Course Profile Manufacturing Technology, Grade 10, Open, Catholic

Unit 2: Pre-Production Planning

Time: 15 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

Pre-production planning is an integral part of the manufacturing process. This unit introduces students to feasibility studies, engineering drawings, process planning, and scheduling. Using these techniques and standards, students demonstrate their knowledge of the concepts of designing a product and producing it. Through problem-solving exercises, independently and in a group, students apply their skills to develop ideas and formally present them through engineering graphic standards. The skills and knowledge acquired in this unit can then be applied to other projects in the following units.

It is at this phase in the production process that decision-making is critical to the development of products that promote peace and social justice. The designers and planners of the future must create, adapt and evaluate new ideas in light of the common good. Technology, when placed at the service of God’s people, is to be developed for the benefit of all. In this unit students develop an appreciation of the importance of decision making based on Gospel values. In this unit, emphasis is placed on a general understanding of Manufacturing and how our Catholic faith influences moral decision-making.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE2b, c, d, e, 3b, c, d, e, f, 4e, f , e, 5a, 5e, 5f, h, 7a, 7b.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.01, .02, .04, .05, SPV.01, .02, .03, ICV.03.

Specific Expectations: TF1.02, SP1.01, .02, .03, .04.

Activity Titles (Time + Sequence)

Activity 1	Design and Plan a Three Level Maze Upon completion proceed to Unit 3, Activity 1	240 minutes
Activity 2	Design and Plan a Pick-and-Place Robot. Upon completion proceed to Unit 3, Activity 2	300 minutes
Activity 3	Design and Plan for the Production of a Remotely Piloted Vehicle (RPV) Upon completion proceed to Unit 3, Activity 3	300 minutes
Activity 4	Reflection Paper: Exploring Legal and Ethical Issues in Engineering and Pre-Planning	60 minutes

Prior Knowledge Required

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). Refer to Appendix F. These principles will be reviewed and discussed in this unit, especially through the reflection activity. The emphasis will be on “Community and the Common Good”;

· reflective writing skills as practised in Unit 1;

· basic knowledge of sketching techniques;

· basic skills in keyboarding and word processing;

· working knowledge of sketching techniques used in Unit 1 activities as well as basic knowledge of CAD software and drafting standards. Teachers will review these skills in this unit;

· mathematical skills relevant to drawing accuracy and format as well as Cartesian plane used in learning CAD;

· completed Unit 1 activities.

Unit Planning Notes

· The focus of this unit is to have students develop skills related to the design and planning phase of the manufacturing process.

· Teachers should introduce students to a problem-solving model (e.g., SPICE).

· Students brainstorm ideas, sketching techniques, drawing standards and process planning.

· A process planning/manufacturing engineering guide booklet will help in establishing a consistent format for all activities.

· Real-life examples of drawings, routing and scheduling forms will help in clarifying some of the requirements.

· Teachers should promote open discussions and creativity in the reflections.

· Appropriate modifications to teaching, learning, and evaluation strategies must be made to help students gain proficiency in English. Check with Administration, Academic Resource Department personnel and Guidance Counsellor for assistance in making the accommodations.

· This unit introduces students to the three main projects. The project sequence takes the product from design to fabrication. The design and planning phases of each project will occur at different times throughout the term. Keeping this fact in mind, the teacher can consider delivering a progression of content for each project. As an example, when introducing engineering graphics, the teacher can discuss sketching techniques and general dimensioning rules for the three level maze project. When beginning the pick-and-place robot, the teacher can progress to assembly representation and orthographic working drawings combined and presented in a design brief package. These drawings can be generated through conventional methods (pencil and paper). For the final project (RPV; Remotely Powered Vehicle), teachers can introduce CAD (Computer-Aided Drafting) to generate the design portfolio. For schools with no CAD capabilities, introduce pictorial representation where students generate three-dimensional working drawings.

Teaching/Learning Strategies

The student will:

· participate in collaborative/co-operative learning through group brainstorming of project ideas;

· participate in class and group discussions;

· analyse their ideas and select the design;

· become familiar with drafting standards allowing them to develop working drawings of their projects;

· plan and schedule the manufacturing of their product;

· discuss and report (reflection paper activity) on how Catholic values relate to the unit theme;

· write a reflection paper and continue journal entries of their experiences in the unit.

The teacher will:

· establish a clear understanding of the unit description and expectations;

· review lesson on group dynamics emphasizing collaborative and co-operative group efforts in light of Gospel values (see Appendix J);

· 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 discussions on the design process;

· introduce students to drafting and design standards;

· discuss the planning of the projects. Samples of previous activities will help in making students aware of the expectations.

· emphasize how Catholic social teaching and personal experiences influence decision-making at the pre-planning phase of manufacturing processes. Students will develop an understanding of how design considerations can affect society;

· encourage the students to reflect upon their research and its relationship to everyday life;

· give students opportunity to reflect upon the individual’s responsibility in preserving the earth;

· encourage choices which help preserve the environment.

Assessment and Evaluation

· Assessment strategies in this unit will include personal communications, observation, performance assessment, reflection, conferencing, and tests/quizzes. Students will be evaluated on written reports and practical assignments.

· Assessment tools will 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.

