Course
Profile
Manufacturing Engineering Technology, Grade 11, College Preparation,
Catholic and Public
Unit 1: Project Engineering and Management
Time: 32 hours
Activity 1.1 | Activity
1.2 | Activity 1.3 | Activity 1.4 | Activity
1.5 | Activity 1.6
Throughout
the course students apply the design process to develop solutions, products,
processes, and process controls to solve a variety of manufacturing challenges
or problems. Project engineering and management is an integral part of the
design process. In this unit, students are introduced to product research and
design; material properties, testing, and selection; process planning;
production scheduling; and cost analysis. Using the design process and
engineering standards, students demonstrate their knowledge of the concepts
required to design, prototype, analyse, plan, and prepare a product idea for
its production. In evaluating product ideas, emphasis is placed on testing and
prototyping. The skills and knowledge acquired in this unit can then be applied
to other projects in the following units.
Technology,
when placed at the service of God’s people, is to be developed for the benefit
of all. Students develop an appreciation of the importance of decision-making
based on Gospel values. Emphasis is placed on giving students a general
understanding of Manufacturing and how our Catholic faith influences moral
decision-making using an informed conscience. The designers and planners of the
future must create, adapt, and evaluate new ideas in light of the common good
with consideration of the impact to the socio-economic well-being of the
region, province, and nation.
|
Activity |
Time |
Expectations |
Assessment |
Focus |
|
1.1:
Project Research |
120 min |
TFV.01,
SPV.04, ICV.01, TF1.01, TF1.02, TF2.05, TF2.07, SP5.01, IC1.02 CGE1d,
CGE2b, CGE2c, CGE4f, CGE4g, CGE5e |
Application Knowledge/
Understanding Communication |
Technological Systems Manufacturing Systems Design Process Product Research Group Dynamics |
|
1.2: Developing Presentation and Working Drawings of the Wind-powered Generator |
840 min |
TFV.01,
SPV.04, ICV.02, ICV.04, TF1.02, SP1.04, SP3.02, SP4.02, SP4.03, SP4.05,
IC2.01, IC3.04 CGE2b,
CGE2c, CGE3b, CGE4f, CGE5h |
Knowledge/
Understanding Thinking/ Application Communication Learning
Skills |
Sketch Development Elements and Principles of Design Engineering Graphics Presentation Drawings Working Drawings Assembly Drawings Bill of Material CAD |
|
1.3:
Material Properties, Testing, and Selection |
300 min |
TFV.01,
TFV.02, SPV.04, ICV.02, TF2.01, TF2.02, TF2.03, TF2.04, TF2.05, SP5.03,
IC1.02, IC2.01 CGE1d,
CGE2b, CGE2d, CGE4a, CGE7i |
Thinking/ Communication |
Material Identification, Selection, Properties, Testing, and Conditioning Environmental Impact |
|
1.4:
Modelling and Prototyping |
180 min |
TFV.01,
TFV.02, SPV.04, ICV.02, TF1.02, SP1.05, IC2.01 CGE2a,
CGE2c, CGE4b, CGE3b |
Application Communication |
Types
of Models Modelling
Techniques Selecting
Material Building
Prototypes |
|
1.5: Developing Process Control Charts and
Production Planning |
300 min |
TFV.01, TFV.03, TFV.04, SPV.01, SPV.03,
TF1.02, SP1.01, SP1.02, SP1.03, SP4.01, IC2.02 CGE2b, CGE2c, CGE4b, CGE7i |
Thinking/ Communication Application |
Planning and Organizing Activities Production Flow Charts Control Systems Develop Project Management Systems |
|
1.6:
Cost Estimating and Analysis |
180 min |
SPV.04,
SPV.05, SP1.01, SP4.04, SP4.06, SP5.01, SP5.03 CGE1d,
CGE2c, CGE4b, CGE4f, CGE4g, CGE5c |
Communication Application Knowledge/
Understanding Learning
Skills |
Estimating
Process Product
Cost Estimates Process
Cost Estimates |
Time: 120 minutes
Students
learn how to use a variety of media resources and research techniques to
explore manufacturing processes and project ideas in preparation for the
construction of a wind generator. Emphasis is placed on the design and
construction process requirements as well as overall functionality (e.g., power
generation). Guided by their God-given talents and the Catholic faith
tradition, students discuss and consider how the project benefits the
environment and contributes to the common good of others in a positive manner.
Ontario
Catholic School Graduate Expectations
CGE1d -
develop attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE2b -
read, understand, and use written materials effectively;
CGE2c -
present information and ideas clearly and honestly with sensitivity to others;
CGE4f -
apply effective communication, decision-making, problem-solving, time and
resource management skills;
CGE4g -
examine and reflect on one’s personal values, abilities and aspirations
influencing life’s choices and opportunities;
CGE5e -
respect the rights, responsibilities and contribution of self and others.
Overall
Expectations
TFV.01 -
apply the design process to develop solutions, products, processes, or services
in response to challenges or problems in manufacturing technology;
SPV.04 -
use effective techniques to model and communicate product ideas, materials, and
specifications;
ICV.01 -
demonstrate an ability to make informed decisions concerning the social,
economic, and environmental consequences and impact of the manufacturing
sector.
Specific
Expectations
TF1.01 -
explain how a human need or want can be met through a new or improved product;
TF1.02 -
apply the following steps of the design process to solve a variety of
manufacturing technology challenges or problems:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of procedures;
TF2.05 - identify factors that affect material
selection;
TF2.07 - describe the advantages of using a
variety of materials, such as different species of woods, metals and alloys,
plastics, earth materials, and composite materials;
SP5.01 -
explain the technological systems approach and how it relates to manufacturing:
inputs (materials, labour, capital), processes (material processing), and
outputs (for industry or the consumer market);
IC1.02 -
describe the impact of manufacturing activity on the environment and identify a
variety of materials, processes, and waste management methods to minimize
negative impact.
·
Students
should have:
· group working skills (cooperative learning techniques from elementary and an understanding of personal responsibilities assigned by group);
· Internet research skills and keyboarding skills (some knowledge of word-processing software, presentation software, and the Internet is an asset);
·
Grade
10 Manufacturing Technology (TMJ2O) will be an asset.
·
Prior
to beginning the activity, ask students to define key terms for homework. Terms
may include raw materials, research and development, design engineering,
prototyping, and high volume vs. low volume production.
·
Have
an understanding of the various roles and activities associated with the
manufacturing process (e.g., planning, scheduling, plastics forming, and
machining) and the basics of electricity and power generation (Ohm’s law, power
law, and alternator theory).
·
To
enable students to research effectively, provide a list of websites that they
can easily access. Check all websites prior to beginning this activity.
·
Provide
copies of plans and sketches of the product.
·
Prepare
an activity assignment sheet to inform students of the requirements of the
final product. Discuss copyright laws and review any data, text, or images that
students may wish to copy and/or print. As a supplemental activity, the teacher
may arrange for a guest speaker(s). Be sure to provide opportunities to discuss
ethics and morality of plagiarism and piracy.
·
Lead
a round table discussion of Catholic values related to product development and
production (e.g., stewardship, human potential, and socio-economic
responsibilities).
