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Course Overview

Manufacturing Technology, Open, Grade 10

Identifying Information

Course Title: Manufacturing Technology

Grade: 10

Course Type: Open

Ministry Course Code: TMJ2O

Credit Value: One

Description/Rationale

In this course students examine manufacturing from the perspective of an actual company. They research, design, build, and market products independently or in teams. Students experience various phases of the manufacturing process using a project-driven approach. In addition to furthering their technical skills, students expand their knowledge of how manufacturing relates to other subject areas such as business, marketing, communications, and human and physical resource management.

Unit Titles (Time + Sequence)

Unit 1	Exploring Manufacturing Technology	13 hours
Unit 2	Pre-Production: Planning and Design	14 hours
Unit 3	Production: Applied Manufacturing Operations	47 hours
Unit 4	Production: Introduction to Power and Control Systems	20 hours
Unit 5	Culminating Challenge Post-Production Analysis and Reporting	18 hours

Unit Organization

Unit 1: Exploring Manufacturing Technology

Time: 13 hours

In this unit students explore manufacturing processes, terminology, and design concepts. They develop an appreciation for product development from conception to completion, and learn about the potential social and economic effects of manufacturing the product. Through introductory design challenges, students explore the school’s manufacturing facility and become familiar with materials, layout, and equipment. They study safety procedures for all aspects of the course, from the use of personal protective equipment to appropriate behaviour in a technical facility. Using a variety of resources, students research post-secondary education and the career requirements.

Unit 2: Pre-Production - Planning and Design

Time: 14 hours

This unit introduces students to an integral part of the manufacturing process, the pre-production planning stage. Students learn about the elements of technological design, feasibility studies, engineering drawings, and process planning and scheduling. Using a problem-solving approach, students design a product and bring it to production. Working independently and in groups, students apply their skills to develop ideas and formally present them through engineering drawings. The skills and knowledge acquired in this unit will be applied to other projects in the following units.

Unit 3: Production – Applied Manufacturing Operations

Time: 47 hours

This unit introduces students to the manufacturing processes used in the fabrication of products designed in Unit 2. Students are challenged to produce high quality, finished products. Using a variety of available materials (wood, plastic, steel, glass, fabric, etc.) and manufacturing processes (cutting, forming, machining, forging, joining, etc.), students develop prototypes. Safety, skill development, fabrication techniques, and prototyping are emphasized.

Unit 4: Production - Introduction to Power and Control Systems

Time: 20 hours

Students are challenged to add elements of power and control to previously fabricated projects from Units 2 and 3 (e.g., Pick-and-Place Robot, Unit 2, Activity 2). Students choose the type of power/control systems (e.g., electrical, pneumatic, and/or hydraulic) to be added to their projects and then install the selected system. Students also review the social and environmental impacts of power and control systems.

Unit 5: Culminating Challenge and Post-Production Analysis and Reporting

Time: 18 hours

In this unit students design and construct a culminating project and then assess the manufacturing process and the resulting product. Students analyse cost, feasibility, markets, and product quality and develop an appreciation for quality control and quality assurance. Students also demonstrate communication skills through written technical papers, design briefs, and presentations.

Course Notes

· The course serves as a cross-curricular platform that can support expectations in other courses. The development of activities and projects can be linked to business, school, and community initiatives.

· The first unit, Exploring Manufacturing Technology provides a general awareness of Manufacturing Technology as it relates to careers and society. Professionals from the manufacturing field may be invited to speak about career opportunities. Students also gain knowledge of career opportunities through job shadowing, field trips, Internet research, and co-operative education opportunities.

· This course is designed so that students work through projects from start to finish as they progress through the units. In Unit 2 the students select a project from a range of potential activities and then prepare a design for their selected project. Students fabricate their projects in Unit 3 and add power and control in Unit 4. Students then select a second project from the activities described in Unit 2 and follow the same sequence of activities across from Unit 2 to Unit 4. Teachers may adjust the time allocation for any activity/project to accommodate the students’ interests, available facilities, or locally available expertise. Activities suggested in this course may be deleted or substituted with other manufacturing challenges to better reflect local needs and interests.

· Teachers may network with colleagues within and beyond their own schools to share successful modifications to existing activities or ideas about new activities. The community (school and business) should have input into developing aspects of the Manufacturing Technology course.

· Throughout all units the impact and consequences of manufacturing activities and processes on the environment and society are reviewed through class discussions, oral presentations, and written reflections.

· Health and safety awareness is emphasized throughout the course. Students are encouraged to assume responsibility for their own safety and the safety of others.

· Teachers address censorship on the Internet by implementing local Board policies.

· Students develop organizational skills through preparing, cleaning, and storing tools and materials for their projects.

