Course Profile Manufacturing
Technology, Grade 11, Workplace Preparation, Catholic and Public
Unit
2: Production
Time: 75 hours
This unit
introduces students to a number of manufacturing processes, career-related
skills, and some of the methods used in the development of today’s products.
Using a variety of materials (metal, plastic, alloys, wood, or composite
fibres) and following manufacturing processes (welding, cutting, machining,
laminating, gluing, bonding, and forming), students produce a product. Through
completion of the two activities, students learn the fundamentals of modelling
and developing a working prototype.
|
Activity |
Time |
Expectations |
Assessment |
Focus/Tasks |
|
2.1: Design and Manufacture a Product Using Composite Materials |
2100 min |
TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.01, TF2.02, TF2.04, TF2.05, TF2.06, TF2.07 SPV.01, SPV.02, SPV.04, SP2.01, SP2.03, SP2.07, SP2.08, SP2.09, SP4.02, SP4.03, SP4.04, SP4.05, SP4.06, SP5.03 ICV.01, ICV.02, ICV.03, ICV.04, ICV.05, IC1.01, IC1.02, IC2.02, IC2.03, IC2.04, IC3.01, IC3.02 CGE2b, 2c, 2e, 3b, 4b |
Thinking/ Inquiry Application Communication |
Composites Comprehensive Activity |
|
2.2: Conveyors – The Gumball Machine Project |
2400 min |
TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.01, TF2.02, TF2.04, TF2.05, TF2.06, TF2.07 SPV.01, SPV.02, SPV.03, SPV.04, SPV.05, SP1.01, SP1.02, SP1.03, SP1.04, SP2.01, SP2.03, SP2.04, SP2.05, SP2.07, SP2.08, SP2.09, SP2.10, SP3.01, SP4.02, SP4.03, SP4.04, SP4.05, SP4.06 ICV.01, ICV.02, ICV.03, ICV.04, ICV.05, IC1.01, IC2.01, IC2.02, IC2.03, IC2.04, IC3.01, IC3.02 CGE1d, 2a, 4c, 4f, 5a, 5e |
Thinking/ Inquiry Application Communication |
Conveyors Comprehensive Activity |
Time: 2100 minutes
Students design and manufacture a product incorporating the use of composite materials and related processes. Typical products might include skateboards, wakeboards, kneeboards, and small surfboards. Other projects might include streamlined fairings for bicycles and motorcycles, or lightweight body shells for vehicles such as solar or electric cars.
This product should be integrated with other
activities; it is developed from the business plan, designed, and fabricated,
then the prototype is tested and evaluated.
The project facilitates:
·
investigation
of the physical and structural properties of state-of-the-art plastic composite
materials;
·
use
of (manual or CAD) drafting systems;
·
use
of mechanical fasteners and adhesives;
·
safe
and proper use of a variety of tools and manufacturing processes;
·
opportunity
for individual creativity through the application of finish, paint, and
graphics.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
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 the physical and mechanical characteristics of the materials and
processes required to produce a product or process;
TFV.03 -
explain the four material conversions: separation of materials (e.g., cutting),
addition of materials (e.g., welding), contour changes of materials (e.g.,
forming), and internal changes of materials (e.g., heat treatment to harden,
anneal, normalize);
SPV.01 -
function effectively as individuals and as members of a cooperative team to
produce a product;
SPV.02 -
use current technology and production skills in the development of a product;
SPV.04 -
communicate project ideas effectively using engineering drawings and reports;
ICV.01 -
explain the environmental impact of using particular materials and processes
when making products;
ICV.02 -
identify pertinent legislation and practices related to safety;
ICV.03 -
describe the career opportunities available in the manufacturing sector
immediately on graduation;
ICV.04 -
identify the employability skills required to be successful in the workplace;
ICV.05 -
effectively implement safe work practices in the workplace.