The teacher should:
·
convey
the information through a variety of strategies such as whole group,
brainstorming, and jigsaw, while using a guided practice technique followed by
an opportunity for independent practice;
·
explain
the technological systems approach and how it relates to manufacturing: inputs
(materials, labour, capital), processes (material processing), and outputs (for
industry or the consumer market);
·
discuss
“key terms” homework assignment (e.g., raw materials, research and development,
design engineering, prototyping, high volume production vs. job shops);
·
review
the manufacturing and design process and discuss project research plays a role
in this process (Appendix G from the Grade 10 Manufacturing Technology
[Catholic] profile );
·
review
and discuss the role of project research, how it affects the final fabrication
of a project, and its effect on the environment, and society as a whole, in
light of our Christian responsibilities;
·
discuss
various search techniques and the basics of electricity and power generation;
·
review
group process (see Appendix J of the Grade 10 Manufacturing Technology
[Catholic] profile);
·
demonstrate
potential avenues to follow to enable all groups to obtain information relevant
to their investigation;
·
arrange
for students to experience a guest speaker(s) and/or a manufacturing facility
tour;
·
provide
access to various forms of media and technology;
·
encourage
students to reflect upon their research and its relationship to everyday life
and how it benefits or harms society;
·
provide
an opportunity for the teams to present their findings to the class and how
they reflect on their Christian upbringing.
Students should:
·
research,
using a variety of resources, (e.g., school Library/Resource Centre, websites,
local power companies):
· vertical and horizontal blade design efficiency;
· trade-related jobs in manufacturing sector;
· wind generators past and present;
· impact on the environment;
· reliability and economics of design;
· structures such as towers (TV towers, lookout towers, etc.);
·
provide
a summary of their research detailing production activities, material
requirements, and how it impacts on the human condition;
·
form
teams of two or three students;
·
assign
each team member a role, (e.g., note taker).
Strategies
include Personal Communication, Observation, Performance Assessment, and
Reflection and are assessed in reference to Appendix 1.1.1 and Appendix A
(career research and sample oral presentation) of the Grade 10 Manufacturing
Technology [Catholic] profile.
Application
·
Each
team submits a two-page word-processed summary of their research, which will be
used in their project proposal, detailing websites and other media used,
project to be constructed, material requirements, fabrication duties, and
expected outcomes (e.g., power generated).
Knowledge
and Understanding
·
Student’s
initiative, Christian leadership, participation in a group, and the ability to
discuss the associated Catholic values are assessed.
·
Each
team explains and demonstrates their research technique to the instructor.
Communication
·
Reflections:
Students self-assess their experiences through a reflective journal entry. The
journal entries are evaluated through a rubric evaluation format (Appendix B of
the Grade 10 Manufacturing Technology [Catholic] profile).
·
Provide
peer mentors, 1:1 assistance, varied skill groups, and computer assistance as
needed.
·
Allow
the finished summary sheet to be presented in a variety of formats; accept oral
contributions or point form rather than essay where language is an issue.
·
Selectively
group students so that they have support for remediation and/or enrichment.
·
Allow
tape-recorded summary if necessary.
·
Allow
extra time for the summary sheet.
·
Provide
support either verbally and/or with hard copy to ensure students have an
understanding of group process and research skills.
·
Review
the activity assignment sheet, as appropriate, and monitor progress.
·
Allow
the finished research report to be presented in a variety of formats; accept
oral contributions or point form rather than essay where language is an issue.
·
Assess
students’ research process as the emphasis rather than the final research
paper.
·
Provide
a sample report to show what is expected as end result.
Science
text/encyclopedia (print and software e.g., Encarta)
Local
power generation company
Guest
speaker (professional organization, e.g., OACETT, APEO)
School
Library/Resource Centre
Websites
Renewable
Resource Data Centre – http://rredc.nrel.gov/
The
Wind Works – http://www.users.qwest.net/~jaybo/index.htm
Picoturbine
– http://www.picoturbine.com/rotorsim.htm
Illustrated
History of Wind Power Development – http://telosnet.com/wind/index.html
Home
Built Wind Power – http://homepages.enterprise.net/hugh0piggott/books/
Wind-powered
Generator
Time: 840 minutes
Students
develop a design portfolio package of a wind- powered generator. The portfolio
includes design sketches, presentation drawings, and working drawings. As part
of a design team, students develop thinking, problem-solving, and graphic
communications skills through brainstorming and sketch development of design
ideas. Students are encouraged to reflect Gospel values and responsible
attitudes as collaborative contributors to the team. This activity is designed
to introduce students to a variety of drawing techniques used in the design
industry. Students are shown how to sketch objects or ideas using oblique,
isometric, perspective, and orthographic representation. Emphasis is placed on
understanding the differences between these techniques and when they should be
used. Through proper dimensioning and geometric tolerancing of the drawings,
students identify production control monitoring strategies. The completed
design portfolio can then be used in the production phase (Unit 2) of the
manufacturing process.
CGE2b -
read, understand, and use written materials effectively;
CGE2c -
present information and ideas clearly and honestly with sensitivity to others;
CGE3b -
create, adapt and evaluate new ideas in light of the common good;
CGE4f - apply effective communication,
decision-making, problem-solving, time and resource management skills;
CGE5h - apply skills for employability,
self-employment and entrepreneurship relative to Christian vocation.
Overall
Expectations
TFV.01 -
apply the design process to develop solutions, products, processes, or services
in response to challenges or problems in manufacturing technology;
SPV.04 -
use effective techniques to model and communicate product ideas, materials, and
specifications;
ICV.02 -
demonstrate the exemplary practices that are essential to safe work
environments and practices;
ICV.04 -
describe the career opportunities in manufacturing engineering.
Specific
Expectations
TF1.02 -
apply the following steps of the design process to solve a variety of
manufacturing technology challenges or problems:
- brainstorm a list of as many solutions as possible;
- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;
- communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
SP1.04 -
use appropriate techniques to sketch solutions to scale showing orthographic
and isometric views;
SP3.02 -
design and implement inventory and production control systems;
SP4.02 -
use detailed working drawings and assembly drawings to depict the components of
the product or process;
SP4.03 -
develop a bill of material that indicates the specifications and quantity of a
particular part of the product or process;
SP4.05 -
develop appropriate engineering drawings using a computer-aided drawing
program;
IC2.01 -
apply safe work practices in performing manufacturing-related processes;
IC3.04 -
distinguish among the careers of technician, technologist, and engineer and
identify the education required for each.
·
Students
should have:
· previous activity content regarding familiarity of the wind-powered generators;
· completed the previous activity in developing a design portfolio of a product, selected product material, and planned the production of the product;
· group work skills;
· skills in cooperative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;
· basic skills in word processing used for journals/log entries;
· respect for the rights, responsibilities, and contributions of self and others;
· basic keyboarding skills (knowledge of using the keyboard for CAD drawing development);
· mathematical skills relevant to drawing accuracy, measurement units, geometric shapes, as well as Cartesian Plane used in learning CAD.