· Students are required to write unit journals, allowing them to reflect on the various stages of the design process for each project and comment on their learning experiences.

· Throughout the course students learn to be effective team members and develop conflict management skills as they complete group projects.

· Many activities in this course follow a standard design process (initiate, design, fabricate, assess, report). Students apply the design process by planning, building, and presenting their projects to their peers and to members of the community.

· The teacher assesses the students’ projects during the development and fabrication stages (for example, the students and teacher determine if the design specifications were met for completeness, functionality, and aesthetics). The teacher also evaluates the finished product.

Teaching/Learning Strategies

Teaching strategies include the following:

Brainstorming – group generation of initial ideas expressed without criticism or analysis

Buddy system – linking of students for peer/cross-age support

Case study – investigation of real and simulated issues

Class discussion – active participation of students by taking turns while discussing current issues

Collaborative/Co-operative learning – small group learning providing high levels of student engagement and interdependence

Computer-assisted learning – learning of new material or review/reinforce material previously learned

Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners

Problem solving – model for helping students to identify and work through a problem using a prescribed process involving a number of steps

Independent study – exploration and research of a topic of interest to students

Journal writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on regular basis

Report/Presentation – oral, visual, and written presentation of researched topic to class or in community

Research – model of investigation

Socratic lesson – oral presentation of information by the teacher

Just-on-time teaching – theoretical material that is presented to the student at the appropriate stage of his/her project

Examples – model or a sample of student work to provide the standard toward which students are aiming

Assessment/Evaluation Techniques

Assessment strategies include the following:

Paper and Pencil Tests

· Tests and quizzes

· Final evaluation (rubric, tests)

Performance Assessment

· Research project

· Assigned exercises

· Log/journal entries

· Presentation

· Finished product

Personal Communication

· Conferencing

· student-teacher

· teacher-group

· Self/peer assessment

· Daily log/journal

· Ongoing verbal feedback

· Critique self/peer

Teacher Observation

· Formal/informal

Reflection

· Self/peer assessment

· Log/journal

Assessment Tools

· Checklists

· Marking schemes

· Project specification sheets

· Rubrics

· Anecdotal comments with suggestions for improvement

Accommodation

Teachers must review exceptional students’ Individual Education Plans (IEPs) and consult with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations. These units/activities are flexible, allowing for a wide range of course delivery methods. Teaching strategy accommodations may include:

· using peer helpers;

· varying the degree of difficulty of assignments;

· providing a choice of projects;

· simplifying or repeating spoken and written instructions;

· using audio-visual presentations where possible;

· demonstrating desired techniques and practices;

· encouraging co-operative group learning;

· providing a variety of modes of instruction (verbal, written, demonstration, etc.);

· increasing the frequency of monitoring progress.

Accommodation in assessment techniques may include using the following:

· multiple choice/true-false/fill-in-the blank test questions;

· oral testing;

· written evaluation;

· checklist to record completion of key components and processes;

· self/peer assessment;

· conferencing;

· extended time;

· reduced number of questions in tests or quizzes.

Resources

Books

Andrews, J. Edge of the Anvil: A Resource Book for the Blacksmith. Emmaus, PA: Rodale Press, 1991.
ISBN 08-785-7195-7

Browning, K. G. Heighington, V. Parvu, and D. Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson, 1993. ISBN 0-07-549650-X

Cirovic, Michael. Basic Electronics. Reston, PA: Reston Publishing, 1997.

Cornfield, R.J., K. Coyle, B. Durrant, K. McCutcheon, J. Pollard, and W. Stratton. Making the Grade: Evaluating Student Progress. Canada: Prentice-Hall Publishers, 1987.

Crawford, Donald. A Practical Guide to Airplane Performance and Design. Torrence, CA.: Crawford Publishing, 1981. ISBN 0-960-393404-1595

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

Fowler, Horsley. Technology. Collins, 1991. ISBN 0-00-322036-2

Huchinson J. and J. Karsnitz. Design and Problem Solving. Albany, NY: Delmar Publishers, 1994.
ISBN 0-8273-52441-1

Krar, Oswald. Technology of Machine Tools. McGraw-Hill Ryerson, 1996. ISBN 0-02-803071

Maynard, H.B. Industrial Engineering Handbook, 3^rd Edition. New York, New York: McGraw-Hill Ryerson, 1971.

Oberg, Erik, Franklin D. Jones, and Holbrook L. Horton. Machinery’s Handbook, 25^th ed. New York: Industrial Press, Inc., 1996. ISBN 0831125756

Ontario Center for Materials, Research. Robotics. From the Lab to the Market Place. A curriculum Resource Unit for High School Science. 1993.