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;
- brainstorm a list of as many
solutions as possible;
- identify the resources required
for each suggested solution, and compare each solution to the design criteria,
refining and modifying it as required;
- evaluate the solutions (e.g., by
testing, modelling, and documenting results) and choose the best one;
- produce presentation and working
drawings, sketches, graphics, mathematical and physical models, or a prototype
of the best solution;
- 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;
TF2.01 -
identify the physical, mechanical, thermal, chemical, electrical, magnetic,
optical, and acoustical properties of materials;
TF2.02 -
describe the following physical properties of materials: appearance, density,
moisture, content, porosity, size, surface texture, weight;
TF2.04 -
explain the following material conversions: the separation process (converting
a material’s size and shape by removing excess material), the addition process
(combining materials to achieve enhanced qualities such as in alloys), the
process of making changes to contours (assembling materials by such means as
gluing, mixing, fastening, bonding, and welding), the process of making
internal changes (thermal, chemical, or mechanical conditioning);
TF2.05 -
identify the factors that affect material selection;
TF2.06 -
describe the different forms and characteristics of wood and wood composites,
metals and alloys, plastics, earth materials, and composites;
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;
SP2.01 -
determine and convert drawing dimensions from metric units to imperial units,
from imperial units to metric units, and from fractions to decimals so that the
information corresponds to the demands of the particular manufacturing product
or process;
SP2.03 -
use the most appropriate material for a particular product by considering the
intended use, customer specifications, quality control processes, and the
environment that the product will be subjected to;
SP2.07 -
identify the appropriate machine or hand tools for specific tasks and then use
them correctly and safely;
SP2.08 -
maintain in good working order the machines and hand tools used in the
production process;
SP2.09 -
identify appropriate storage requirements for machine and hand tools used in
the production process;
SP4.02 -
prepare detailed working drawings and assembly drawings that depict the
components of a product or process;
SP4.03 -
develop a bill of material that indicates the specifications and quantity of a
particular part of a product or process;
SP4.04 -
conduct an accurate cost analysis of the final product or process;
SP4.05 -
develop effective engineering drawings using a computer-aided drawing program;
SP4.06 -
produce effective oral and written reports on the product or process;
SP5.03 -
use appropriate language in technical manuals, reports, and presentations;
IC1.01 -
explain the importance of the proper disposal of waste products;
IC1.02 -
explain the benefits of using environmentally friendly products in the
manufacturing process.
IC2.02 -
use all required protective clothing and gear (e.g., for eye, ear, hand, head,
foot, and respiratory protection);
IC2.03 -
identify the specific components of the Occupational Health and Safety Act
(OHSA) that relate to a manufacturing technology program;
IC2.04 -
use material safety data sheets (MSDS) from the Workplace Hazardous Materials
Information System (WHMIS) when handling materials;
IC3.01 - identify apprenticeship and training
opportunities available in the manufacturing sector prior to or immediately
following graduation, as well as their admission and training requirements;
IC3.02 -
explain the important role that employability skills play in achieving success
in the workplace.
An
understanding of CAD or manual drafting techniques, and previous experience
with the use of a variety of hand tools is beneficial.
·
Specialized
tools, such as a hot-wire cutter assembly or a vacuum pump for vacuum bagging,
can be acquired or custom made at a relatively low cost.
·
A
work facility with good ventilation and dust control is necessary.
·
Dust
masks and rubber gloves must be made available when laminating and sanding
resins and fibres.
·
Consideration
must be given to the physical size of the project due to the costs of some
types of composite materials.
·
Access
to CAD software provides a valuable enrichment opportunity for students in this
activity. With access to CAD facilities students may create a virtual model of
their project using 3-D solid modelling.
·
Word-processing
software should be available for the Design Report.
·
The
teacher distributes a written description of the design challenge to students.
For example: “As owner/operator of a small manufacturing facility specializing
in products fabricated from fibre reinforced plastic (FRP), you are to examine
the needs and wants of the market to determine the next product line.” In
groups, students may brainstorm a list of possible products to design and
manufacture.
·
Students
are divided into groups around agreed-upon products. For example, one group may
wish to manufacture a snowboard and another group may want to design and make a
wakeboard. A group size of two or three is preferred.
·
During
the design stage, students are encouraged to present more than one design option.
·
Once
the construction stage begins, students (depending on available time and money)
may wish to produce more than one prototype.
·
Students
must be made aware of the cost and, therefore, techniques used to minimize
material wastage. This introduces the notion of available resources driving the
design, especially when mass production is anticipated and the cost of waste
becomes considerable
·
Students
are instructed to research, complete, and submit sketches of design options
using magazines, photos, and Internet websites as resources. A typical
pre-existing product may also be previewed. Constraints as to overall size and
material availability may be determined at this time.
·
Students
are introduced to the concept of patterns and templates, and how three-dimensional
shapes can be accurately developed from plan views and profiles.
·
The
teacher provides instruction and demonstrations for all students when a new
process or machine tool is introduced.