·
Experience
from the Grade 10 Manufacturing Technology activities would be an asset. This
experience will provide students with knowledge of basic sketching and drawing
standards as well as an understanding of Computer Aided Design and Drafting;
·
Art
courses can also be an asset.
·
Ask
students to define key terms for homework. Terms may include design brief,
portfolio, brainstorming, thumbnail sketches, design
engineering, presentation drawings, and working drawings.
·
Be
sure that all computers are in working order and that the CAD software is
functional.
·
Review
all activities and prepare all handouts and materials necessary for the
delivery of content.
·
The
activity is split into stages. The idea development (sketches) stage introduces
students to design briefs and sketching techniques. Students progress to the
presentation drawing stage where they develop pictorial sketches of the design
proposal. The final stage includes detailing the design proposal through the
development of working drawings complete with dimensions and geometric
tolerances.
·
Consult
the Art Department for texts on sketching techniques and books on principles
and elements of design if none are available your department. Ask Art
instructors to describe their perspectives on the use of principles and
elements of design.
·
Consultation
with the Computer Science teachers can also be helpful in understanding
computer station safety precautions, (e.g., repetitive stress injuries, ergonomics,
electromagnetic fields, posture).
·
Create
and/or gather teaching aids to act as visual aids when introducing orthographic
views. A box with hinged sides will help in discussions of orthographic view
development.
·
A
variety of simple objects such as wooden blocks cut in geometric shapes can
also help. Solicit help from the Construction Technology teachers and students
to create these visual aids.
·
Demonstration
of drawing techniques can be helpful. Use board or overheads.
·
Prepare
handout activities for each stage of the portfolio development.
·
Create
posters illustrating these techniques and put them up around the room so
students always have something to refer to.
·
Introduce
sketching techniques in progression, starting with simple two-dimensional
shapes and progressing to three-dimensional representation and the final
addition of value and texture. Prepare several practice exercises, selecting
components that allow a progression of activities for the same drawings.
Students sketch the part, dimension it, add size tolerances, and add geometric
tolerances.
·
Graphic
communication requires a lot of practice exercises to develop drawing skills,
some of which may be completed for homework. Have students complete practice
exercises individually. The final portfolio may be completed as design teams
consider the number of drawings needed.
·
Prepare
individual file folders for students to store all sketches and drawings for
future use. Students should also make copies to be used in production stages;
·
As
a supplemental activity, arrange for a guest speaker(s) and/or a field trip to
a local manufacturer or engineering firm.
The teacher should:
·
provide
a high level of student engagement, interdependence, and conflict-management
skills. Monitor progress and provide feedback frequently, emphasizing
collaborative and cooperative group efforts in light of Gospel values and
keeping in mind the uniqueness and value of each person;
·
review
lesson on group dynamics emphasizing collaborative and cooperative group
efforts in light of Gospel values (see Appendix J from the Grade 10
Manufacturing Technology [Catholic] profile);
·
have
students form design teams allowing for the individual to grow spiritually,
intellectually, and socially as a reflective and creative thinker. The teacher
may choose or modify the teams depending on individual strengths and weaknesses
allowing students to recognize that each has God-given talents;
·
review
the manufacturing and design process and discuss how engineering graphics plays
a role in this process (Appendix G from the Grade 10 Manufacturing Technology
[Catholic] profile);
·
introduce
principles and elements of design and discuss how they are useful in presenting
design proposals;
·
discuss
the different drawing types. Be sure to identify the difference between
presentation drawings and working drawings and discuss where in the design
portfolio they belong;
·
emphasize
the fact that sketches can be developed using any type of drawing techniques
from two-dimensional orthographic representation to three-dimensional pictorial
representation;
·
discuss
simple sketching techniques for drawing shapes (squares, rectangles, and
circles) and assign practice exercises for homework;
·
demonstrate
how these shapes can then be converted to three-dimensional geometry using
oblique, isometric, and perspective representation standards;
·
introduce
the design challenge (the Wind-powered Generator). For Activity 1, as an
example, the design challenge might state: “As owner/operator of a small
manufacturing facility, you have been commissioned by a client to design and
manufacture a prototype ‘propeller assembly’ for a wind-powered generator. Due
to the high strength-to-weight requirements of the assembly, you are encouraged
to investigate the possibility of fabricating the product from modern
plastic-composite materials in an attempt to maximize the strength while
minimizing the weight”;
·
through
design team format, have students use all the learned techniques to brainstorm
ideas for the design of the wind-powered generator;
·
be
sure students add texture, value, colour, and other design elements to their
proposals by emphasizing the importance of presentation in demonstrating their
creative thinking skills;
·
introduce
students to orthographic representation and assign practice exercises for
homework;
·
discuss
proper dimensioning standards for the orthographic drawings and have students
dimension the homework exercises;
·
discuss
size tolerancing and have students add tolerances to the homework exercises;
·
discuss
geometric dimensions and how they relate to the production control process and
have students add some basic geometric tolerances where applicable;
·
give
students an overview (with criteria and instructions) of the drawing
requirements for the design portfolio of the wind-powered generator;
·
use
appendices as reference material to get things started;
·
discuss
fasteners and weldments and have students determine how the generator will be
assembled;
·
discuss
assembly drawings and have students develop assembly and sub-assembly drawings
for their wind-powered generator;
·
discuss
bills of materials and have students add a bill to their assembly and
sub-assembly drawings;
·
introduce
CAD and have students convert their dimensioned hand drawings to formal CAD
drawings;
·
discuss
safety precautions associated with computer use, (e.g., repetitive stress
injuries, ergonomics, electromagnetic fields, posture, breaks, etc.);
·
discuss
format in assembling all student work in a portfolio package;
·
review
journal/log writing format and criteria;
·
remind
the students that a well kept journal of their activities will assist them in
goal setting and in developing skills which will help them in the world of
work;
·
as
students work through the portfolio development, take a few minutes from each
period to discuss career opportunities and educational requirements for design
engineering and project management.
Students should:
·
listen
actively and critically to understand and learn in light of Gospel values;
·
identify
different types of sketching techniques and drawing types;
·
participate
in collaborative/cooperative learning through group brainstorming of product
ideas;
·
develop
a design brief of the design challenge;
·
develop
design criteria and constraints for the design challenge;
·
independently
and as a group, sketch a variety of design ideas using appropriate sketching
techniques;
·
analyse
their ideas and select the best design;
·
apply
their reasoning in solving the design challenge by writing a one-page rationale
of how they chose their best design;
·
using
pictorial representation and principles of design, sketch the final design
proposal;
·
assemble
the design brief, criteria/constraints, and brainstormed sketches;
·
become
familiar with drafting standards, allowing them to develop engineering drawings
of their design proposal;
·
develop
a portfolio package containing presentation drawings and detail working
drawings of their proposal;
·
independently
work on team-specified individual drawings, which are then assembled as a
package;
·
convert
the drawing package to formal CAD drawings;
·
assemble
the design brief, criteria/constraints, idea development sketches, hand
drawings, and CAD drawings in a package to be stored with their AEP files;
·
describe
their learning experiences in a reflective journal entry. In the entry,
students also reflect on personal values as they apply to working within a
group and on personal aspirations relating to engineering and drafting. The
reflection journal should be completed for homework;
·
become
aware of ethical/moral issues involved in their decision making.