Resources

Web Sites

Association of Professional Engineers
http://www.apegga.com

Catholic Social Teaching
http://www.coc.org/coc/cathsoct.htm

Centre for the Study of Ethics in the Professions
http://www.iit.edu/departments/csep/
Teacher resource on Professional Ethics

Engineering Ethics
http://www.lowery.tamu.edu/ethics/
Teacher resource on Engineering Ethics

The Model Aeronautics Association of Canada
http://www.maac.ca/

MotionNet
http://www.roboticarm.com/
A site designed by engineers to help engineers find everything to build anything

NASA Education Online
http://www.dfrc.nasa.gov/trc/ntps/index.html/

Ontario Association of Certified Technicians and Technologists
http://www.oacett.org/

Society of Manufacturing Engineers
http://www.sme.org/

Work Web
http://www.cacee.com
Resource for student job seekers

Publications

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill Ryerson, 1993.
ISBN 0-07-549650-X

Cirovic, Michael. Basic Electronics. Reston Publishing, 1997. ISBN 0-87-909059-6

Crawford, Donald. A Practical Guide to Airplane Performance and Design. Crawford, Publisher, 1979. ISBN 0-96-0393939-04

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management 2^nd ed. Cincinnati, OH: 1991. ISBN 0-538-07461-2

Fowler and Horsley. Technology. 1999. ISBN 0-00-322036-2.

Quinlan, C. Orthographic Projection Simplified. USA/New York, NY: Glencoe, 1996.
ISBN 0-02-677320-1

Rorabaugh, Britt. Mechanical Devices for the Electronics Experimenter. McGraw-Hill, 1995.
ISBN 0-07-053546-9

Spence, W.P. Drafting Technology and Practice. Peoria, Illinois: Glencoe,1991.
ISBN 0-02-676290-0

Video Resources

Meridian Education Corporation. Manufacturing Technology Series. Mississauga, On: McIntyre Media Limited, 1999. 63.8 minutes

Computer Software

Word Processing (e.g., Corel WordPerfect)

CAD software

Other

Local/national newspapers

School Library/Resource Centre

Guest speakers: religion teacher, Chaplain, local parish priest, professional career recruiters.

Magazines such as Sport Aircraft or Model Airplane News, photographs and three-view drawings.

Airfoil co-ordinates are available through software such as ModelCAD, a CAD system specific for model aircraft design.

Other resources may include field trips to airports, aircraft maintenance facilities, and museums.

If possible, a recommended field trip would be to an Aviation Museum or airport.

Activity 1: Design and Plan a Three Level Maze

Time: 240 minutes

Description

In this unit students design and plan for the production of a three level maze. Using conventional drafting equipment or computer-aided design software, students are exposed to design techniques and drafting standards. Students also become aware of various roles and activities associated with a typical manufacturing organization.

As stewards of the earth, we are responsible for the environmental and socio-economic well being of our fellow humans. With this as a prime focus, students design a product that is both environmentally friendly and reflects Catholic social teachings. Through problem-solving techniques students develop and graphically communicate new ideas in light of the common good.

Upon completion, students will then move onto Unit 3, Activity 1 to fabricate the airframe of their Three Level Maze.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

CGE 2b - read, understand, and use written materials effectively;

CGE 2c - present information and ideas clearly and honestly with sensitivity to others;

CGE 3b - create, adapt, evaluates new ideas in light of the common good;

CGE 3c - think effectively and creatively to evaluate situations and solve problems;

CGE 4f - 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;

CGE7I - respect the environment and use resources wisely.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.03M - select materials, industrial tools, and equipment to manufacture products;

TFV.04M - analyse and solve manufacturing problems;

SPV.02M - apply planning and design process to specific products;

ICV.03M - demonstrate understanding of the social and environmental effects of the manufacturing industry.

Specific Expectations

TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally, and internationally;

TF1.02M - identify various components used in the design of manufactured products;

TF1.04M - describe various methods of manufacturing;

SP1.04M - develop production flow charts that include group member duties and manufacturing schedules;

IC1.03M - describe the role of manufacturing entrepreneurs in Canadian society;

IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing;

SP1.05M - perform preparation processes required to manufacture products;

SP1.10M - prepare and present design briefs.

Planning Notes

· The teacher introduces students to a problem-solving model (e.g., SPICE).

· Examples of drawings, routing, and scheduling forms will help in clarifying some of the requirements.

· Prior to beginning the activity, the teacher will review and be familiar with design techniques.

· The teacher also reviews various roles and activities associated with a typical manufacturing organization.

· The teacher develops a process planning/manufacturing engineering guide booklet which includes a layout of the technology facility, numbered work centres, a sample routing and schedule, and any monetary considerations (if the teams are going to be simulating actual production costs).

Prior Knowledge Required

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;

· working knowledge of sketching techniques used in Unit 1 activities as well as basic knowledge of CAD software and drafting standards. Teachers will review these skills in this unit;

· mathematical skills relevant to drawing accuracy and format.

Teaching/Learning Strategies

The student will:

· listen actively and critically to understand and learn in light of gospel values;

· participate in group discussions involving problem solving and brainstorming ideas for their design;

· 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;

· research and design a product to meet the specifications provided by the teacher considering its impact on the environment and others’ well-being;

· use problem-solving and brainstorming techniques to develop a product idea in light of the common good;

· utilize drawing and/or CAD techniques in the design of their product;

· research the various types of manufacturing (mass production, custom build, job shop);

· research and explain the differences between assembly line, modular build, and cellular production techniques;

· develop a manufacturing engineering/planning guide for their product (project) including an estimated time frame, process routing and cost to manufacture (based upon teacher guidelines);

· participate in the creation of a master production schedule;

· be able to identify constraints and be able to provide creative and innovative solutions to production problems;

· record their experiences through a reflective journal entry where they can describe their learning experiences. Through the journal entry, students reflect on personal values as it applies to working within a group and on personal aspirations relating to engineering and planning.