·
Students
are instructed and reminded to work in a safe and efficient manner. Students
are reminded to show consideration to the rest of the class in regard to
safety, behaviour, and space and equipment availability.
·
See
Appendix 2.1.1 – for Activity Instructions for Designing and Fabricating a
Sample Composite Product, Wakeboard. A wakeboard is the product being
manufactured.
·
See
Appendix 2.1.2 – Resin Systems for information regarding resin systems and
available composite materials.
·
Student
groups create and submit a design report, based on daily notes, containing:
·
the
context;
·
the
design challenge;
·
project
performance specifications and design constraints;
·
all
preliminary sketches and notes;
·
a
production plan;
·
manual
or CAD drawings of prototypes;
·
an
analysis of the product and process.
Assessment
should be ongoing and feedback to students should be immediate in order to
promote student learning. This project is high in process content and
substantial learning occurs during production. The final product does not
necessarily reflect the learning. Assessment criteria should be posted in
advance. See Appendix 2.1.3 – Production Rubric.
·
The
teacher should review students’ Individual Education Plans (IEPs) and consult
with the appropriate Special Education teachers.
·
Written
tests should be designed to suit the reading and writing levels of students.
·
The
teacher is encouraged to adapt and expand teaching strategies to accommodate
learning styles of all students. These may include:
·
variety
of approaches to assessment and evaluation;
·
oral
testing and student demonstration of acquired skills;
·
conferencing/discussion;
·
student-to-student
discussion and teacher-to-student discussion to encourage confidence and
motivation;
·
small
group learning;
·
student
observation rather than hands-on skills development where necessary;
·
flexible
timelines;
·
adaptation
of handouts;
·
peer
assistance and tutoring;
·
enrichment
activities.
Books
Krar,
Oswald. Technology of Machine Tools.
McGraw-Hill Ryerson, 1996. ISBN 0-02-803071
Marshall,
Andrew C. Composites Basics, 4th ed. Marshall Consulting –
Publisher 720 Appaloosa Drive, Walnut Creek, CA 94596
Powell,
F.E. Windmills and Wind Motors.
Algrove Publishing Ltd., 1999. ISBN 0-921335-84-9
Selig,
Donovan, Fraser. Airfoils at Low Speeds.
H.A. Stokely - Publisher
Catalogues
Fibreglass
Factory Outlet Catalogue
5205
Phone: (905) 629-3178 Fax: (905) 629-2638
‘West
System’ User Manual and Product Guide; Advanced Vacuum Bagging Techniques
Gougeon Brothers Inc., P.O. Box 908, Bay City, MI 48707-0908
Phone: (517) 684-7286 Fax: (517) 684-1374
Websites
Epoxy
Products for Building and Repair – www.westsystem.com
Windy
City Alternative Power Inc. – www.alternativepower.net
American
Windmills Home Page – www.windmills.net
Airfoils
Incorporated – www.airfoils.com
Airfoil
Coordinates Database – http://amber.aae.uiuc.edu/~m-selig/ads.html
Other
Canadian
Wind Energy Association,
Niagara
Mohawk Power Corporation Advanced Wind Turbine Technology Project,
Time: 2400 minutes
In
this activity, students learn how products are moved throughout the
manufacturing facility using various types of conveyors such as belt, drag,
chain, bucket, and screw systems. Students are challenged to move small
objects, like candies or marbles, from a hopper to a tray that is located 60 cm
away and
30 cm higher. Changes in elevation are common in the manufacturing workplace.
Students may use any of the five types of conveyors listed above, but must use
a minimum of two different types. The activity includes new learning in the
areas of safety, welding, machining, and fabrication techniques with a focus on
alignment, belt and chain drive systems, and speeds and ratios.
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 the physical and mechanical characteristics of the materials and
processes required to produce a product or process;
TFV.03 -
explain the four material conversions: separation of materials (e.g., cutting),
addition of materials (e.g., welding), contour changes of materials (e.g., forming),
and internal changes of materials (e.g., heat treatment to harden, anneal,
normalize);
SPV.01 -
function effectively as individuals and as members of a cooperative team to
produce a product;
SPV.02 -
use current technology and production skills to develop a product;
SPV.03 -
identify and choose the most appropriate power and control systems to develop
the product;
SPV.04 -
communicate project ideas effectively using engineering drawings and reports;
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;
ICV.01 -
explain the environmental impact of using particular materials and processes
when making products;
ICV.02 -
identify pertinent legislation and practices related to safety;
ICV.03 - describe the career opportunities
available in the manufacturing sector immediately on graduation;
ICV.04 - identify the employability skills
required to be successful in the workplace;
ICV.05 - effectively implement safe work
practices in the workplace.
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;
- brainstorm a list of as many
solutions as possible;
- identify the resources required
for each suggested solution, and compare each solution to the design criteria,
refining and modifying it as required;
- evaluate the solutions (e.g., by
testing, modelling, and documenting results) and choose the best one;
- produce presentation and working
drawings, sketches, graphics, mathematical and physical models, or a prototype
of the best solution;
- 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;
TF2.01 -
identify the physical, mechanical, thermal, chemical, electrical, magnetic,
optical, and acoustical properties of materials;
TF2.02 -
describe the following physical properties of materials: appearance, density,
moisture, content, porosity, size, surface texture, weight;
TF2.04 -
explain the following material conversions: the separation process (converting
a material’s size and shape by removing excess material), the addition process
(combining materials to achieve enhanced qualities such as in alloys), the
process of making changes to contours (assembling materials by such means as
gluing, mixing, fastening, bonding, and welding), the process of making
internal changes (thermal, chemical, or mechanical conditioning);
TF2.05 -
identify the factors that affect material selection;
TF2.06 -
describe the different forms and characteristics of wood and wood composites,
metals and alloys, plastics, earth materials, and composites;
TF 2.07 -
describe the advantages of using a variety of materials, such as different
species of woods, metals and alloys, plastics, earth materials, and composite
materials;
SP1.01 -
use effective brainstorming techniques to develop the best solution to a
manufacturing challenge;
SP1.02 -
use appropriate techniques to sketch solutions to scale showing orthographic
and isometric views;
SP1.03 -
use appropriate techniques to model and communicate project ideas, materials,
and specifications;
SP1.04 -
develop an operational plan for drawing procedures and production methods;
SP2.01 -
determine and convert drawing dimensions from metric units to imperial units,
from imperial units to metric units, and from fractions to decimals so that the
information corresponds to the demands of the particular manufacturing product
or process;
SP2.03 -
use the most appropriate material for a particular product by considering the
intended use, customer specifications, quality control processes, and the
environment that the product will be subjected to;
SP2.04 -
explain the principles of dimensional metrology (precision measurement methods)
and apply them to manufacturing processes;
SP2.05 -
identify and use appropriate bench work techniques to lay out, fit, and
assemble work pieces;
SP2.07 -
identify the appropriate machine or hand tools for specific tasks and then use
them correctly and safely;
SP2.08 -
maintain in good working order the machines and hand tools used in the
production process;
SP2.09 -
identify appropriate storage requirements for machine and tools used in the
production process;
SP2.10 -
use effectively a variety of power and control systems (e.g., pneumatic,
hydraulic, and mechanical);
SP3.01 -
use a number of quality control processes when making products;
SP4.02 -
prepare detailed working drawings and assembly drawings that depict the
components of a product or process;
SP4.03 -
develop a bill of material that indicates the specifications and quantity of a
particular part of a product or process;
SP4.05 -
develop effective engineering drawings using a computer-aided drawing program;
SP4.06 -
produce effective oral and written reports on the product or process;
IC1.01 -
explain the importance of proper disposal of waste products;
IC2.01 -
implement safe work practices (e.g., correct machine set up, operational safety
procedures)
when
performing tasks in the manufacturing process;
IC2.02 -
use all required protective clothing and gear (e.g., for eye, ear, hand, head,
foot, and respiratory protection);
IC2.03 -
identify the specific components of the occupational health and safety act
(OHSA) that relate to a manufacturing technology program;
IC2.04 -
use material safety data sheets (MSDS) from the workplace hazardous materials
information system (WHMIS) when handling materials;
IC3.01 -
identify apprenticeship and training opportunities available in the
manufacturing sector prior to or immediately following graduation, as well as
their admission and training requirements;
IC3.02 -
explain the important role that employability skills play in achieving success
in the workplace.
Previous
experience from Grade 9 Integrated Technologies and Grade 10 Manufacturing
Technology is an asset.
·
basic
understanding of the manufacturing process;
·
awareness
of technology in the workplace.
