Course Profile Manufacturing Technology,
Grade 10, Open, Public
Unit 1: Exploring Manufacturing Technology
Time: 13 hours
Activity 1 | Activity 2 | Activity 3
In this unit students explore manufacturing processes, terminology, and design concepts as well as careers in the manufacturing sector. Using a variety of resources, students research and report on post-secondary education and the career requirements. Students explore the school's manufacturing facility and become familiar with materials, layout, and equipment. Through introductory design challenges students increase their familiarity with and understanding of the facility and the design process. They develop an appreciation for product development from conception to completion, and learn about the potential social and economic effects of manufacturing the product. They study safety procedures including the use of personal protective equipment and appropriate behaviour in a technical facility.
Strand(s): Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall Expectations: TFV.02M, TFV.03M, SPV.03M, ICV.01M, ICV.02M.
Specific Expectations: TF1.03M, SP1.03M, SP1.05M, IC1.01M,
IC1.02M.
|
Activity 1 |
Exploring Careers in Manufacturing |
240 minutes |
|
Activity 2 |
Exploring the Manufacturing Facility |
120 minutes |
|
Activity 3 |
Introductory Design Challenge – CD or DVD Holder |
420 minutes |
· co-operative group skills
· interactive teamwork skills
· knowledge of safety procedures and requirements in the technology facility (as learned in Grade 9 Science and Integrated Technologies)
· knowledge of sketching techniques
· measurement skills as they relate to manufacturing processes
· word-processing skills
For this unit the teacher must:
· obtain and organize resource materials appropriate for each activity (e.g., reference texts and web sites);
· prepare worksheets and handouts specific to each activity;
· read pertinent resource material for background information (e.g., Appendix 1 – Sample Safety Passport and Appendix 2 – Design Process for Manufacturing Projects);
· prepare or obtain materials required for each activity (e.g., CD/DVD cases);
· review School Board policy on computer/Internet use (safety/censorship).
The teacher may invite professionals from the manufacturing sector to speak about careers, education, and the role of manufacturing in today’s society.
· Throughout this unit the teacher encourages open discussions on the opportunities and challenges in manufacturing products as well as the need for innovation and creativity in product design. In the first activity the teacher discusses career opportunities in Manufacturing Technology, as well as some of the personal qualities and educational requirements required for a successful career in various manufacturing professions. Students research career opportunities in the manufacturing sector.
· In Activity 2 the teacher introduces the students to the manufacturing facility, equipment, and available materials through class discussions, research exercises, and practical drawing exercises. Students summarize their understanding of the manufacturing facility through group discussions and written or oral presentations.
· In the third activity the teacher provides the students with a design challenge in which they work through the complete design process. Students work in groups to create and evaluate solutions to the challenge using a variety of designing and fabricating processes.
· The teacher may use the Safety Passport model to assess and document each student’s readiness to operate the various tools in the manufacturing facility. See Appendix 1 – Sample Safety Passport for a description of this model of instruction as well a sample recording form.
The teacher assesses student learning through:
· classroom presentation;
· homework completion and accuracy;
· classroom participation/group work;
· peer and self-assessment;
· research projects;
· written report/assignments;
· practical work;
· quizzes and tests;
· marking schemes;
· rubrics;
· checklists.
Krar, Oswald. Technology of Machine Tools. McGraw-Hill Ryerson, 1996. ISBN 0-02-803071
Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6
Canadian Association of
Professional Engineers (Education and Careers)
http://www.apegga.com/
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/
The Toronto Star newspaper
http://www.thestar.com/
The Toronto Sun newspaper
http://www.canoe.ca/TorontoSun/home.html
CAD, CNC Software
Word Processing, and Graphics Software (e.g., CorelDRAW™)
Information from:
· school Library/Resource Centre
· co-operative education placements
· job-shadowing opportunities
· guest speakers
· local businesses
· municipal, provincial, and federal government agencies
Time: 240 minutes
In this activity students explore, reflect, and report on roles and careers in manufacturing. Some of the careers to be researched may include manufacturing engineer, materials planner, machinist, assembler, hydraulic specialist, computer programmer, quality assurance inspector, etc.
Strand(s): Theory and
Foundations, 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.02M - describe careers in manufacturing technology and the education and training required for entry into these positions.
For this activity the teacher must:
· review the various roles and activities associated with a typical manufacturing organization.
· provide students with information on careers to assist them in their research (e.g., local and national newspapers, a listing of web sites, etc. [see Resources]);
· prepare an activity assignment sheet;
· preview copyright laws and prepare any information that the students may require;
· arrange for a professional from a local manufacturer to speak to the class, or arrange a field trip to a local manufacturing company.
· co-operative group skills
· interactive teamwork skills
· word-processing skills
· knowledge of how to research on the Internet
· The teacher and students discuss the roles/careers associated with a typical manufacturing organization.
· The teacher presents various techniques for researching information on careers. Students record this information in their notes. The teacher may arrange for a professional from a local manufacturer to speak to the class or arrange a field trip to a local manufacturing company at this point.