The teacher will:

· supply students with criteria, constraints, and instructions for each activity accompanied by an evaluation format;

· provide a high level of student engagement, interdependence, and conflict management skills. Monitor progress and provide feedback frequently emphasizing collaborative and co-operative group efforts in light of Gospel values;

· provide the specifications/criteria for the product to be produced (e.g., design and develop a toy for a 3-5 year old, design and develop a consumer product such as a key chain). Have students develop their own criteria to add to general teacher criteria;

· discuss the Design Process (see Appendix G) and the elements of Design for Manufacture (e.g., designing for fabrication on existing production equipment using standard sizes and processes for ease of manufacturing rather than complicated expensive products requiring new and expensive custom built equipment);

· review the development of process routing and master process schedule (see Appendix H);

· discuss how to design and layout a manufacturing facility based upon the product(s) to be built and the need to be flexible (flexible manufacturing allows for different products to be produced simultaneously or consecutively);

· discuss material handling, process flow, and process charting;

· review the technology facility layout and work centre designations;

· discuss time estimating and costing;

· provide conferencing between students and between teacher and students;

· conference with other disciplines such as science and physics, to facilitate a more complete understanding of their machine design and functions;

· remind the students that a well kept journal of their activities will assist them in their goal setting and in developing skills which will help them in the world of work;

· encourage the student to reflect upon their research and its relationship to everyday life;

· give students opportunity to reflect upon the individual’s responsibility in preserving the earth;

· encourage choices which help preserve the environment through the design and planning phase of the manufacturing process;

· encourage students to include a reflection on their spiritual, intellectual and social growth in their journal entry;

· describe career opportunities in Design Engineering, Industrial Engineering, Estimating, Sales and Marketing and any other design and planning careers. Have local professionals assess student drawings through class discussions. Promote Co-operative Education and job shadowing in workplaces related to this area.

Assessment/Evaluation Techniques

· Reflections: Students will self-assess their experiences through a reflective journal entry. The journal entries are evaluated through a rubric evaluation format (Appendix B).

· Performance assessment:

· Rubric assessment of student’s effectiveness as an interdependent team member (see Appendix E);

· Each group will present a design proposal to the teacher/class that includes product material selection, evidence of problem solving, sketches/drawings, mechanisms, assembly, ideas for improvements, process routing and estimated cost. Each group will describe the social and environmental effects of their manufactured product as well as manufacturing in general. The proposal can be formally evaluated by rubric or by a simple checklist format (see Appendix 2.1.1);

· Drawings and sketches can be assessed using a checklist evaluation format (see Appendix I);

· Students will write tests and quizzes. Teachers will test students on their understanding of drawing standards.

· 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, leadership 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 building on a positive self-image.

Accommodations

Teaching strategies may include:

· repeating instructions and frequently monitoring progress, providing feedback frequently through suggestions, comments, or questions about work. Checking that all instructions are understood;

· simplifying expectations on individual assignment and allowing extra time for completion. Allow for limited open-endedness;

· having students use an organizer or “guide book” (even one daily sheet or calendar) that can be used to record due dates and schedule for work to be completed;

· providing visual examples and representations of expected work expectations. Use projects from previous terms;

· grouping students with varied abilities to allow for peer support;

· providing a glossary of terms and materials with definitions. The glossary should be graphic with labels for identification;

· providing a list of topics and suggestions where enrichment and challenge is needed, allowing students to be peer tutors/mentors;

· having students enhance their design portfolio by adding more difficult pictorial type drawings (isometric, oblique or perspective). This can be done freehand or using CAD;

· challenging students to collect routing and planning sheets from manufacturers in the area (use Professional Organization web sites for contact names; see Resources).

· allowing for extra time writing test/quiz (See Special Education staff for assistance.) Use multiple choice/true-false/fill in the blank test questions with word list in place of essay type questions. Reduce the number of questions on test and quiz;

· considering the nature of this activity, tests with graphics will be helpful (e.g., matching drawing types and/or views);

· using a checkpoint evaluation of the drawings (see Appendix I).

Resources

Web Sites

Ontario Association of Certified Technicians and Technologists
http://www.oacett.org/

Association of Professional Engineers
http://www.apegga.com

Publications

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management 2^nd ed. Cincinnati, OH, 1991. ISBN 0-538-07461-2

Quinlan, C. Orthographic Projection Simplified. USA/New York, NY: Glencoe, 1996.
ISBN 0-02-677320-1

Spence, W. P. Drafting Technology and Practice. Peoria, Illinois: Glencoe, 1991.
ISBN 0-02-676290-0

Video Resources

Meridian Education Corporation. Manufacturing Technology Series. Mississauga, On: McIntyre Media Limited, 1999, 63.8 minutes

Computer Software

CAD software

Word Processing (e.g., WordPerfect)

Appendix 2.1.1

Sample Assessment Rubric for the Three Level Maze

Expectations	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding TFV.03M, TFV.04M SPV.02M,	- demonstrates limited understanding of the use of drawings in the design process	- demonstrates adequate understanding of the use of drawings in the design process	- demonstrates considerable understanding of the use of drawings in the design process	- demonstrates thorough and insightful understanding of drawing types used in the design process
Thinking and Inquiry TFV.03M, TFV.04M SPV.02M	- provides limited alternative ideas for selection of views, (limited rationale or effort)	- provides a few unique alternative ideas for selection of views, (adequate rationale or effort)	- provides a wide range of unique alternative ideas for selection of views (considerable uniqueness and/or effort)	- provides a wide range of unique alternative ideas for selection of views along with demonstration of progressive strategy (considerable and connected uniqueness, considerable effort)
	- can describe the process of arriving at design decisions with limited clarity	- can describe some elements of the process of arriving at design decisions with effective clarity	- can fully describe the process of arriving at design decisions with effective clarity	- can fully describe the process of arriving at design decisions with effective clarity, along with descriptive ideas for future decision strategies
	- demonstrates limited creativity to evaluate and solve problems	- demonstrates adequate creativity to evaluate and solve problems	- demonstrates considerable creativity to evaluate and solve problems	- demonstrates considerable creativity to evaluate and solve problems
Communication SP1.04M, SP1.10M,	- drawings are fairly accurate but with limited attention to formatting	- drawings are accurate to CSA standards but require improvements in precision	- drawings are accurate to CSA standards and are cleanly and neatly presented.	- drawings are done to professional standards and has included isometric or 3-D views
Application SP1.04M, SP1.10M,	- design and planning contains few required components	- design and planning contains some required components	- design and planning contains most required components	- design and planning contains all required components and is presented in an unique and effective manner
Group Dynamics	- works with limited effectiveness as an interdependent team member.	- 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.