·
The
challenge is to move objects (gumballs) from one elevation to another using
various conveyance devices. Most industries use conveyors to transfer materials
from one location to another within their facilities.
·
Students
may modify the challenge to various other products in the vending machine
market. They then need to choose different conveyor styles to achieve success.
·
The
teacher may wish to invite local industry representatives to do presentations
or workshops with students on conveyor systems and product movement. Marketing
and career opportunities may be explored.
·
Teachers
wishing a less open-ended approach can follow sample guidelines (Appendix
2.2.2).
·
Relevant
lessons in machining, welding, sheet metal fabrication, fasteners, and drive
systems should be considered before beginning this project.
·
Relevant
lessons on conveying devices such as drag conveyors, bucket elevators, chain
conveyors, belt conveyors, and screw conveyors are needed for this activity.
·
This
activity involves many different teaching and learning strategies, including:
·
brainstorming;
·
problem
solving;
·
group
work;
·
resource-based
learning;
·
activity-based
learning;
·
Socratic
lessons;
·
demonstration
lessons.
·
The
teacher prepares students for this challenge, discussing or reviewing all
safety procedures within the manufacturing shop for the equipment to be used.
·
The
teacher explains expectations and sets criteria that must be met in the
challenge.
·
Assessment
rubrics, used for evaluation, are posted in the class.
·
Using
a design process, students identify the problem (e.g., move product from one
point to another using conveyors) and work toward solving it.
·
Using
a variety of resources (e.g., school Library/Resource Centre, local industry,
vending companies), students research:
·
cost
and process of running a small business;
·
trade-related
jobs in manufacturing;
·
design
of vending machines;
·
design
of conveyors used in industrial settings and their relationship to smaller
compact units;
·
ongoing
maintenance and repair of equipment.
·
Working
in small groups, students choose a product, identify product concerns (e.g.,
product melting), and decide on the type of conveyors needed to move the
product.
·
Students
work with rough sketches of their designs and modify until a solution is
reached.
·
Each
group of students may wish to vary their product, using different conveyors, to
meet the challenge in a variety of ways.
·
Students
produce mechanical working drawings using a CAD program.
·
Students
maintain records of their progress throughout the project. Journals may be used
during evaluation of the process and for reflection.
·
Project
log sheets (Appendix 2.2.4 – Project Log Sheet) are maintained and must reflect
changes to the design as work progresses.
·
Students
needing to be accommodated with a less open-ended project may follow project
guidelines. See Appendix 2.2.1 – The Gumball Dispensing Machine and Appendix
2.2.2 – The Gumball Dispensing Machine (Fabrication Details).
·
Visual
learners refer to a CAD drawing of project idea in Appendix 2.2.1.
Assessment should be ongoing and feedback to
students should be immediate in order to promote student learning. This project
is high in process content and substantial learning occurs during production.
The final product does not necessarily reflect the learning. Assessment
criteria should be posted in advance, for example see Appendix 2.2.3 – The
Dispensing Machine Checklist.
The following areas are assessed using checklists and
conferencing:
·
sketches
and mechanical technical drawings;
·
selection
of materials (e.g., metals, plastics, alloys);
·
journals
and logs (Appendix 2.2.4 – Project Log Sheet);
·
quality
and integrity of work;
·
group
work;
·
design
analysis, project evaluation, and future modifications;
·
safety
in the workplace;
·
mechanical
fundamentals (power transmission, alignment, layout);
·
peer
evaluation, teacher-to-student conferences, and self-evaluation.
·
Teachers
should review students’ Individual Education Plans (IEPs) and consult with the
appropriate Special Education teachers in order to be able to implement
prescribed modifications.
·
Written
tests should be designed to suit the reading and writing levels of students.
·
The
teacher is encouraged to adapt and expand teaching strategies to accommodate
learning styles of all students. These may include:
·
allowing
observation of skills rather than hands-on work when necessary;
·
modified
approaches to evaluation;
·
oral
testing and student demonstrations of acquired skills;
·
conferencing/discussion;
·
student-to-student
discussion and teacher-to-student discussion to encourage confidence and
motivation;
·
small-group
learning;
·
flexible
timelines;
·
adaptation
of handouts;
·
peer
assistance and tutoring;
·
one-on-one
teacher assistance;
·
enhancing
the complexity of the challenge (e.g., students may add electronic components
such as, limit switches, photocell, and timers).
Books
Bolt,
Brian. Mathematics Meets Technology.