Assessment
strategies and tools include opportunities for monitoring students’ achievement
levels as well as learning skills. They include communication, observation,
performance assessment, reflection, conferencing, and tests/quizzes. Assessment
tools include marking schemes for the activities, rubric assessments, tests,
checklists, and anecdotal comments.
Application
·
Students
are assessed on their ability to draw a given object using sketching techniques
and engineering standards learned. Using a checklist format (see Appendix I of
the Grade 10 Manufacturing Technology [Catholic] profile), teachers check the
hand-drawn detailed drawings of the wind-powered generator. The checklist may
also be used in assessing homework exercises.
·
The
completed CAD drawings are evaluated individually or as a package using a
rubric. The purpose of this assessment is to judge the student’s ability in
applying their communication skills graphically using engineering standards.
Thinking
and Inquiry
·
Teachers
evaluate students’ design brief, student-developed criteria and constraints,
idea development sketches, and the written rationale in selecting their best
design. A rubric may be used in the evaluation.
·
Upon
completion of all drawings, students are assessed on their knowledge and
understanding through a written test containing true/false, multiple-choice,
and fill-in-the-blank questions and through a practical CAD test in which they
convert a hand drawing to a CAD drawing.
Communication
·
Reflections:
Students self-assess their experiences through a reflective journal entry. The
journal entries are evaluated through a rubric evaluation format (Appendix B of
the Grade 10 Manufacturing Technology [Catholic] profile).
Learning
Skills
·
Through
observation and conferencing, students can be assessed formally or informally.
Checklists, anecdotal comments, or the Learning Skills rubric (see the Grade 10
Manufacturing Technology [Catholic] profile) help assess students. Teachers
document the following:
· skills pertaining to conflict management in light of Gospel teachings;
· ability to work effectively as an interdependent, considerate team member;
· initiative, leadership, and participation in a group (see Appendix E of the Grade 10 Manufacturing Technology [Catholic] profile);
· work habits/homework (see Appendix 1.4.2 of the Grade 10 Manufacturing Technology [Catholic] profile).
·
The
Learning Skills rubric can also be used by students as a self-assessment tool.
·
Conferencing
assessment can take place on a daily basis. Provide encouragement and praise
effort as tasks are completed, building on a positive self-image.
Activities
can be modified to meet the needs of all learners. It may be necessary to apply
some of the following accommodations:
·
Allow
students a choice in using a preferred technique (e.g., oblique vs. isometric
drawing). Although they should be able to identify the different techniques,
teachers may allow students to select the one with which they are most
comfortable and use it exclusively in subsequent assignments.
·
Provide
more complicated drawing exercises to those students who have prior knowledge
and skills or who demonstrate abilities above the expectations. Other students
may need to start with tracing a drawing or transferring drawings using grids.
When appropriate assess the process as opposed to the product (final
drawings/sketches).
·
Provide
hard copies of instructions and drawing process guide that are well spaced,
clear, and have readable font and suitable font size. Monitor portfolio
development through daily conferencing, reviewing and repeating instructions at
each of the drawing stages.
·
Assess
quality vs. quantity as appropriate. Allow for fewer drawings maintaining
quality.
·
Use
organizers for new vocabulary, step-by-step drawing process, required due
dates, and homework.
·
Assist
those students having difficulty with unit conversion and measurement skills by
providing peer/buddy system and teacher input.
·
Provide
a glossary of new terms and definitions and diagrams/sketches with labels;
·
Pair
experienced students with those who are not yet familiar with the techniques.
Some students have obtained knowledge of drawing techniques in previous art
and/or technology courses.
·
Provide
isometric grid paper for students having difficulty with freehand sketching of
isometric representations.
·
Provide
completed assignments as examples.
·
Support
understanding of any mathematical concepts/difficulties through peer
support/buddy system or teacher assistance.
·
Conference
regularly, monitoring ongoing work completion of homework, design portfolio
development, and journals/logs.
·
Have
students enhance their design portfolio by adding more difficult drawings
(isometric, oblique, or perspective). This can be done freehand or using CAD
modelling options. As an example, in addition to plotting the airfoil shapes
for the propeller blades, students are encouraged to provide virtual models of
their project using 3-D solids on CAD.
·
Challenge
students by having them develop isometric exploded assemblies and
sub-assemblies of the wind-powered generator. The drawings illustrate how
components are assembled (similar to do-it-yourself-kit drawings).
·
Challenge
students by having them prepare for and write the AutoCAD Level 1 Certification
Exam (If your school uses AutoCAD). The preparation will need to be completed
independently and may take more than one term. See website resources for
details (autodesk.com).
Publications
French E., C. Svensen, J. Helsel, and B.
Urbanick. Mechanical Drawing,
CAD-Communications, 12th ed.
Peoria, Illinois: Glencoe, McGraw-Hill, 1997. ISBN 0-02-667958-2 (Student Text)
ISBN 0-02-677959-0 (Teacher’s Resource Binder)
ISBN 0-02-667961-2 (Student Workbook)
Negus
M. Introduction to Drafting. Toronto:
McGraw-Hill Ryerson Ltd., 1983.
Quilan
C. Orthographic Projection Simplified.
Toronto: McGraw-Hill Ryerson Ltd., 1996.
ISBN 0-02-677320-1
Ragan,
Rosalind. Arttalk, 3rd ed. Glencoe, McGraw Hill. ISBN
0-02-662434-6
Spence,
W.P. Drafting Technology and Practice.
Peoria, Illinois: Glencoe, 1991. ISBN 0-02-676290-0
Todd, R.,
K. Todd, and D. McCrory. Introduction to
Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6
(Student Text)
ISBN 0-538-64466-4 (Teacher’s
Resource Guide)
ISBN 0-538-64465-6 (Portfolio and Activities Resource)
Wallach,
P. Metric Drafting. California:
Collier Macmillan Publishers, 1979.
Websites
Ontario
Association of Certified Technicians and Technologists – http://www.oacett.org/
Association
of Professional Engineers – http://www.apegga.com
Autodesk
e-learning – http://www.autodesk.com
Ontario
Curriculum Centre – www.curriculum.org
Grade 10 Manufacturing Technology [Catholic] profile
Catholic
Social Teachings, Food for Thought – http://osjspm.org/cst/
Search in Ingredients. Key Themes
Video
Visual Design, Elements and Principles. Burnaby: Classroom Videos, Unit C,
9005 Centaurus Circle, Burnaby, BC, V3J 7N4, (604) 420-3066. 20 min.
Computer
Software
CAD
software
Word-processing
software (e.g., WordPerfect)
Engstrom,
D. and L. Hatch. Design Brief Manager
Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design & Technology (see Publications).
Human
Resources
Guest speakers: local professionals (survey class for parents, friends and family employed in manufacturing sector)
Special Education/Resource staff and Art/Math/Science teachers
School Chaplain
School, Board, or community computer technician
Other
Board computer policies
Local manufacturing industry
Canadian Professional Engineering Association
Society of Manufacturing Engineers
Time: 300 minutes
Students
research and test a variety of available materials. Materials are major
resources used by students to design, build, and evaluate their prototypes.