Activity 2: Design and Plan a Pick-and-Place Robot

Time: 300 minutes

Description

In this unit students design and plan for the production of a robot arm and end effector. Using conventional drafting equipment or computer-aided design software, students are exposed to design techniques and drafting standards. Students also become aware of various roles and activities associated with a typical manufacturing organization.

Using the design process and attitudes developed through Catholic Faith teachings, students design a pick-and-place robot arm that enhances the common good in its application.

Upon completion students then move on to Unit 3, Activity 2 to fabricate the pick-and-place robot prototype.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

CGE 2b - read, understand, and use written materials effectively;

CGE 2c - present information and ideas clearly and honestly with sensitivity to others;

CGE 3b - create, adapt, and evaluate new ideas in light of the common good;

CGE 3c - think effectively and creatively to evaluate situations and solve problems;

CGE 4f - 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;

CGE7i - respect the environment and use resources wisely.

Strand(s): Theory and Foundation, Skills and Processes

Overall Expectations

TFV.01M - describe the scope of the manufacturing industry;

TFV.02M - communicate project ideas using a variety of methods;

TFV.03M - select materials, industrial tools, and equipment to manufacture products;

TFV.04M - analyse and solve manufacturing problems;

TFV.05M - demonstrate understanding of manual and assembly-line production;

SPV.02M - apply the planning and design process to specific products;

SPV.03M - use the manufacturing process correctly in specific projects.

Specific Expectations

TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally and internationally;

TF1.02M - identify the various components used in the design of manufactured products;

TF1.03M - identify and describe industrial tools and materials;

TF1.04M - describe various methods of manufacturing;

SP1.02M - follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation;

SP1.03M - select appropriate materials for predetermined projects;

SP1.04M - develop production flow charts that include group member duties and manufacturing schedules;

SP1.05M - perform the preparation processes required to manufacture products;

SP1.10M - prepare and present design briefs.

Planning Notes

· Teachers planning to use this activity with their students are to be familiar with a process of design. The basic element of the design process include:

· developing a focus;

· developing multiple solutions;

· selecting the most appropriate solution;

· evaluating the solution;

· implementing the selected solution;

· communicating, analysing, and celebrating the final product.

· This program may be multi-disciplinary with students coordinating their projects with an art class.

· Use of a computer-aided design (CAD) program is also beneficial to this project but not necessary.

· It is important for students to make the connection between industrial robots and the project they are to build. Concepts will be established in this activity that are to be used throughout this course.

Prior Knowledge Required

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;

· working knowledge of sketching and drawing techniques used in Unit 1and the Three Level Maze activity;

· mathematical skills relevant to drawing accuracy and format;

· experience in the design and planning process as experienced in the previous activity in this unit.

Teaching/Learning Strategies

The student will:

· research and design a product to meet the specifications provided;

· utilize both conventional drafting and computer-aided drafting techniques in the design of their product;

· be involved in a group activity involving problem solving and brainstorming ideas for their design;

· develop a manufacturing engineering/planning guide for their product (project) including an estimated time frame, process routing and cost to manufacture (based upon teacher guidelines);

· participate in the creation of a master production schedule;

· identify constraints and be able to provide creative and innovative solutions to production problems;

· 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:

· provide the specifications/criteria for the product to be produced. Have students develop their own criteria to add to general teacher criteria.

· discuss the Design Process (see Appendix G) and the elements of Design for Manufacture (e.g. designing for fabrication on existing production equipment using standard sizes and processes for ease of manufacturing rather than complicated expensive products requiring new and expensive custom built equipment)

· review the development of the process routing and master process schedule (see Appendix H);

· explain differences in materials, work envelopes resulting from movements, and power and control systems;

· review the technology facility layout and work centre designations;

· discuss time estimating and costing;

· encourage the student to reflect upon their research and its relationship to everyday life;

· give students opportunity to reflect upon individual’s responsibility in preserving the earth;

· encourage choices which help preserve the environment;

· describe career opportunities in Design Engineering, Industrial Engineering, Estimating, Sales and Marketing and any other design and planning careers. Promote Co-operative Education and job shadowing in this area;

· consider a field trip to an engineering department of a local manufacturing company;

· monitor progress and provide feedback frequently emphasizing collaborative and co-operative group efforts in light of Gospel values;

· encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.

Note: see Appendix 2.2.2 for teaching strategies for the activity process.

Assessment/Evaluation Techniques

· 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:

· Rubric assessment of student’s effectiveness as an interdependent team member (see Appendix E);

· Pencil and paper tests/quizzes: This activity incorporates many math and science concepts and these should be evaluated through quizzes. Math: for example, Transformational geometry, translation and rotation, simple equation applications, measurement (angular and linear), surface area, volume, tolerances, slope, performance accuracy;

· Each group will present a design proposal to the teacher/class that includes product material selection, evidence of problem solving, sketches/drawings, power systems, mechanisms, assembly, ideas for improvements, process routing and estimated cost. The proposal can be formally evaluated by rubric or by a simple checklist format. Each group will describe the social and environmental effects of their manufactured product as well as manufacturing in general. (See Appendix 2.2.1.);

· Drawings and sketches can be assessed using a checklist format (see Appendix I).

· 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, leadership, 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.