Browning,
K., G. Heighington, V. Parvu, and D. Patillo. Design and Technology.
Krar,
Oswald. Technology of Machine Tools.
McGraw-Hill Ryerson, 1996. ISBN 0-02-803071
Rich,
Steve and Anthony Edwards. GCSE
Technology Electronics.
ISBN 0-7487-0153-2
Fabricating
the Templates
·
Following
the distribution of the design challenge, student groups are instructed to
submit sketches and (in the case of the wakeboard) full-sized drawings of
design options.
·
Resource
materials including magazines, sales brochures, technical manuals, and
pre-existing products should be provided for this step. Using CAD or manual
drafting techniques, develop an accurate top view (plan view) and side view
(profile).
·
Special
care must be taken to maintain a smooth rocker profile (curve on the bottom)
and uniform thickness on the side-view drawing. The plan view should show the
location of all ‘hard points’ or threaded inserts for the location of
footstraps and sub fins.
·
Print
off a full-sized copy of the profile drawing and transfer the shape to a piece
of masonite or thin plywood.
·
Stack
two pieces of masonite together with double sided tape and band-saw two side
profile templates, being careful to be as accurate as possible. Remove the saw
marks and polish the edges of the templates smooth by block sanding with fine
sandpaper.
Shaping
the Foam Blank
·
Select
and cut a sheet of extruded rigid polystyrene foam to a size slightly longer,
wider, and thicker than the top and side views of the wakeboard.
·
Attach
the profile templates to the sides of the foam blank temporarily with drywall
screws, making sure they are aligned and oriented properly.
·
Using
a hot-wire cutter, carefully cut the foam blank to match the profile templates.
Note: Refer to Appendices 25 and 26 of the Grade 10 Manufacturing Technology
[public] profile for more information on hot-wire cutting of foams.
·
Transfer
the top view of the wakeboard to the foam blank, and cut the foam to shape
using a band-saw or sharp utility knife.
·
Shape
the top edges of the foam blank with sandpaper according to your desired plan,
and smooth out imperfections in preparation for the fibreglass overlay. It may
be necessary at this time to insert one or more hardwood stringers into the
foam blank using epoxy resin to improve the longitudinal stiffness and impact
resistance of the finished product. If located correctly, these stringers can
double as ‘hard points’ for attaching the footstraps. Longitudinal stiffness
can also be improved by cutting channels or ‘V’ shapes into the top of the
blank prior to glassing. These channels can be cut with a sharp utility knife
and straight edge, or a custom-formed wire loop fitted to the tip of a
soldering gun. This deck reinforcing lessens the chance of the board buckling
as the fibres on the top of the board go into compression under load.
·
It
is recommended that the bottom of the board be left flat, as the bottom fibres
are typically under tensile load during use.
Laminating
the Foam Blank
·
Prior
to the application of resin and cloth to the upper surface, cover the outer
edges of the bottom of the foam plug with masking tape to prevent excess resin
from pooling on the foam (Appendix 2.1.2 – Resin Systems).
·
Mix
a minimal amount of epoxy resin and hardener according to the manufacturer’s
instructions and apply uniformly in a thin layer over the top of the foam blank
with a plastic squeegee. Carefully lay a piece of 10-oz. glass cloth cut
slightly oversize onto the wet resin and smooth out any wrinkles with the
squeegee. Be sure to wear rubber gloves when working with wet resin. Add resin
to any areas of the cloth that appear to be dry, being careful not to use any
more resin than is required to wet out the cloth. Repeat this process for three
additional layers of 10-oz. cloth. For additional stiffness, replace the last
layer of 10-oz. cloth with one layer of 6-oz. carbon fibre.
·
After
the resin hardens, trim the edges of the laminate flush with the blank and file
smooth. Always wear a dust mask, rubber gloves, and safety glasses when filing
or sanding the laminate. Invert the blank and repeat the lamination sequence on
the underside. Note: To increase the strength-to-weight ratio of the board,
vacuum bag the wet laminate and allow to cure. Refer to the technical manual on
Vacuum Bagging Techniques before attempting this process.
·
Lightly
sand the entire laminate and apply filler material with a squeegee over the surface
of the board one side at a time. Filler material is made by mixing fairing
compound with epoxy resin to a consistency of whipped cream. The filler
material covers imperfections in the laminate and fills the weave of the
hardened glass cloth.
·
Once
the filler material is cured, block sand it smooth and prime the board with
automotive primer.