Students decide what materials are most suitable in the designing and building
of the wind-powered generator through destructive and non-destructive testing.
Testing is performed on chosen materials to determine the properties of the
metal, wood, cloth, plastics, and ceramics used by students. Students gain
respect for the environment and use its resources wisely for they will have to
share God’s great Earth with future generations.
Ontario
Catholic School Graduate Expectations
CGE1d -
develop attitudes and values founded on Catholic social teaching and act to
promote social responsibility, human solidarity, and the common good;
CGE2b -
read, understand, and use written materials effectively;
CGE2d -
write and speak fluently one or both of Canada’s official languages;
CGE4a -
demonstrate a confident and positive sense of self and respect for the dignity
and the welfare of others;
CGE7I -
respect the environment and use resources wisely.
Overall
Expectations
TFV.01 -
apply the design process to develop solutions, products, processes, or services
in response to challenges or problems in manufacturing technology;
TFV.02 -
identify appropriate materials and processes to produce products to meet human
needs and wants;
SPV.04 -
use effective techniques to model and communicate product ideas, materials, and
specifications;
ICV.02 -
demonstrate the exemplary practices that are essential to safe work
environments and practices.
Specific
Expectations
TF2.01 -
identify destructive and non-destructive tests to evaluate material choice;
TF2.02 -
evaluate material properties using computers and report the results;
TF2.03 -
investigate and evaluate the following materials before choosing the most
appropriate materials for a product: metals (ferrous and non ferrous), polymers
(e.g., natural – wood, cellulose; synthetic – plastic), ceramics (e.g., clay,
glass, oxides, cement, carbides), composites (e.g., filler, particle, laminate,
flake, fibre), and natural materials;
TF2.04 - describe the conditioning process that
changes a material’s physical and mechanical characteristics and properties;
TF2.05 -
explain the three methods of conditioning materials: thermal conditioning,
chemical conditioning, and mechanical conditioning;
SP5.03 -
explain how science or scientific principles or practices apply to material
selection and specifications, energy consumption, worker fatigue, material
processing, and the design of ergonomically appropriate products that
accommodate the human form;
IC1.02 -
describe the impact of manufacturing activity on the environment and identify a
variety of materials, processes, and waste management methods to minimize
negative impact;
IC2.01 -
apply safe work practices in performing manufacturing-related processes.
The students should have:
·
completed
the previous activity in developing a design portfolio of the wind-powered
generator;
·
competence
in blueprint reading;
·
research
skills (Internet and publications);
·
interactive
and collaborative group skills;
·
skills
in co-operative learning techniques (effective interpersonal skills) and an
understanding of personal responsibilities and commitment required for group
activities;
·
basic
skills in word processing used for journals and log entries;
·
respect
for the rights, responsibilities, and contributions of self and others.
·
Ensure
chart paper, magic markers, and an overhead projector are available for use
during class.
·
Develop
overheads defining and explaining various types and uses of materials used in
industry, including ferrous and non-ferrous metals, polymers (e.g., natural -
wood cellulose; synthetic – plastics), ceramics (e.g., clay, glass, oxides,
cement, carbides), composites (e.g., filler, particle, laminate, flake, fibre),
and natural materials. Have samples available for student viewing.
·
Make
arrangements with the Construction Technology teacher and arrange a
construction shop tour, showing students various types of wood that may be used
(e.g., spruce, pine, cedar, and oak).
·
Prepare
a cutting torch and proper welding goggles to demonstrate to students the
different characteristics of metals, such as steel, stainless steel, brass, and
aluminum, under extreme heat.
·
Book
a computer lab for student research on the Internet.
·
Student
material selection charts are presented as part of their research.
The teacher should:
·
review
the manufacturing and design process and discuss how material research and
selection plays a role in this process (Appendix G from the Grade 10
Manufacturing Technology [Catholic] profile);
·
explain
to students the various types of materials used in the making of a common
everyday item (e.g., a juice box, a pencil, a computer disc, a speaker for the
school’s PA system);
·
discuss
characteristics of materials: material structure, material properties, material
classifications;
·
explain
the three methods of conditioning materials: thermal, chemical, and mechanical
conditioning. Use steel manufacturing and processing as an example. Show
videos, if available;
·
heat
up a piece of steel with the cutting torch to show students how the material’s
physical characteristics and properties change (e.g., the metal turns red, easy
to bend);
·
heat
up a piece of aluminum with the cutting torch to show students how the
material’s physical characteristics change (e.g., metal does not change in
colour, and turns into a liquid);
·
discuss
metallurgy and explain to students the different characteristics of various
metals (e.g., titanium has an excellent strength to weight ratio);
·
describe
the conditioning process that changes a material’s physical and mechanical
characteristics and properties;
·
encourage
an open discussion on the types of materials that might be used to build the
wind generator and how these materials will be tested;
·
have
an open discussion encouraging participation from all students on the types of
materials to use in the construction of the wind-powered generator. Have
students write materials on chart paper;
·
have
students write down all their brainstorming ideas on the chart paper;
·
show
students various types of materials that can be used for the wind generator
components (plastics, wood, copper wire, fibreglass, aluminum);
·
make
students aware of health and safety when dealing with certain materials and
testing equipment;
·
have
students clean up classroom and shop areas.
Students should:
·
demonstrate
a confident and positive sense of self and respect for the dignity and the
welfare of others;
·
form
groups and discuss how various materials are processed and tested;
·
use
the Internet to research and evaluate the following materials before choosing
the most appropriate for the wind generator: ferrous and non-ferrous metals,
polymers (e.g., natural – wood, cellulose; synthetic – plastic), ceramics
(e.g., clay, glass, oxides, cement, carbides), composites (e.g., filler,
particle, laminate, flake, fibre), and natural materials;
·
research
the following mechanical properties of materials: Strength, Tensile Strength,
Compression Strength, Fatigue Strength, and Impact Strength;
·
choose
materials that they feel are appropriate in the construction of the wind
generator;
·
describe
their learning experiences in a reflective journal entry. In the entry,
students reflect on personal values as they apply to working within a group,
recognizing their own abilities and strengths and the uniqueness of each
person. Students also reflect on personal aspirations relating to engineering
and planning.
Communication
·
Reflections:
Students self-assess their experiences through a reflective journal entry. The
journal entries are evaluated through a rubric evaluation format. (See Appendix
B of the Grade 10 Manufacturing Technology [Catholic] profile.)
Thinking
and Inquiry
·
Students
identify, through a written report, the materials necessary to fabricate the
wind-powered generator. A rubric can be used to assess their achievement level.
The criteria must include consideration for environmental impact.
Activities can be modified to meet the needs of
all learners by applying accommodations such as the following:
·
Repeat
instructions and frequently monitor progress, providing feedback through
suggestions, comments, or questions about work.
·
Simplify
expectations on the assignment in progress and completion (e.g., shorten length
of report).
·
Allow
the finished assignment to be presented orally, written, or in point form.