Accommodations

Teaching strategies may include:

· repeating instructions and frequently monitor progress, providing feedback frequently through suggestions, comments, or questions about work. Check that all instructions are understood;

· simplifying expectations on individual assignment and allowing extra time for completion. Allow for limited open-endedness;

· using class time for discussion rather than lecturing providing an atmosphere that encourages students to ask questions for information gathering and for clarification;

· having students use an organizers or “guide book” (even one daily sheet or calendar) that can be used to record due dates and schedule for work to be completed;

· providing visual examples and representations of expected work outcomes. Use projects from previous terms;

· grouping students with varied abilities to allow for peer support;

· providing a glossary of tools and materials with definitions. The glossary should be graphic with labels for identification;

· providing a list of topics and suggestions where enrichment and challenge is needed, allowing students to be peer tutors/mentors;

· having students enhance their design portfolio by adding pictorial type drawings (isometric, oblique or perspective). This can be done freehand or using CAD;

· providing enrichment by having students collect routing and planning sheets from manufacturers in the area (use Professional Organization web sites for contact names; see Resource.)

· allowing for extra time writing test/quiz (See Special Education staff for assistance.) Use multiple choice/true-false/fill in the blank test questions with word list in place of essay type questions. Reduce the number of questions on test and quiz;

· providing graphic tests that will be helpful (e.g., considering the nature of this activity matching drawing types and/or views);

· a checkpoint evaluation of the drawings. (See Appendix I.)

Resources

Web Sites

MotionNet
http://www.roboticarm.com/
A site designed by engineers to help engineers find everything to build anything

Publications

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill Ryerson, 1993.
ISBN 0-07-549650-X

Cirovic, Michael. Basic Electronics. Teston Publishing, 1997. ISBN 0-87-909058-6

Fowler and Horsley. Technology. Collins, 1999. ISBN 0-00-322036-2

Rorabaugh, Britt. Mechanical Devices for the Electronics Experimenter. McGraw-Hill, 1995.

ISBN 0-07-053546-9

Appendix 2.2.1

Sample Assessment Rubric for the Design of Pick-and-Place Robot

	Level 1	Level 2	Level 3	Level 4
Understanding of concepts TFV.01M, TFV.05M, TF1.01M, SP1.06M, SP1.08M, ICV.01M	- demonstrates limited understanding of robot terminology and concepts	- demonstrates some understanding of robot terminology and concepts	- demonstrates considerable understanding of robot terminology and concepts	- demonstrates thorough and insightful understanding of robot terminology and concepts
	- demonstrates limited awareness of the design process and limited skills in effective problem solving	- demonstrates some awareness of the design process and some skills in effective problem solving	- demonstrates considerable awareness of the design process and effective problem-solving skills	- demonstrates thorough and insightful knowledge of the design process and problem-solving skills
Thinking/Inquiry TFV.04M, SP1.03M	- demonstrates limited skills in thinking reflectively and creatively to evaluate and solve problems for the common good	- demonstrates some skills in thinking reflectively and creatively to evaluate and solve problems for the common good	- demonstrates considerable skills in thinking reflectively and creatively to evaluate and solve problems for the common good	- demonstrates exceptional skills in thinking reflectively and creatively to evaluate and solve problems for the common good
Application of design TFV.03M, TF1.02M, TF1.03M, TF1.01M, IC1.01M, SPV.02M, SPV.03M SPV.04M, SPV1.04M	- applies a few design strategies such as sketching, technical drawing, calculations, and project planning	- applies some design strategies including sketching, technical drawing, calculations, and project planning	- applies design strategies with considerable effectiveness	- applies many design strategies effectively
Communication of information TFV.02M, SP1.10M	- communicates design ideas and design reports with limited clarity and honesty	- communicates design ideas and design reports with some clarity and honesty	- communicates design ideas and design reports with considerable clarity and honesty	- communicates design ideas and design reports with a high level of clarity and honesty
Application of various types of equipment and materials SPV.03M, SP1.05M, IC1.01M	- uses materials and applies processes with direct supervision	- uses materials and applies processes with limited supervision	- uses materials and applies processes on own	- assists others in the use of various materials and processes

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.2.2

Teaching Strategy for Activity Process

· The design requirement is to design, analyse, build, test, modify (if necessary) and demonstrate the use of a self-supporting, power operated manipulator arm.

· Successful designs will be those that lift, move, and place an object (not to exceed 50 grams) from a starting point 45 cm from the base of the arm to another point 30 cm from the base, through an angle of 150 degrees. The object must move so as to clear a 10 cm high object placed between the two points.

· In designing the robot arm, there are three major challenges:

The first is the selection of construction materials.

The second is to determine the preferred design configuration or layout.

The third is to determine how to drive the apparatus.

· In the end, the arm must be light enough to minimize torque and centre of gravity concerns, while rigid enough to support itself and its load.

A list of constraints and considerations include:

1. Total weight - Weight will affect the centre of gravity and the energy powering the device.

2. Centre of Gravity - If the centre of gravity does not stay within the base during all maneuvers the arm will become unstable and tip over

3. Arm Weight - Arm weight will affect the centre of gravity. The heavier the arm, the more torque is required to move it.

4. Arm Length - The longer each section of the arm is, the more energy is required to rotate it.

5. Arm Rigidity - The lever arm must be strong enough to maintain rigidity under the load and while in motion.

6. Energy Exchange - What is the preferred means to power the device? (Electric motors, pulleys, stepping motors, pneumatics, hydraulic or mechanical means). The decision will affect the centre of gravity impacting on the choice of construction materials.

· When the basic design characteristics of the robot have been established, students must then begin to sketch their ideas, followed by more formal drawings.