·
Pre-drill
the top of the board for the footstrap mounting hardware or the installation of
threaded inserts with epoxy resin. Footstraps can be custom made, purchased, or
acquired from old water skis. Subfins can be purchased or prefabricated from a
variety of materials, including multiple layers of epoxy resin and glass cloth,
and bonded to the bottom of the wakeboard with epoxy resin.
·
The
complete board is now ready for the application of paint and graphics.
There
are primarily two types of resin systems on the market today. One involves the
bonding of multiple layers of glass cloth and matting with a polyester resin
binder, while the other uses an epoxy resin binder. Although more expensive
than polyester, the epoxy laminate is stronger and more impact resistant. Also,
the solvents in epoxy resin are compatible with polystyrene foam. Note:
Do not use polyester resin when laminating over polystyrene foam, as the
solvents in the resin cause the foam to melt. It is good practice to always
pre-test the compatibility of the foam and resin prior to a lay-up.
Epoxy
laminating resin is available at larger hardware stores or those specializing
in boat repair supplies. Epoxy resin is user-friendly, and most manufacturers
supply a variety of useful technical manuals and product information. Be sure
to read and adhere to the manufacturer’s recommendations regarding safety when
working with epoxy resins.
Laminating
Fibres
There
are a variety of fibre materials available for laminating over foam with epoxy.
The most common and least expensive is woven fibreglass cloth. The most common
type is referred to as ‘E-Glass’ and is sized by weight in ounces per square
yard. Although less common, S-Glass, an aircraft grade of fibreglass cloth, is
also available with a considerably higher tensile strength and price tag. There
is also a non-woven fibreglass mat available, which is easy to use and conforms
well to compound curves. It does not however, have the strength of the woven
materials and tends to absorb much more resin. This product is sized by the
weight in ounces per square foot!
Woven
‘Kevlar’ is also an option if impact resistance and light weight are required.
It is costly however, and can be more difficult to use. Carbon fibre is the
stiffest of the readily available woven fibres, possessing a higher tensile
strength-to-weight than steel. Although expensive, it is easy to use and a good
choice when stiffness and light weight is essential.
In many
industrial applications, carbon fibre or Kevlar cloth is purchased from the
supplier pre-impregnated with an epoxy resin designed to cure at high
temperature. Although this type of laminate provides the highest
strength-to-weight ratio, it is less practical, having a limited shelf life and
requiring specialized equipment for safe and proper use.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Understanding of concepts |
- demonstrates limited understanding of relationship between production methods and material |
- demonstrates some understanding of relationship between production methods and material |
- demonstrates considerable understanding of relationship between production methods and material |
- demonstrates thorough and insightful understanding of relationship between production methods and material |
|
Thinking skills |
- uses thinking skills with limited effectiveness in the design process |
- uses thinking skills with moderate effectiveness in the design process |
- uses thinking skills with considerable effectiveness in the design process |
- uses thinking skills with a high degree of effectiveness in the design process |
|
Communication of information |
- communicates ideas and information, such as drawings, sketches, or daily logs, with limited clarity and accuracy |
- communicates ideas and information, such as drawings, sketches, or daily logs, with moderate clarity and accuracy |
- communicates ideas and information, such as drawings, sketches, or daily logs, with considerable clarity and accuracy |
- communicates ideas and information, such as drawings, sketches, or daily logs, with a high degree of clarity and accuracy |
|
Application of procedures equipment and technology |
- uses equipment and technology safely and correctly only with supervision |
- uses equipment and technology safely and correctly with some supervision |
- uses equipment and technology safely and correctly |
- demonstrates and promotes safe and correct use of equipment and technology |
|
Making Connections |
- makes connections with limited effectiveness |
- makes connections with moderate effectiveness |
- makes connections with considerable effectiveness |
- makes connections with a high degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Notes:
This complex project requires students to overcome various problems during
assembly. The motor for the gumball hopper must be sequenced to stop after one
ball has been released. The belt conveyor must continue running in order for
the gumball to reach the tray. A timer may be incorporated into this project to
achieve the necessary stops and starts. The entire project is enclosed in
acrylic sheeting and all switches and timers are within the 30 cm x 40 cm box.
·
The
entire project is assembled on a 19 mm x 60 cm x 120 cm piece of plywood and
all boxes, hoppers, and conveyors are fastened to it.