·
Allow
extra time for completion.
·
Provide
a list of topics and suggestions for enrichment and remediation.
·
Involve
student in self-assessing their research techniques working with peer/buddy.
·
Selectively
group so that varied abilities, interests, and skills are addressed.
·
Make
hard copy of overhead work for those students who have difficulty copying from
the overhead.
·
Use
chart format to record information from research. Suggest format of chart to
assist student with amount of material necessary.
·
Monitor
completion of work done at home, or out of classroom, and encourage ongoing and
mandatory use of reflective journals.
·
Foster
an atmosphere of acceptance of individual differences and needs.
Publications
Hutchinson,
John and John Karsnitz. Design and
Problem Solving in Technology. Glencoe, McGraw-Hill, 1994. ISBN
0-8273-5244-1
Todd, R.,
K. Todd, and D. McCrory. Introduction to
Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6
(Student Text)
ISBN 0-538-64466-4 (Teacher’s Resource Guide)
ISBN 0-538-64465-6 (Portfolio and Activities Resource)
Websites
http://www.alleghenytechnologies.com
http://www.asm-intl.org
Video
New Steel, Doorway to the Future. CSTEC (Canadian Steel Trade and
Employment Congress), Youth Employment Strategy, 10 min.
Heat
treating videos from ASM
Computer
Software
Word-processing
software (e.g., WordPerfect)
New Steel, Doorway to the Future. CSTEC (Canadian Steel Trade and
Employment Congress), Youth Employment Strategy. CD accompanied by video and
binder resource.
Engstrom,
D., and L. Hatch. Design Brief Manager
Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design & Technology (see Publications).
Time: 180 minutes
Students
hold discussions on the development and manufacturing of the prototype for
their wind-powered generator. The prototype is inspected and tested to ensure a
quality final product. This activity allows students to test various types of
materials that may be used for their design. The finished product will result
in a cheap source of electrical current that will have a positive effect on the
environment. Students are given the opportunity to become aware of their
Christian responsibility to the environment and others.
Ontario
Catholic School Graduate Expectations
CGE2a - listen actively and critically to
understand and learn in light of the Gospel values;
CGE2c - present information and ideas clearly
and honestly and with sensitivity to others;
CGE4b - demonstrate flexibility and
adaptability;
CGE3b - create, adapt, and evaluate new ideas
in light of the common good.
Overall
Expectations
TFV.01 -
apply the design process to develop solutions, products, processes, or services
in response to challenges or problems in manufacturing technology;
TFV.02 -
identify appropriate materials and processes to produce products to meet human
needs and wants;
SPV.04 -
use effective techniques to model and communicate product ideas, materials, and
specifications;
ICV.02 -
demonstrate the exemplary practices that are essential to safe work
environments and practices.
Specific
Expectations
TF1.02 -
apply the following steps of the design process to solve a variety of
manufacturing technology challenges or problems:
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
- communicate the solution using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes and so on;
- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;
SP1.05 -
use appropriate techniques to mock up or model potential solutions to
challenges;
IC2.01 -
apply safe work practices in performing manufacturing-related processes.
·
The
student should have:
· completed the previous activity, developing a design portfolio and selecting product material;
· competence in blueprint reading;
· research skills (Internet and publications);
· interactive and collaborative group skills;
· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;
· basic skills in word processing and keyboarding used for journals and log entries
· respect for the rights, responsibilities, and contributions of self and others.
·
Experience
from the Grade 10 Manufacturing Technology activities would be an asset.
·
Ask
students to define key terms for homework. Terms may include conceptual
models, physical models, computer-generated models, prototypes,
plexiglass, polystyrene, and foamcore.
·
Book
a television and video machine for the duration of activity.
·
Have
overhead projector available for use.
·
Prepare
an overhead on the design process.
·
Consult
the Art Department to see if the class could use some clay carving instruments.
·
Display
materials used to build mock-up models and prototypes.
·
Have
sketches and designs of wind-powered generators on hand for student viewing.
·
Divide
the class into groups (according to class size).
·
Have
various types of physical model examples on overhead to show students.
·
Have
commonly-used prototype building materials on hand (e.g., wood, clay,
styrofoam, paper, and paperboard) to show students.
·
Provide
examples of materials list for common products (e.g., clipboards, yo-yo).
The teacher should:
·
review
the manufacturing and design process and discuss how prototyping plays a role
in this process (Appendix G from the Grade 10 Manufacturing Technology
[Catholic] profile);
·
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;
·
review
design process with students and discuss how the prototype plays a very
important role in the evaluation of the product;
·
discuss
homework assignments defining key terms;
·
discuss
various types of models and model materials;
·
discuss
modelling techniques.
Students should:
·
participate
in a class discussion in the reviewing of the design process;
·
discuss
the types of materials used in developing mock-up and prototypes for their
activity and discuss their impact on the environment;
·
form
groups to build a prototype, using the design portfolio developed in previous
activities;
·
in
groups, divide the workload by having some students prototype the blades while
other members prototype the tower and other project components.
Assessment
strategies and tools include opportunities for monitoring students’ achievement
levels as well as learning skills. They include communication, observation,
performance assessment, reflection, and conferencing.
Application
·
Students
are assessed on their ability to construct a scaled prototype of the components
making up the wind-powered generator. A rubric may be used in the evaluation of
the prototype.
Communication
·
Reflections:
Students self-assess their experiences through a reflective journal entry. The
journal entries are evaluated through a rubric evaluation format (Appendix B of
the Grade 10 Manufacturing Technology [Catholic] profile).
Learning
Skills
·
Through
observation and conferencing, students can be assessed formally or informally.
Checklists, anecdotal comments, or the Learning Skills rubric (see the Grade 10
Manufacturing Technology [Catholic] profile) serve to help assess students. The
teacher documents the student’s:
· skills pertaining to conflict-management in light of Gospel teachings;
· ability to work effectively as an interdependent considerate team member;
· initiative, leadership, and participation in a group (see Appendix E of the Grade 10 Manufacturing Technology [Catholic] profile).
·
Student’s
work habits/homework can be assessed using a checklist (see Appendix 1.4.2 of
the Grade 10 Manufacturing Technology [Catholic] profile).
·
Conferencing
assessment can take place on a daily basis. Provide encouragement and praise
effort as tasks are completed, building on a positive self-image.
Activities can be modified to meet the needs of
all learners by applying accommodations such as the following:
·
Repeat
instructions and frequently monitor progress, providing feedback through
suggestions, comments, or questions about work.
·
Allow
extra time for completion.
·
Use
a material that will allow simplification of model building.
·
Provide
a list of topics and suggestions for enrichment and remediation.
·
Selectively
group so that varied abilities, interests, and skills are addressed.
·
Monitor
completion of work done and encourage ongoing and mandatory use of reflective
journals.
·
Challenge
students by providing opportunity to add additional components to the wind
generator model (e.g., landscaping, people, homes, etc.).
·
Provide
sample prototypes as examples.
·
Encourage
an atmosphere accepting of other’s uniqueness, needs, and values.