Activity 3: Design and Plan for the Production of a Remotely Piloted Vehicle (RPV)

Time: 300 minutes

Description

Students are challenged to create a radio controlled airborne Remotely Piloted Vehicle (RPV) designed to perform a specific function (e.g., to take an aerial photograph). Through the development of this project, students directly apply their God-given talents and Catholic Faith traditions, to gain a better understanding of product designing and process planning and their impact. They also experience the benefit of being a collaborative contributor who works as part of a team towards a common goal. The students gain an understanding of the importance of producing a product to a high level of quality and accuracy, while working in a safe and efficient manner and respecting the rights of others. In this activity they will design a Remotely Piloted Vehicle and develop production plans. Upon completion, students will then move on to Unit 3, Activity 3 to fabricate the airframe of their RPV prototype.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good;

CGE 2b - read, understand, and use written materials effectively;

CGE 2c - present information and ideas clearly and honestly with sensitivity to others;

CGE 3b - create, adapt, evaluate new ideas in light of the common good;

CGE 3c - think effectively and creatively to evaluate situations and solve problems;

CGE 4f - 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;

CGE7i - respect the environment and use resources wisely.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.04M - analyse and solve manufacturing problems;

SPV.02M - apply the planning and design process to specific projects.

Specific Expectations

TF1.02M - identify the various components used in the design of manufactured products;

SP1.02M - follow a design process follow that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation;

SP1.03M - select appropriate materials for predetermined projects;

SP1.04M - develop production flow charts that charts include group member duties and manufacturing schedules.

Planning Notes

· Be sure all computers are working properly. Check that appropriate web sites are functional.

· Review activity and prepare handouts and materials necessary for delivery of content.

· Teachers should promote open discussions and creativity in the reflections.

· If the teams are going to be simulating actual production costs, teachers should be prepared to discuss monetary considerations.

· The project facilitates:

· the investigation and practical application of aerodynamic principles;

· the application of composite materials within the structural design of the aircraft;

· the use of (manual or CAD) drafting systems;

· an understanding of various manufacturing processes.

· The building and flying of a radio-controlled aircraft can be quite a simple activity. However, there is no gray area between success and failure. The teacher and the students must be prepared to take that risk.

· The teacher must be thoroughly aware of the critical aspects of the aircraft design especially when setting the angles of incidence (lift) on wings and tail-planes, and balancing the aircraft for flight. For this reason, it is often advantageous to enlist the help of an advisor, such as a retired person experienced in building and flying radio-controlled aircraft or hobbyists.

· Teachers will need to gather an array of tools and materials in order to facilitate this activity.

· These may include:

· Internet web sites, books, and magazines containing photographs and 3-view drawings of a aircraft configurations;

· sketching and drawing supplies for development of prototype design options;

· drafting equipment (manual and/or CAD) for plotting of airfoil coordinates;

· Prior to beginning the activity the teacher will review and be familiar with design techniques.

· The teacher should also review various roles and activities associated with a typical manufacturing organization.

· The teacher should develop a process planning/manufacturing engineering guide booklet, which includes a layout of the technology facility, numbered work centres, a sample routing and schedule and any monetary considerations (if the teams are going to be simulating actual production costs).

Prior Knowledge Required

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;

· mathematical skills relevant to drawing accuracy and format as well as Cartesian plane used in learning CAD;

· an understanding of basic CAD and or conventional drafting techniques and previous experience with the use of various hand tools would also be of benefit. Teachers will review this as required;

· experience in the design and planning process as experienced in the previous activities in this unit.

Teaching/Learning Strategies

The student will:

· form small groups of their own choice;

· 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;

· listen actively and critically to understand and learn in light of gospel values;

· research and design a product to meet the specifications provided by the teacher taking into consideration environmental impacts of materials used;

· utilize both conventional drafting and CAD techniques in the design of their product;

· be involved in a group activity involving problem-solving and brainstorming ideas for their design;

· develop a manufacturing engineering/planning guide for their product (project) including an estimated time frame, process routing, and cost to manufacture (based upon teacher guidelines);

· participate in the creation of a master production schedule;

· identify constraints and be able to provide creative and innovative solutions to production problems;

· record their experiences through a reflective journal entry where they can record 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:

· supply students with criteria, constraints, and instructions for each activity accompanied by an evaluation format;

· guide students to make critical examination of Internet content and to use information technology ethically. Refer to the Board policy document on Acceptable Use of Internet Technology;

· review lesson on group dynamics (see Appendix J). Emphasize collaborative and co-operative participation in light of Gospel values;

· provide the specifications/criteria for the product to be produced . Have students develop their own criteria to add to general teacher criteria;

· discuss the Manufacturing Design Process (See Appendix G.) and the elements of Design for Manufacture (e.g., designing for fabrication on existing production equipment using standard sizes and processes for ease of manufacturing rather than complicated expensive products requiring new and expensive custom built equipment);

· review the development of the process routing and master process schedule (See Appendix H.);

· discuss material handling, process flow, and process charting as well as time estimating and costing;

· review the technology facility layout and work centre designations;

· provide teacher/student conferencing as they are developing their plans;

· encourage the student to reflect upon their research and its relationship to everyday life;

· give students opportunity to reflect upon individual’s responsibility in preserving the earth;

· encourage choices which help preserve the environment;

· describe career opportunities in Design Engineering, Industrial Engineering, Estimating, Sales and Marketing and any other design and planning careers. Promote Co-operative Education and job shadowing in this area;

· monitor progress and provide feedback frequently emphasizing collaborative and co-operative group efforts in light of Gospel values;

· encourage students to include a reflection on their spiritual, intellectual and social growth in their journal entry.

Note: See Appendix 2.3.2 for the teaching strategy of the Activity Process.

Assessment/Evaluation Techniques

· 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:

· Rubric assessment of student’s effectiveness as an interdependent team member. (See Appendix E.)

· Each group will present a design proposal to the teacher that includes product sketches/drawings, process routing and estimated cost. Each group will describe the social and environmental effects of their manufactured product as well as manufacturing in general. The proposal can be formally evaluated by rubric or by a simple checklist format. (See Appendix 2.3.1.)

· Pencil and paper tests/quizzes: The teacher will provide lessons on the principles of flight (ground school), aircraft design. Students will be evaluated on their knowledge of:

- the principles of flight;

- the effect of other scientific principles (mechanical devices, levers, etc.);

- mathematics (measurement: angular, linear, surface area, weight, volume);

· 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, leadership, 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.