· Students form groups of two or three and the teacher assists each group in selecting a manufacturing-related career for investigation.
· Students research their career and present a summary that details activities, education requirements, salary range, and potential job satisfaction. Students are encouraged to use a variety of media in presenting the groups findings.
· The students submit a summary report to the teacher. The teacher collates all student career summaries as a resource for future reference in the classroom, Guidance, and the Co-operative Education department.
The teacher observes students, keeping anecdotal comments in order to assess the following:
· teamwork skills (see Appendix 5 – Sample Teamwork Checklist and Appendix 6 – Sample Assessment Rubric for Teamwork)
· research skills;
· communication skills.
The teacher
also assesses the following:
· written description of manufacturing careers, including information about job function and duties, educational requirements, salary expectations, and employment potential;
· group presentation of their findings to the class (see Appendix 3 – Sample Assessment Rubric for Oral Presentations);
· the completion and accuracy of assigned tasks (see Appendix 4 – Work Habits/Homework);
· completeness of journal entries.
To accommodate the needs of all students the teacher may:
· ensure that all aids, safety precautions, and assistance required for students to experience success in the program are in place;
· provide peer mentors;
· provide one-on-one assistance;
· evaluate process rather than product;
· provide a sample report;
· monitor student progress frequently;
· allow for extended time to complete activity;
· simplify expectations on an individual assignment/student basis;
· allow the finished product/project/work to be presented in a variety of formats;
· involve students in self-assessment of their own projects;
For enrichment, students may interview someone with experience in the selected manufacturing career. Students work independently to develop pertinent questions and scheduling for the interview.
Books
Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6
Local and national newspapers
Web Sites
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
Other Resources
Information from:
· school Library/Resource Centre
· Co-operative Education department
· guest speakers
· local industry
· municipal, provincial, and federal government agencies
Time: 120 minutes
Students engage in team-building activities as they review measurement techniques and systems and explore the school’s manufacturing facilities. They identify and describe materials, industrial tools, and equipment that are available. Students develop an awareness of, and begin to emulate the standards of safety and practices used in the industrial environment.
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.
In preparation for this activity the teacher must:
· research the history of measurement systems, including information about earlier measurement practices through to today’s manufacturing processes;
· provide the following tools and materials:
· approximately one dozen dual (imperial and metric) measuring tapes;
· metric and imperial micrometers;
· metric and imperial steel rules;
· vernier calipers;
· graph paper and pencils.
Students should be familiar with:
· introductory sketching techniques;
· safety requirements and procedures in a technical facility.
1. The teacher discusses the expectations of the activity.
2. The teacher and students review the safety requirements, including a discussion of safe behavior in a technical facility and the need for students to wear safety glasses during all hands-on activities.
3. Throughout the activity the students maintain a journal of their activities to assist them in monitoring their learning, personal goal setting, and skill development.
4. At the beginning of each classroom session the teacher conducts a brief discussion on the history of measurement.
5. Using dual scale measuring tapes, the students work in pairs to review, measure, compare, and record (in both imperial and metric) the following (see Appendix 9 – Measurement Practice):
· their height;
· fingertip to fingertip span;
· width of a hand;
· distance covered by three steps;
· other relevant measurements, as selected by the teacher.
6. Using graph paper and an 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. The technical facility may be split into sections for student teams to analyse. Students identify the position of important signage, chemical storage, fire-fighting equipment, power and emergency switches, and means of egress (i.e., 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 textbooks, teacher instruction, or other resources students identify and list the functions of common machine tools found in the facility.
7. Students review, identify and checklist various available materials (see Appendix 10 – Facility Drawing Checklist).
8. Using calipers with fractional and metric steel rules, students draw and dimension stock profiles and learn the proper descriptive terms (e.g., 38 mm x 3.1 mm [1 ½" x 1/8"] angle iron).
9. Students conference and summarize their findings for presentation to the class.
· Students self-assess for capability and learning skills in daily logs.
· The teacher evaluates the completed facility drawing using a checklist (see Appendix 10 – Facility Drawing Checklist at the end of this activity) to ensure that students are familiar with the facility, equipment available, and location and types of materials available.
To accommodate the needs of all students the teacher may:
· allow students ample time to practise each skill;
· implement peer tutoring;
· allow students to use tracing paper;
· encourage students to create a scale drawing using graph paper or a scale for enrichment.
Books
Krar, Oswald. Technology of Machine Tools. McGraw-Hill Ryerson, 1996. ISBN 0-02-803071-0
Other
Information from:
· school Library/Resource Centre
Appendix 9 – Measurement Practice
Appendix 10 – Facility Drawing Checklist
Time: 420 minutes
Students design and construct a prototype CD or DVD holder that holds a number of standard CD or DVD cases. This activity provides opportunities for students to make decisions about form and function and to learn skills and processes required in manufacturing. Prototypes developed are dependent on student expertise, technical facilities, and materials available.
Strand(s): Theory and
Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.03M - select materials, industrial tools, and equipment to manufacture products;
SPV.03M - use the manufacturing process correctly in specific projects;
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;
SP1.03M - select appropriate materials for predetermined projects;
SP1.05M - perform the preparation processes required to manufacture products;
IC1.01M - apply personal and health and safety regulations in the handling of equipment and materials.
· In preparation for this activity the teacher must:
· review Appendix 2 – Design Process for Manufacturing Projects;
· provide CD and DVD cases for students to measure;
· provide sample CD and DVD holders.
· The teacher may provide a full range of material choices for student selection including:
· acrylics;
· woods;
· composites;
· sheet metals;
· bar stock;
· various shapes of structural metal.
· A range of material provides greater learning opportunities for processes such as cutting, shaping, forming, and joining. However this may require more time than the teacher has assigned to this introductory design challenge.
· To limit the scope and time of the challenge the teacher may constrain the solutions to specific materials such as wood and plastic. See Appendix 12 – Sample CD Project with Defined Processes and Materials for a sample challenge using defined material types.
Students should be familiar with:
· co-operative group skills;
· interactive teamwork skills;
· awareness of safety requirements and procedures in a technical facility.
1. The teacher introduces the context of the design challenge. (For example, students enter the classroom to find a table piled up with CD and DVD cases, so that students are faced with the need to manufacture a CD or DVD stand.) The teacher and students discuss the context and the challenge (i.e., to design and manufacture a CD or DVD holder). The teacher provides samples of CD and DVD holders to illustrate the purpose. The teacher and student discuss the features of pre-existing models.
2. The students are divided into groups of two. Each group measures the physical dimensions of a CD or DVD case and establishes the number of cases their holder will contain. Project constraints such as time, materials, and prior expertise are discussed, and the students record these in their notes.
3. Students create paper or cardboard models and sketches to determine the appropriate shape for their holder. The teacher instructs the students on the proper use of a utility knife, safety ruler, and hot glue gun prior to model making. Each group is encouraged to pursue their own design ideas in their selection of the shape, overall functioning and material selection of their CD or DVD holder.
4. The teacher provides instruction and demonstrations on safety and on the process skills required to create a high quality product. The teacher assists students in process choices without limiting innovative attempts. Note: To reflect Canadian industry standards the use of both imperial and SI measuring systems is required in this activity.
5. The students and teacher discuss material conservation. Students must consider cutting allowances to minimize wastage. The teacher furthers the students’ understanding of this concept by discussing the fact that design is driven by available resources, especially when mass production is anticipated and the cost of waste becomes considerable.
6. Students are encouraged to use patterns and templates whenever possible. The teacher instructs students to use the first cut piece as the pattern for all other identical pieces, rather than measuring each piece individually (which will create unwanted variance in the pieces). Students place the templates at the square edge of the flat stock during layout in order to reduce process time and material wastage.
7. The teacher provides instruction and demonstration for the safe use of each new process, machine or tool. Students’ readiness to operate the various tools permitted for this activity must be determined through the use of the Safety Passport model (see Appendix 1 – Sample Safety Passport).
8. The teacher encourages self-directed learning (i.e., the teacher suggests text research when students ask process questions).
9. Students maintain a journal or logbook of activities to record evidence of their learning.
10. Some key safety reminders include:
· any form of verbal or physical aggression in an industrial atmosphere will not be tolerated;
· wearing of safety glasses is mandatory in all manufacturing facilities;
· students must wear leather gloves when handling large sizes of unfinished stock.
11. Students complete the project, producing (in detail) the sequential steps used and all modifications made as part of their design report.
12. Students assess their project and their design report to ensure they considered the design challenge criteria and all components of the design report. The design report is based on daily journal notes and must contain:
· the context and design criteria;
· preliminary sketches and ideas;
· steps in producing the product;
· 3-D sketch or drawing of the final product;
· reflection on process and product.
13. Final project and design report are presented by students to peers, teachers, and if applicable, to clients.
· The teacher observes students, keeping anecdotal comments in order to assess teamwork skills (see Appendix 5 – Sample Teamwork Checklist and Appendix 6 – Sample Assessment Rubric for Teamwork).
· Students self-assess for capability and learning skills in daily logs.
· The rubric is intended for use as an overall assessment tool to provide both the teacher and the student with information on the level of knowledge and skill that students bring to this introductory course in manufacturing technology. If the rubric is completed in conference with the student it will provide valuable information on the level of understanding of students before they move on to more in depth design and construction tasks. (See Appendix 12.)
To accommodate the needs of all students the teacher may:
· allow students ample time to practise each skill;
· implement peer tutoring;
· provide a clearly laid out, step-by-step procedure in the building of a CD or DVD holder (see Appendix 12 – Sample CD Project with Defined Processes and Materials);
· encourage students to construct more than one design and analyse each prototype, for enrichment;
· provide open-ended problems in which students are expected to be self-directing in employing more sophisticated skills in design and manufacturing.
Books
Krar, Oswald. Technology of Machine Tools. McGraw-Hill Ryerson, 1996. ISBN 0-02-803071-0
Appendix 11 – Sample Assessment Rubric for the Introductory Design Challenge – CD or DVD Holder
Appendix 12 – Sample CD Project with Defined Processes and Materials