Hutchinson,
John and John Karsnitz. Design and
Problem Solving in Technology. Glencoe, McGraw-Hill, 1997. ISBN
0-8273-5244-1
Todd, R.,
K. Todd, and D. McCrory. Introduction to
Design and Technology. Thomson Learning Tools of International Thomson
Publishing, 1996. ISBN 0-538-64465-6 (Student Text)
ISBN 0-538-64466-4 (Teacher’s
Resource Guide)
ISBN 0-538-64465-6 (Portfolio and Activities Resource)
Time: 300 minutes
Students explore the two key factors
in production engineering, productivity, and cost. Students are required to
design and build a wind-powered generator. Students record their progress and
achievements as well as cost using production flow charts. They conduct a
series of tests on the various parts of the wind-powered generator to analyse
and form a conclusion as to which materials will be suitable and cost efficient
for their design. Students are made aware of the importance of the production
flow charts in the designing, manufacturing, and cost of the final product.
Students also develop production charts that pertain to the storage and
disposal of waste materials generated in manufacturing of their product. They
are made aware of their Christian responsibilities to take care of the
environment and use its resources wisely. Students work primarily in groups and
present their ideas clearly and honestly and with sensitivity to others.
Ontario
Catholic School Graduate Expectations
CGE2b - read, understand, and use written
material effectively;
CGE2c - present information and ideas clearly
and honestly and with sensitivity to others;
CGE4b - demonstrate flexibility and
adaptability;
CGE7i -
respect the environment and use resources wisely.
Overall
Expectations
TFV.01 -
apply the design process to develop solutions, products, processes, or service
in response to challenges or problems in manufacturing technology;
TFV.03 -
describe the production process required to develop a product;
TFV.04 -
evaluate the types of control systems used in production processes and
products;
SPV.01 -
effectively plan, organize, direct, and control various manufacturing
activities;
SPV.03 -
operate a manufacturing system and analyse the efficiency of the system.
Specific
Expectations
TF1.02 -
apply the following steps of the design process to solve a variety of
manufacturing technology challenges or problems:
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
SP1.01 -
develop systems for production, marketing, personnel, and financial control;
SP1.02 -
use computers to help develop, operate, and control systems;
SP1.03 -
apply the concepts of work flow, products per period of time, and defect rate
when analysing and testing the efficiency of a production line;
SP4.01 -
create process control charts that clearly outline the stages of the production
process;
IC2.02 -
identify potential hazards in their workplace by conducting safety audits and
inspections.
·
The
student should have:
· completed the previous activity in developing a design portfolio of a product, selecting product material, and building the prototype;
· competence in blueprint reading;
· research skills (Internet and publications);
· interactive and collaborative group skills;
· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;
· basic skills in word processing and keyboarding used for journals and log entries;
· respect for the rights, responsibilities, and contributions of self and others;
· basic writing skills (spelling and grammar).
·
Experience
from the Grade 10 Manufacturing Technology activities would be an asset.
·
Make
sure before the class starts that an overhead projector is available for you to
use during class.
·
Prepare
an overhead of types of planning charts (operation process, flow process,
operation sheet).
·
Prepare
an overhead of a sample plant layout and material flow chart.
·
Have
overhead examples of plant layouts with safety areas labelled for hazardous
materials.
·
Have
samples of common everyday items (pens, yo-yo, binder, paper clip, light bulb)
in the classroom.
·
Prepare
an example plan of how the waste generated by manufacturing a wind-powered
generator (e.g., metal shavings from machining parts and drilling holes,
machine and cutting oil) should properly be disposed of.
·
Book
computer lab (if necessary).
·
Allow
use of computers in the development of operation process, flow process, and
operation sheet.
·
Have
students write a journal reflecting on their experiences throughout this
activity.
The teacher should:
·
review
the manufacturing and design process and discuss how production planning plays
a role in this process (Appendix G from the Grade 10 Manufacturing Technology
[Catholic] profile);
·
present
overheads of various types of operation process, flow process, operation sheet;
·
discuss
safety rules and building regulations required by law that must be considered
when developing a plant layout and material flow chart (proper ventilation on
paint booths and material storage);
·
discuss
with students the importance of identifying potential hazards to self and
others in their workplace by conducting safety audits and inspections;
·
divide
students into small groups depending on class sizes;
·
have
samples of common everyday items (pens, yo-yo, binder, paper clip, light bulb)
in the classroom;
·
discuss
with students the type of planning charts required to build and evaluate their
wind generator;
·
discuss
with students the importance of taking the fragile environment into consideration
when developing process charts;
·
discuss
with students the types of recycling offered to the manufacturing industry that
pertain to the building and testing of the wind-powered generator (e.g.. scrap
metal recycling, waste oil collection);
·
escort
class to the computer lab to develop operation process charts, flow process
charts, and operation sheets;
·
make
sure that students have recorded their daily progress in their journal.
Students should:
·
listen
actively and critically to understand and learn in light of Gospel values;
·
apply
the design process to develop solutions, products, processes, or service in
response to challenges or problems in manufacturing technology, keeping in mind
their Christian responsibilities to this world;
·
identify
potential hazards in the workplace by conducting safety audits and inspections;
·
form
small groups depending on class size;
·
discuss
and produce a process chart for the following items: pens, yo-yo, binder, paper
clip, light bulb;
·
effectively
plan, organize, direct, and control various types of manufacturing activities
pertaining to the wind-powered generator;
·
use
computers to help develop, operate, and control systems;
·
create
process control charts that clearly outline the stages of the production
process;
·
respect
the environment and use its resources wisely in production and testing of the
generator;
·
record
daily progress in a journal.
Thinking
and Inquiry
·
Students
determine material flow and production procedures through research and
brainstorming. Students identify production procedures in a one-page report,
including a rationale for choices made.
Application
·
Students
develop material flow charts, operation sheets, and plant layouts identifying
timelines for each phase of the product development process. The charts also
identify materials and equipment required. A rubric can be developed to assess
the chart. A checkpoint system should be used to monitor the progress at each
stage.
Communication
·
Reflections:
Students self-assess their experiences through a reflective journal entry. The
journal entries are evaluated through a rubric evaluation format. (See Appendix
B of the Grade 10 Manufacturing Technology [Catholic] profile.) Considering
Activities 1.3 and 1.4 are short activities, students should write one journal
entry for both.
The
following are suggested accommodations, if required:
·
Repeat
instructions and provide feedback frequently through suggestions, comments, or
questions.
·
Proofread
journals before submission. Mark work for errors in Spelling and
Writing/Grammar/specific terminology in a respectful way so that the effort
remains workable without deducting marks for spelling, etc., except on
proofread and final draft pieces.
·
Frequently
monitor flow charts and daily work handed in for understanding and completion.
Review with peer/buddy if appropriate.
·
Allow
extra time for completion at home.
·
Simplify
expectations on the assignment in progress and completion (e.g., shorten length
of report).
·
Involve
student in self-assessing their research techniques working with peer/buddy.
·
Pair
students with varied abilities, interests, and skills.
·
Provide
sample process charts and other material as examples.
·
Conferencing
assessment can take place on a daily basis. Be sure to provide encouragement
and praise effort as tasks are completed, building on a positive self-image.