Accommodations

Teaching strategies may include:

· repeating instructions and frequently monitoring progress, providing feedback through suggestions, comments, or questions about work. Check that all instructions are understood;

· simplifying expectations on individual assignment and allowing extra time for completion. Allow for limited open-endedness;

· having students use an organizer or “guidebook” (even one daily sheet or calendar) that can be used to record due dates and schedule for work to be completed;

· providing visual examples and representations of expected work outcomes. Use projects from previous terms;

· grouping students with varied abilities to allow for peer support;

· providing a glossary of tools and materials with definitions. The glossary should be graphic with labels for identification;

· providing a list of topics and suggestions where enrichment and challenge is needed;

· allowing students to be peer tutors/mentors;

· allowing for enrichment by having students build a tapered wing on the aircraft. This will prove more challenging to hot-wire cut;

· having students enhance their design portfolio by adding pictorial type drawings (isometric, oblique or perspective). This can be done freehand or using CAD;

· challenging students to collect routing and planning sheets from manufacturers in the area (use Professional Organization web sites for contact names (See Resources.);

· allowing for extra time writing test/quiz (see Special Education staff for assistance). Use multiple choice/true-false/fill in the blank test questions with word list in place of essay type questions. Reduce the number of questions on test and quiz;

· use graphic tests that will be helpful considering the nature of this activity (e.g., matching drawing types and/or views);

· providing a checkpoint evaluation of the drawings (see Appendix I).

Resources

Web Sites

Airfoil Coordinates Database

http://amber.aae.vivc/edu/~m-selig/ads.html

The Model Aeronautics Association of Canada
http://www.maac.ca/

NASA Education Online
http://www.dfrc.nasa.gov/trc/ntps/index.html/

Publications

Crawford, Donald. A Practical Guide to Airplane Performance and Design. Crawford, Publisher, 1979. ISBN 0-96-0393939-04.

Computer Software

Word processing software

CAD software

Airfoil coordinates are available through software such as ModelCAD, a CAD system specific for model aircraft design

Other

Magazines such as Sport Aircraft or Model Airplane News, books, photographs and three-view drawings.

Other resources might include guest speakers; videos; and field trips to airports, aircraft maintenance facilities and museums.

School Library/Resource Centre for independent research, magazines, newspapers.

Radio Control Clubs

Appendix 2.3.1

A Sample Assessment Rubric for Students Engaged in the Design of the RPV

Expectations	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding Knowledge of facts, technical terminology, procedures, and standards TF1.02M	- demonstrates limited knowledge of facts, technical terminology, procedures, and standards - demonstrates limited awareness of the design process and limited skills in effective problem solving	- demonstrates some knowledge of facts, technical terminology, procedures, and standards - demonstrates some awareness of the design process and some skills in effective problem solving	- demonstrates considerable knowledge of facts, technical terminology, procedures, and standards - demonstrates considerable awareness of the design process and effective problem-solving skills	- demonstrates thorough knowledge of facts, technical terminology, procedures, and standards - demonstrates thorough and insightful knowledge of the design process and problem-solving skills
Thinking/Inquiry TTV.04M SP1.03M TFV.04M	- applies few of the skills involved in an inquiry/design process	- applies some of the skills involved in an inquiry/design process	- applies most of the skills involved in an inquiry/design process	- applies all or almost all of the skills involved in an inquiry/design process
Communication Communication of information SP1.02M SP1.04M	- limited ability in presenting information and ideas clearly and honestly	- some ability in presenting information and ideas clearly and honestly	- considerable ability in presenting information and ideas clearly and honestly	- exceptional ability in presenting information and ideas clearly and honestly
Application Application of ideas and skills in familiar contexts SPV.02M SP1.03M	- applies ideas and skills in familiar contexts with limited effectiveness	- applies ideas and skills in familiar contexts with moderate effectiveness	- applies ideas and skills in familiar contexts with considerable effectiveness	- applies ideas and skills in familiar contexts with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.3.2

Teaching Strategy for the Activity Process:

· The activity should begin with the teacher distributing a concise written description of the design challenge. This will include the problem statement, design criteria, assessment criteria and method of evaluation.

· Students are best divided into groups of two (three maximum).

· In planning for the production phase (Unit 3, Activity 3), specific groups are responsible for the fabrication of various components of the aircraft. e.g.:

1) right wing panel

2) left wing panel

3) fuselage

4) horizontal stabilizer and elevators

5) vertical stabilizer (fin) and rudder

6) landing gear

7) engine test stand and mounts

8) radio installation control linkages

· Using books, magazines, photos, and Internet sites as research tools, student groups are instructed to complete and submit sketches of design options to be evaluated jointly by the teacher and the class.

· The teacher introduces the principles of flight (including Bernoulli’s principle).

· Note: It is recommended that a conventional high-wing aircraft design configuration (such as a Piper Cub) be chosen as the prototype. This will ensure a better chance of success.

· For a 10cc engine, a wing span of 2.4m (8') and a constant chord width of 40cm (16") would be a recommended maximum size, and good starting point. More ambitious students may wish to build a tapered wing. This will prove more challenging to hot-wire cut.

· By referring to a selected sample photo or drawing provided, the remaining dimensions of the aircraft can be determined by completing a scale drawing developed around the wing dimensions.

· Although the proportions of the wing and tail assemblies are critical, as well as their respective locations, the fuselage is less critical. To minimize weight, keep the design relatively narrow and as simple as possible.

· To further simplify the design of the aircraft, it is recommended that aileron controls not be incorporated into the wings. Rudder and elevator control is all that is needed to fly the aircraft.