Quilan, C. Orthographic Projection Simplified. New York: Glencoe, 1996.
ISBN 0-02-677320-11

Rorabaugh, Britt. Mechanical Devices for the Electronics Experimenter. McGraw-Hill Ryerson,
1995.ISBN0-07-053546-9

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

Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6

Magazines and Newspapers

Model Airplane News, all editions

Local and national newspapers

Web Sites

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

Recycler’s World – A useful material search site
www.recycle.net/

MotionNew.com (Engineering/resources Online) –Information about robotics
http://www.roboticarm.com/

Canada WorkinfoNet – Source of career, education, and labour market information for Canadians
http://www.workinfonet.ca
Canlearn Interactive – Source of education information for Canadians
http://www.canlearn.ca
Human Resource Development Canada (Career Information)
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml

National Occupation Classification Code
http://www.eoa-hrdc.com/3519/menu/occnoc.stm

Ontario Association of Certified Technicians and Technologists (Education and Careers)
http://oacett.org/

Canadian Association of Professional Engineers (Education and Careers)
http://www.apegga.com/

The Toronto Star newspaper
http://www.thestar.com/

The Toronto Sun newspaper
http://www.canoe.ca/TorontoSun/home.html

Software

CAD, CNC Software

Word processing, and graphics software (e.g., CorelDRAW™)

Spreadsheet software

Presentation software

Video

Meridian Education Corporation. Manufacturing Technology Series. Mississauga, ON: McIntyre Media Limited, 1999. 63.8 min.

Other Resources

Information from:

· school Library/Resource Centre

· co-operative education placements

· job shadowing opportunities

· guest speakers

· local businesses

· field trips to local industries, airports, aircraft maintenance facilities, aviation museums

· municipal, provincial, and federal government agencies

OSS Policy Applications

The Grade 10 Manufacturing Technology course is designated as a Technological Education program. All Grade 10 courses offered in Technological Education are Open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (one credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9-12]) or as an optional credit.

This course is designed to provide students with a broad educational base that will prepare them for their studies in Grades 11 and 12, and for productive participation in society. Students are introduced to practical and theoretical aspects of Manufacturing Technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. Anti-discrimination education, equity, social justice issues, career goals, co-operative education, conflict resolution/violence prevention, and community partnerships are addressed in the course. All of these support many of the Ontario Secondary School Policies. Career exploration throughout all units will be made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

When evaluating the Manufacturing Technologies course the teacher should ensure that:

· the course content helps students meet the expectations;

· the learning styles of all students are facilitated through teaching strategies;

· assessments and evaluations measure student expectations in a reliable and accurate manner;

· parents are informed of student performance on a regular basis;

· a variety of assessment/evaluation tools and teaching/learning strategies are used;

· the program is adjusted to meet the needs of all students.

Coded Expectations, Manufacturing Technology, TMJ2O

Theory and Foundation

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.

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;

TF1.05M

– identify the stages and equipment used in assembly-line production.

Skills and Processes

Overall Expectations

SPV.01M

– recognize market opportunities;

SPV.02M

– apply the planning and design process to specific projects;

SPV.03M

– use the manufacturing process correctly in specific projects;

SPV.04M

– assess processes and the resultant products.

Specific Expectations

SP1.01M

– use market research correctly to test consumer response to design solutions;

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;

SP1.06M

– select methods of generating, transmitting, and transforming power;

SP1.07M

– apply various electrical and electronic controls;

SP1.08M

– describe the purpose of quality control processes;

SP1.09M

– evaluate projects using assessment instruments and identify design alterations;

SP1.10M

– prepare and present design briefs.

Impact and Consequences

Overall Expectations

ICV.01M

explain health and safety standards as they relate to processes, materials, tools, and equipment in the manufacturing industry;

ICV.02M

– identify career opportunities in the manufacturing industry;

ICV.03M

– demonstrate understanding of the social and environmental effects of the manufacturing industry.

Specific Expectations

IC1.01M

– apply personal and health and safety regulations in the handling of equipment and materials;

IC1.02M

– describe careers in manufacturing technology and the education and training required for entry into those positions;

IC1.03M

– describe the role of manufacturing entrepreneurs in Canadian society;

IC1.04M

– demonstrate understanding of the ecological ramifications of manufacturing.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Exploring Manufacturing Technology

Unit 2: Pre-Production - Planning and Design

Unit 3: Production – Applied Manufacturing Operations

Unit 4: Production - Introduction to Power and Control Systems

Unit 5: Culminating Challenge and Post-Production Analysis and Reporting

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Assessment Tools

Accommodation

Resources

Books

Magazines and Newspapers

Web Sites

Software

Video

Other Resources

OSS Policy Applications

Course Evaluation

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations