Course Profile   Manufacturing Technology, Grade 11, Workplace Preparation, Catholic and Public

 

Unit 1:  Project Management

Time:  20 hours

 

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4 | Activity 1.5

Unit Description

In this unit, students develop problem-solving skills and knowledge of project management as they relate to Manufacturing Technology. Students are introduced to product research, product design, blueprint reading, material 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, plan, and prepare a product idea for production. The skills and knowledge acquired in this unit are then applied to other projects in the units that follow.

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. 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.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Focus

1.1: Gathering Information

120 min

TFV.01, TFV.02, SPV.03, ICV.01

TF1.01, TF1.02, TF2.05, IC1.02

CGE2b, CGE2c, CGE4f, CGE4g, CGE5e

Knowledge/ Understanding

Application

Communication

Manufacturing Systems

Design Process

Product Research

Group Dynamics

Research Techniques

1.2: Developing Engineering Drawings and Blueprint Reading

780 min

TFV.01, SPV.04

TF1.02, SP1.01, SP1.02, SP1.04, SP2.01, SP2.06, SP4.02, SP4.03, SP4.05, SP5.01

CGE2b, CGE2c, CGE3b, CGE4f, CHG5h

Thinking/ Inquiry

Application

Communication

Brainstorming

Sketch Development

Engineering Graphics

Presentation Drawings

Blueprint Reading

Working Drawings

Assembly Drawing

Bills of Material

1.3: Material Selection

120 min

TFV.01, TFV.02, ICV.01

TF2.01, TF2.02, TF2.05, TF2.07, SP2.03, IC1.01

CGE2a, CGE2b, CGE3f, CGE7i, CGE7j

Thinking/ Inquiry

Communication

Material Properties

Material Selection

Environmental Impact

1.4: Planning Production

120 min

TFV.01, SPV.02, ICV.01

TF1.02, SP1.04, SP3.01, SP3.02, SP3.03, SP4.01

CGE4f, CGE2b, CGE2c

Thinking/ Inquiry

Application

Communication

Control Systems

Process Control Charts

Production Flow Charts

Operation Sheets

1.5: Cost Analysis

60 min

SPV.05

SP4.04, SP5.01, SP5.03

CGE 1d, CGE2c, CGE4f, CGE4g, CGE5e

Knowledge/ Understanding

Application

Communication

Product Cost Analysis

Activity 1.1:  Gathering Information

Time:  120 minutes

Description

In this activity, students learn how to use a variety of media resources and research techniques to explore manufacturing processes and project ideas in preparation for subsequent activities. Emphasis is placed on requirements to fabricate an environmentally-friendly project (e.g., wakeboard, conveyor system, and robot). Guided by the Catholic faith tradition, they consider and discuss how the project benefits the environment and contributes to the common good of others in a positive manner.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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;

TFV.02 - identify the physical and mechanical characteristics of the materials and processes required to produce a product or process;

SPV.03 - identify and choose the most appropriate power and control systems to develop a product;

ICV.01 - explain the environmental impact of using particular materials and processes when making products.

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;

IC1.02 - explain the benefits of using environmentally friendly products in the workplace.

Planning Notes

·         In preparation for this activity the teacher will have an understanding of the various roles and activities associated with the construction of the product.

·         To enable the students to research effectively, prepare a list of websites that students can easily access. Be sure to have the school and board policies on Internet use ready for discussion.

·         Check websites prior to beginning the activity and emphasize the school policies and ethical use of the Internet.

·         Provide sample copies of plans and sketches of the product.

·         The activity assignment sheet will 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).

Prior Knowledge & Skills

The student should have:

·         group working skills (cooperative learning techniques and an understanding of personal responsibilities assigned by group);

·         Internet researching skills;

·         keyboarding skills (some knowledge of word-processing software, presentation software, and the Internet is an asset).

Teaching/Learning Strategies

The teacher should:

·         lead a round table discussion of Catholic values related to product development and production (e.g., stewardship, human potential, socio-economic responsibilities, ethics, etc.);

·         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;

·         review group dynamics and group process (see Appendix J of the Grade 10 Manufacturing Technology [Catholic] profile);

·         review and discuss the design process (SPICE model, see Appendix G of the Grade 10 Manufacturing Technology [Catholic] profile);

·         discuss manufacturing processes and introduce key terms (e.g., raw materials, research and development, design engineering, prototyping, high volume vs. low volume production);

·         review and discuss the role of project research and how it affects the final fabrication of a project, its effect on the environment, and society as a whole keeping in mind our Christian responsibilities;

·         discuss various search techniques;

·         give guidance for students to make critical examination of Internet content and to use this research tool ethically with regard to Christian morals;

·         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 society keeping in mind our Christian responsibilities.