·
Selectively
group so that varied abilities, interests, and skills are addressed.
·
Foster
an atmosphere of acceptance of individual differences and needs.
Publications
Fogarty,
D., J. Blackstone, and T. Hoffman. Production
and Inventory Management, 2nd ed.
Cincinnati, OH: 1991. ISBN 0-538-07461-2
Hutchinson,
John and John Karsnitz. Design and
Problem Solving in Technology. Glencoe, McGraw-Hill, 1997. ISBN
0-8273-5244-1
Todd, R.,
K. Todd, and D. McCrory. Introduction to
Design and Technology. Thomson Learning Tools of International Thomson
Publishing, 1996. ISBN 0-538-64465-6 (Student Text)
ISBN 0-538-64466-4 (Teacher’s Resource Guide)
ISBN 0-538-64465-6 (Portfolio & Activities Resource)
Computer
Software
Spreadsheet
software
Word-processing
software (e.g., Corel WordPerfect)
Time: 180 minutes
Students gain knowledge and
experience analysing and summarizing their wind generator project in terms of
cost impact (production and job shop labour, material costs, and revenue
generated (kilowatt hours produced)) as they relate to product development. Emphasis
is placed on using math concepts (area, volume, and time) as well as raw
material costs ($ per length, $ per kg), to compute the final project cost.
Students present their findings through a spreadsheet and oral report. During
this activity, students reflect upon their analysis and how the manufacturing
of goods affects the common good in relation to Catholic social teachings.
Ontario
Catholic School Graduate Expectations
CGE1d -
develop attitudes and values founded on Catholic social teaching and act to
promote social responsibility, human solidarity and the common good;
CGE2c -
present information and ideas clearly and honestly with sensitivity to others;
CGE4b -
demonstrate flexibility and adaptability;
CGE4f -
apply effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE4g -
examine and reflect on one’s personal values, abilities and aspirations
influencing life’s choices and opportunities;
CGE5e -
respect the rights, responsibilities, and contribution of self and others.
Overall
Expectations
SPV.04 -
use effective techniques to model and communicate product ideas, materials, and
specifications;
SPV.05 -
use mathematical and language skills effectively and apply technological
systems and scientific principles to construct products that adhere to design
specifications and meet quality control standards.
Specific
Expectations
SP1.01 -
develop systems for production, marketing, personnel, and financial control;
SP4.04 -
conduct an accurate cost analysis of the final product or process;
SP4.06 -
produce effective oral and written reports on the product or process;
SP5.01 -
apply mathematics to work with integers to order operations, to work with
decimals and fractions, to make percent/decimal/fraction conversions, and to
make imperial and metric conversions- all within the context of manufacturing
design and production;
SP5.03 -
use appropriate language in technical manuals, reports, and presentations.
The student should have:
·
completed
the previous activity in developing a design portfolio of a product, selected
product material, and planned the production of the product;
·
competence
in blueprint reading;
·
group
work skills (co-operative learning techniques from elementary school and an
understanding of personal responsibilities assigned by group);
·
basic
math skills (area, volume, measurement, conversions, monetary computation);
·
keyboarding
skills (some knowledge of word-processing software, presentation software, and
the Internet is an asset).
·
In
preparation for this activity the teacher will have an understanding of the
various roles and activities associated with the costing of a product or
process.
·
The
teacher should be familiar with the development and use of spreadsheet
software.
·
To
enable students to produce an effective and meaningful cost analysis, provide a
variety of examples that detail the steps involved in costing a product or
process.
·
Provide
a glossary of production costing terms.
·
The
activity assignment sheet informs students of the requirements of the final
product cost report. As a supplemental activity, the teacher may arrange for a
guest speaker(s).
·
In
preparation for this activity, lead a round table of Catholic values related to
product development and production (e.g., stewardship, human potential,
socio-economic responsibilities).
The teacher should:
·
convey
cost analysis information through a variety of strategies such as whole group,
brainstorming, and jigsaw, while using a guided practice technique followed by
opportunity for independent practice;
·
review
the manufacturing and design process and discuss how cost analysis plays a role
in this process (Appendix G from the Grade 10 Manufacturing Technology
[Catholic] profile);
·
review
group process (see Appendix J of the Grade 10 Manufacturing Technology
[Catholic] profile);
·
discuss
the manufacturing processes and finished project/product while introducing key
terms (e.g., raw materials, direct/indirect labour, time sheets, piece rate,
flat rate, budgeting, cost justification, pay back, profit, loss, labour
standards, production efficiency, high volume vs. low volume production);
·
review
and discuss the role of project research and how it affects the final
fabrication and cost of a project, as well as its effect on the environment and
society as a whole;
·
discuss
various search techniques;
·
demonstrate
potential avenues to follow to enable all groups to obtain information relevant
to their project/product cost;
·
encourage
students to reflect on the project, its relationship to everyday life, and its
benefits to society;
·
encourage
students to discuss their projects and make a list of activities associated
with cost;
·
provide
an opportunity for the teams to present their findings to the class and how
they reflect on their Christian values and upbringing.
Students should:
·
as
a team, assign each team member a task (e.g., note taker, researcher, typist);
·
provide
a spreadsheet summary of their project detailing production activity cost,
material cost, revenue generated, and pay back time;
·
provide
a one-page written statement of how the project impacts on the human condition.
Application
·
Each
team submits a spreadsheet summary of their project, detailing labour cost,
material cost, overall project cost, revenue generated, and expected pay-back
period. A rubric may be used to evaluate the student’s level of achievement.
Knowledge/Understanding
·
Students
write a short quiz assessing their knowledge and understanding of the content.
Communication
·
Each
team submits a one-page, word-processed reflection of how their project impacts
on the human condition. The paper can be evaluated through a rubric evaluation
format (Appendix B of the Grade 10 Manufacturing Technology [Catholic]
profile).
Learning
Skills
·
Student’s
initiative, Christian leadership, participation in a group, and the ability to discuss
the associated Catholic values are assessed orally through student-teacher
conferencing.
·
Conferencing
assessment can take place on a daily basis. Be sure to provide encouragement
and praise effort as tasks are completed, building on a positive self-image.
·
Provide
a sample report to show what is expected as end result.
·
Support
and encourage those students who have difficulty with math concepts and
pair/group to support understanding.
·
It
may be necessary to modify criteria for written and oral reports allowing for
variations in communicating the reports.
·
Group
students so that varied abilities, interests, and skills are addressed.
·
Challenge
students to present cost analysis through spreadsheets and slide-show
presentations.
Publications
Fogarty,
D., J. Blackstone, and T. Hoffman. Production
and Inventory Management, 2nd ed.
Cincinnati, OH: 1991. ISBN 0-538-07461-2
Schey,
John A. Introduction to Manufacturing
Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7
Video
Meridian
Education Corporation. Manufacturing
Technology Series. Mississauga, ON: McIntyre Media Limited, 1999. 63.8 min.
Computer Software
Spreadsheet
software
Word-processing
software (e.g., Corel WordPerfect)
Presentation
software (e.g., Corel Presentation)
Other
Local
industry
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