· One of the most critical aspects of aircraft design, is the selection of the airfoil. To ensure a better flying aircraft, it is recommended that the teacher provide the students with pre-selected airfoils for wing and tail surfaces. The Clark-Y= flat-bottom airfoil, is a good choice for the wing, as it provides high lift, and has relatively docile flight characteristics, and is easy to build.

· The NACA 0009, is a symmetrical airfoil, selected for the tail surfaces, as it creates zero lift. (The tail surfaces of a conventional aircraft act much like the feathers on an arrow, provided to maintain straight and level flight)

· One of the most critical aspects of aircraft design is the selection of the airfoil. Airfoil coordinates may be obtained on the Internet by searching “Airfoil Coordinates” or by using model aircraft design software available at the hobby stores. (See Resources for web site.)

· An investigation of alternate airfoils and a discussion of their flight characteristics would be appropriate at this time (high-lift glider airfoils, aerobatics airfoils, supersonic airfoils etc.)

Appendix 2.3.2 (Continued)

Appendix 2.3.2 (Continued)

Activity 4: Reflection Paper: Exploring Legal and Ethical Issues in Engineering and Pre-Planning

Time: 60 minutes

Description

Students use a variety of learning strategies to acquire an in-depth understanding of the legal and ethical issues that pertain to Manufacturing Technology. They write a reflective paper summarizing the discussions. Students begin with an introduction to the concept of personal and professional ethics as they relate to engineering and pre-production planning. Through case study discussions, students will examine ethical problem resolutions. The emphasis of discussions will be on how their Catholic faith and personal experiences influence decision-making. Design and planning should go beyond company economic considerations to include family, social, political, environmental, and cultural considerations.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and common good;

CGE2b - read, understand, and use written materials effectively;

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.

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 manufacturing sector locally, provincially, nationally, and internationally;

IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing.

Planning Notes

· Prior to beginning this activity ask students to define some key terms; accountability, professionalism, obligations, loyalty, design engineering, liability, responsibility. For enrichment and challenge, ask students to also define: professional code of ethics and social responsibility.

· Search for current relevant case studies found on the Internet or other sources (see Resources). Good sites to visit are the Centre for the Study of Ethics, Case Study of the Month or Engineering Ethics case studies.

· Choose one of the case studies to begin the activity group discussions. Be sure to focus discussions on the effects of decisions made at the design and planning stages. Compare design and planning considerations of 50 years ago with recent considerations. Why have design considerations changed so in the last few years? Compare professional ethics with Catholic values. Do professional ethics encourage behaviours reflective of Gospel values? Use the automotive industry as an example. What were the most significant design changes then as compared to now?

· Have students explain how Catholic beliefs play an important role in influencing decision making.

· Teachers should develop case studies to which students can relate.

Prior Knowledge Required

The student will have:

· 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). These principles will be reviewed prior to beginning the activity. Emphasis will placed on Community and the Common Good as it relates to professional ethics;

· reflective writing skills as practised in Unit 1;

· basic skills in keyboarding and word processing;

· completed Unit 2 activities.

Teaching/Learning Strategies

The students will:

· form small groups of their own;

· 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;

· provide a written reflective summary of the how Catholic values positively influence decision making for the betterment of society (to be a homework assignment);

· explore ethics and professional policies in the work place.

The teacher will:

· establish a clear understanding of the activity description and expectation;

· supply students with criteria, constraints, and instructions for each activity accompanied by an evaluation format;

· discuss sample case studies with class;

· develop case studies and scenarios relating to design engineering and pre-production planning;

· review and discuss the activity criteria;

· encourage the student to reflect upon their discussions as they relate to everyday decisions;

· emphasize how Catholic beliefs have a strong influence on decision making;

· encourage the student to reflect upon their research and its relationship to everyday life.

· Assessment/Evaluation Techniques

· 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.

Accommodations

Teaching strategies may include:

· the use of drafts, proofreading, and conferencing for completion of reflection paper;

· allowing the paper to be written in point form rather than essay form;

· simplifying expectations (shorten the minimum length of paper) on individual assignments and allowing extra time for completion;

· 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;

· ask students to also define: professional code of ethics and social responsibility;

· having students research a recent manufacturing social issue (students select topic) that has an impact internationally (e.g., fire alarm efficiency - ionizing fire alarms tests show that they are not effective for smoldering fires);

· 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;

· ensure the expectations for assessment of reflection paper are understood.

Resources

Web Sites

Catholic Social Teaching
http://www.coc.org/coc/cathsoct.htm

Centre for the Study of Ethics in the Professions
http://www.iit.edu/departments/csep/
Teacher resource on Professional Ethics

Engineering Ethics
http://www.lowery.tamu.edu/ethics/
Teacher resource on Engineering Ethics

Other

School Library/Resource Centre for independent research.

Appendix 2.4.1

Sample Case Study

Whistle-Blowing

A local company that manufactures wheels and brakes, recently received a contract to supply wheels and brakes for the new Air Force light attack aircraft. The company won the contract based on their competitive bid and, more importantly, their innovative technical design. Before the Air Force could accept the contract, the company had to present a report showing that the brake passed specified tests. The report showed that the wheels and brakes passed all tests.

Following brake failure of flight tests, accusations by a former employee regarding the qualification test report falsification, and ethical misconduct on the part of specific company personnel, the government requested an inquiry into the brake qualification testing performed by the company. The employee had lost his job for doing what he thought was the right thing.

(adapted from Engineering Ethics web site, http://lowery.tamu.edu/ethics/ethics/goodrich/goodric1./htm)

Discussion Questions

Prepare your discussions by asking yourselves these questions.

1. What would you do in this case? Explain your answer.

2. Considering the fact the employee risked his job, what possessed him to report the incident?

3. What are our Christian responsibilities to other people?

4. Does the end justify the means? In answering this question describe what you consider to be the end and what you consider to be the means.

5. Would you consider working for such a company? Give reasons for your answer.

6. How would your Christian beliefs affect your decision?

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