Students should:

·         provide a summary of their research detailing production activities, material requirements, and how these impact on the human condition;

·         form teams of two or three;

·         assign each team member a role (e.g., note taker) and demonstrate respect for the responsibilities and contributions of self and others;

·         examine and reflect, through a journal entry, on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.

Assessment & Evaluation of Student Achievement

Strategies include Personal Communication, Observation, Performance Assessment, and Reflection and are assessed in reference to Appendix 1.1.1 (Career Research) 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, and fabrication duties. A rubric may be used to evaluate the report.

Knowledge/Understanding

·         Student’s initiative, Christian leadership, participation in a group, and the ability to discuss the associated Catholic values are assessed. An oral presentation rubric or checklist may be used to assess achievement levels.

·         Teams explain and demonstrate 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).

Accommodations

·         Provide peer mentors, 1:1 assistance, varied skill groups, and computer assistance.

·         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.

·         Allow tape-recorded summary, if necessary.

·         Allow extra time.

·         Provide a sample report to show what is expected as end result.

·         Provide support either verbally and/or with hard copy to ensure students have understanding of group process and research skills.

·         Review the activity assignment sheet, as appropriate, and monitor progress.

Resources

Science text/encyclopedia (print and software e.g., Encarta)

Local company

Grade 10 Manufacturing Technology Profile

Websites

Renewable Resource Data Centre – http://rredc.nrel.gov/

 

Activity 1.2:  Developing Engineering Drawings and Blueprint Reading

Time:  780 minutes

Description

In this activity, students develop sketches and engineering drawings in preparation for producing design portfolios of the manufacturing products. Exercises include the preparation of sketches, presentation drawings, and working drawings. This activity is designed to introduce students to a variety of drawing techniques and standards used in Engineering Design. Students are shown how to use sketching techniques to communicate product design ideas. The focus is to enhance students’ knowledge and understanding of drawing standards as well as their applications skills in producing the drawings. Students prepare effective engineering drawings including pictorial drawings, detailed working drawings, and assembly drawings that depict the components of a product. Emphasis is placed on reading and interpreting engineering drawings, visualizing three-dimensional objects, sectioning standards, and converting drawing dimensions. These skills are reinforced and applied in subsequent projects in Unit 2. Through group activities in brainstorming product ideas, students are encouraged to reflect Gospel values and responsible attitudes as collaborative contributors to the group and consider how their choices impact positively or negatively on others.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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 - applies 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 - communicate project ideas effectively using engineering drawings and reports.

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;

- 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;

- 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;

SP1.01 - 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;

SP1.04 - 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;

SP2.06 - read and interpret engineering drawings, visualize three-dimensional objects, sectionalize the drawings, and convert drawing dimensions;

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;

SP5.01 - apply mathematics (including algebra, geometry, and trigonometry) 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.

Prior Knowledge & Skills

The student should have:

·         group work skills;

·         skills in cooperative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;

·         respect for the rights, responsibilities, and contributions of self and others;

·         basic keyboarding skills (CAD drawing development and word processing);

·         mathematical skills relevant to drawing accuracy, measurement units, geometric shapes, as well as Cartesian plane used in learning CAD;

·         previous activity content regarding familiarity of the wind-powered generators.

Planning Notes

·         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.

This activity is split into three stages: idea development (sketches), detail working drawings (dimensioned orthographic and assembly sketches), and formalizing the design portfolio with CAD drawings.

·         Develop design challenges of a manufactured product or of the Unit 2 products.

·         Create and/or gather teaching aids to act as visual aids when introducing orthographic views. A box with hinged sides and lid will help, as a teaching aid, in visualizing orthographic projection.

·         A variety of simple objects such as wooden blocks cut in geometric shapes can also help.

·         Prepare for use of blackboard/whiteboard or overheads for demonstrating drawing techniques.

·         Prepare handout activities for each stage of sketch developments. Graphic communications requires a lot of practice exercises to develop drawing skills, some of which may be completed for homework.

·         Teachers can create posters of examples 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 lines and shapes progressing to three-dimensional representation. Be sure to prepare several practice exercises through each stage of the sketching progression.

·         When working on detailed working drawings, select practice exercises that allow a progression of activities for the same drawing parts. Students draw the part, dimension it, and add size tolerances where applicable.

·         To allow students to attain understanding of drawing standards, give them blueprint reading exercises. Exercises could be delivered as homework assignments and/or short quizzes.

·         Ensure that enough copies of isometric drawing paper and graph paper are available to those students who have difficulties with sketching freehand.

·         As a supplemental activity, the teacher may arrange for a guest speaker(s) and a field trip to a local manufacturer or engineering firm.

Teaching/Learning Strategies

The teacher should:

·         monitor progress and provide feedback frequently, emphasizing collaborative and cooperative group efforts in light of Gospel values;

·         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);

·         review the design process and discuss how engineering graphics plays a role in this process (Appendix G from the Grade 10 Manufacturing Technology profile document);

·         discuss engineering terms (define design briefs, brainstorming, thumbnail sketches, design portfolio);

·         discuss the drawing types, identifying the difference between presentation drawings and working drawings and discussing 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 perspective representation;

·         discuss simple sketching techniques for drawing horizontal, vertical, and angled lines without the use of drafting equipment and assign practice exercises;

·         using the above techniques, introduce additional principles in drawing shapes (squares, rectangles, and circles) and assign practice exercises;

·         demonstrate how these shapes can then be converted to three-dimensional geometry using oblique and isometric representation standards;

·         introduce the design challenge (i.e., wakeboard design);

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

·         give students an overview of drawing requirements for the design portfolio package of the product and describe the steps in developing the drawings;

·         have students use all the learned techniques to brainstorm ideas for the design of their product.

·         discuss standard drawing practices and procedures;

·         discuss converting metric units to imperial units, imperial units to metric units, and fractions to decimals so that the information corresponds to the demands of the particular manufacturing product or process;

·         assign students practice exercises in unit conversions;

·         introduce students to orthographic representation and assign practice exercises;

·         discuss proper dimensioning standards for the orthographic drawings and have students dimension previous exercises;

·         discuss size tolerancing and have students add tolerances to previous exercises;

·         discuss fasteners and weldments and have students determine how their product will be assembled;

·         discuss assembly drawings and have students develop assembly and sub-assembly drawings for their product;

·         discuss bills of materials and have students add a bill of materials to their assembly drawings;

·         introduce CAD and have students convert their dimensioned hand drawings to formal CAD drawings;

·         review journal/log writing format and criteria;

·         remind 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.

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;

·         identify criteria and constraints and provide creative and innovative solutions to design problems;

·         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 came about choosing their best design;

·         practise sketching and drawing techniques;

·         practise reading and interpreting engineering drawings;

·         develop an operational plan (checklist) for drawing procedures;

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

·         prepare detailed working drawings and assembly drawings that depict the components of their design proposal product;

·         determine and convert drawing dimensions from metric units to imperial units and show both on the drawings (imperial shown in brackets);

·         develop a bill of material on the assembly drawings that indicates the specifications and quantity of the components of the product;

·         assemble all drawings in a portfolio package;

·         convert the hand-drawn portfolio package to formal CAD drawings, using imperial and metric units;

·         assemble all documents in a presentable package to be stored with their AEP files;

·         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 and on personal aspirations relating to engineering and planning considering their God-given talents and abilities.

Assessment & Evaluation of Student Achievement

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. Teachers check all sketches and detailed working drawings (drawn by hand) using a checklist format (see Appendix I of the Grade 10 Manufacturing Technology [Catholic] profile).

·         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/Inquiry

·         Teachers evaluate students’ idea development sketches and the written rationale in selecting their best design. A rubric may be used in the evaluation of this package.

·         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 students convert a hand drawing to a CAD drawing.

Communication

·         Reflections: Students will self-assess their experiences through ongoing reflective writing. The log journal entries are evaluated through a rubric evaluation format. (Appendix B of the Grade 10 Manufacturing Technology Profile).

Learning Skills

·         Through observation and conferencing, students can be assessed formally or informally. Checklists, anecdotal comments or the Learning Skills rubric (see Appendix 1.2.1) 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 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 (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 of the drawing development process can take place on a daily basis. Use scheduled checkpoints where a completion checklist of drawing developments is assessed. Be sure to provide encouragement and praise effort as tasks are completed, building on a positive self-image.

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.

·         If blueprint exercises are given for homework, review the homework with the student to ensure concepts are understood.

·         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.

·