·
The
hopper may be made from acrylic sheeting.
·
The
aluminum screw conveyor is mounted between bronze bushings and was turned on an
engine lathe.
·
The
belt/drag conveyor is made from leather or rubber straps mounted between
aluminum head and tail pulleys with rubber flaps that act as drags for the
balls to travel up the conveyor.
·
The
motors (110 volt) and gearboxes (50:1 ratio) are factory supplied. Other motors
and gearboxes may be substituted.
The
challenge is to use various conveyor styles to achieve the same goal (get the
gumball). Screw, belt, drag, bucket, and chain conveyors are used to accomplish
this goal. Each group should choose different systems to make the learning
complete.
·
Begin
with a sheet of 19 mm x 60 cm x 120 cm plywood. Mount a box, 30 cm x 40 cm and
made from plywood or acrylic sheeting, at one end and leave one side removable
for wiring and switches.
·
Using
mild steel or acrylic sheeting design, build a hopper with an opening at the
top of 25 cm x
25 cm and a height of 20 cm. It should be tapered to a size of 5 cm x 25 cm at
the bottom. This is where the screw will be situated.
·
Using
a roller or pipe, bend a piece of 15 cm x 25 cm sheeting into the trough for
your screw to ride in and mount it to the bottom of the hopper. Some slight
modification may be necessary to fit it accurately to the hopper. (Rivets work
nicely for the fitting.)
·
Turn
a screw conveyor on the engine lathe one thread every 5 cm, leaving 12 mm
shafts on each end to mount bearings or bushings. (The stock aluminum is 5 cm
diameter.) An alternate method of building a screw conveyor is to take a piece
of 9 mm diameter round bar stock and wrap it around a piece of 30 mm pipe so
that it forms a spiral. Then bend in the two ends and weld them to a piece of
12 mm round bar stock, which is 30 cm long and passed through the centre to act
as the shaft.
·
Acrylic
sheeting or mild steel covers are then made for each end of the screw conveyor
(9 mm acrylic sheeting works well here as you may mount the bushings within
it.) Cut a hole big enough to allow the gumball to pass through in one of the
ends.
·
A
small dispensing chute is made and mounted under the hole, which allows the
ball to travel to the next conveyor.
·
Fabricate
and mount legs under the hopper (the height may vary depending on the next type
of conveyor used).
·
The
next step is to fabricate the pulleys for the belt conveyor. These are made
from 25 mm aluminum round stock and are 15 cm long with a slight crowning from
the middle to the outside edges. They end up being 10 cm wide where the belt
travels, with 12 mm x 25 mm stub shafts on each end for bearing or bushing
mounting.
·
The
pulleys are then mounted between two uprights (25 mm square tubing) and set at
the distance between where the hopper is mounted and the tray. The belt is
fabricated out of 3 mm x 10 cm rubber and has rubber flaps adhered to it every
10 cm. (See diagram in Appendix 2.2.1.)
·
The
motors (110V) and gearboxes (50:1) are mounted behind the conveyors and are
usually factory stock.
·
Connect
all belt drives or sprockets and chains.
·
Timers
need to be incorporated into this project as the gumball hopper should dispense
only one ball at a time onto the second conveyor.
·
Enclose
the entire project in acrylic sheeting, allowing access only to the switches.
The
challenge is for students to use a variety of conveyors (drag, belt, bucket,
screw, or chain) to achieve the same goal (getting a gumball).
Each
group should choose different systems or products to make the learning
complete.
Team
Members:
|
Expectations Project team
will: |
Surpasses Production Needs |
Meets Production Standards |
Meets Some Standards |
Needs to be modified |
|
Demonstrate working knowledge of a minimum of two types of conveyors |
|
|
|
|
|
Demonstrate quality and integrity in workmanship |
|
|
|
|
|
Demonstrate knowledge of various drive systems |
|
|
|
|
|
Demonstrate knowledge of electrical systems |
|
|
|
|
|
Demonstrate knowledge of alignment |
|
|
|
|
|
Demonstrate knowledge and understanding of design process |
|
|
|
|
|
Demonstrate research of ideas |
|
|
|
|
|
Develop new innovations for conveying devices |
|
|
|
|
Team
Members:
|
Work Accomplished |
Manufacturing Process Used |
Date |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Team
Members:
|
Name of Part Modified |
Description of Modification Needed |
Date |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Course
Overview | Unit 1 | Course Profiles Main
Menu