. We must give the people ... some pride. I ask that you vote favorably on the construction."
Discussion Questions
1. If you were poor, unemployed, and living in this city, would you vote for or against the proposed construction project, and why?
2. If you were neither poor nor unemployed, but served on the city's planning commission, would you vote for or against the construction project as proposed above and why?
3. How would your religious beliefs help in your decision?
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Effort |
- infrequently puts forth effort |
- usually puts forth effort |
- puts forth effort most of the time |
- routinely puts forth effort |
|
Homework |
- rarely completes homework on time |
- occasionally completes homework on time |
- usually completes homework on time |
- regularly completes homework on time |
|
Follows directions |
- has difficulty following directions all the time |
- follows directions some of the time |
- follows directions most of the time |
- routinely follows directions |
|
Study practices |
- demonstrates effective study skills rarely |
- demonstrates effective study skills sometimes |
- demonstrates effective study skills most of the time |
- routinely demonstrates effective study skills |
Adapted from Simcoe County DSB
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.