Tea acher   Work k Sam

 Tea
acher Work
k Sam
mple Table of Contents : Section 1: Learning – Teaching Context (pg. 3‐5) I.
II.
III.
School Characteristics Classroom Characteristics Student Characteristics Section 2: Learning Goals / Objectives (pg. 6‐7) I.
II.
III.
Rationale of Objectives List of objectives Standards met with objectives Section 3: Assessment Plan (pg. 8‐9) I.
II.
Measurement of the objectives Assessment methods to be used Section 4: Instructional Sequence (pg. 9‐22) I.
II.
Sequential instruction Lesson plans Section 5: Analysis of Student Learning with Examples of Student Work (pg. 22‐49) I.
II.
Pre test on manufacturing Post test results with examples Section 6: Evaluation and Reflection (pg. 50 ) I.
Reflection of instructional objectives, sequence and the assessment 2 | P a g e Section 1: Learning‐Teaching Context Somewhere High School is a diverse suburban public school district that is located in New York. The school is comprised of 928 students of whom 49.2% are male and 50.8% are female. This high school is home to five ethnic categories of students, of the 928 students 79.20% are Caucasian, 10.99% are African American, 5.82% are Asian/Pacific, 3.45% are Hispanic, and 0.54% are Native American; giving the school district a 21% minority student body. 14% of all students are eligible for free lunches, while 6% of students are eligible for reduced rate lunches. There are 76.63 full time teachers providing the building with a 1:12 student to teacher ratio, which is below the NYS average of 1:14. The district manages six schools and totals 2,868 students. The total district revenue is $49,733,000 which is almost double the state average of $26 million. All of these factors including class size, diverse ethnic backgrounds, and the rather low student to teacher ratio allow the district to have an 89% graduation rate. 2012 Budget Total District Funding $49,733,000 Local Funding $30,711,000 State Funding $17,396,000 Federal Funding $1,626,000 Total District Expenditure $45,902,000 Salaries Expense $26,670,000 Employee Benefits Expense $10,894,000 Capital Outlay Expense $2,289,000 Non‐Elementary/Secondary Expense $144,000 3 | P a g e The District uses a 4, ten‐week quarter (10 weeks each), alternate day block scheduling which meets the needs of this schools which offers eight courses, with half of the classes meet in double instructional blocks one day, while the other three or four c lasses meets in double blocks the next day. The pattern repeats throughout the 180 day school year resulting in an equal number of Day 1's and Day 2's regardless of the number of holidays or schooldays within a week. The official school day begins promptly at 7:45, where students attend their first period class (a double period), and then at 9:07 am students are dismissed to their home base. Students take this time to pledge allegiance to the flag and listen to the daily announcements. At 9:25am students are dismissed to go to their third period class. Lunches begin in fourth period and continue to sixth. The school day ends officially at 2:15 pm but after school studying, clubs, and activities are encouraged until 3:00 pm, at which time students must be picked up or use the late bus services. Looking at the technology department, there is a collaboration of Industrial Arts classes of the early twentieth century and new Project Lead the Way Engineering courses. The Cooperating teacher teaches four technology courses: Basic Woodworking, Computer Integrated Manufacturing (CIM), Principles of Engineering (POE), and Experimental Design and Development (EDD). All but the basic wood working courses are part of a purchased curriculum called Project Lead the Way which is a private curriculum with a focus on science and engineering. In Computer Integrated Manufacturing (CIM) students are asked questions like: how are things made? What processes go into creating products? How do assembly lines work? How has automation changed the face of manufacturing? While students discover the answers to these questions, they are learning about the history of manufacturing, robotics and automation, manufacturing processes, computer modeling, manufacturing equipment, and flexible manufacturing systems. This course is designed for 10th grade students. Principles of Engineering (POE) is designed for 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post‐secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem‐solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. In the Experimental Design and 4 | P a g e Development (EDD) classroom, students will work in teams to design and develop an original solution to a valid open‐ended technical problem by applying the engineering design process. Students perform research to choose, validate, and justify a technical problem. After carefully defining the problem, teams design, build, and test their solutions while working closely with industry professionals who provide mentoring opportunities. Finally, student teams present and defend their original solution to an outside panel. This course is for 12th grade students only. Classroom size per course ranges from 15 to 18 students. The total number of students within the four technology courses is 80, with 75 of the students being male and 5 female. Classroom Sizes Computer Integrated Manufacturing (CIM) Class 1 Computer Integrated Manufacturing (CIM) Class 2 Principles of Engineering (POE) Experimental Design and Development (EDD) Basic Woodworking MALE FEMALE
14 1 12 0 15 1 15 2 17 1 Section 2: Learning Goals/Objectives The Computer Integrated Manufacturing (CIM) course offers two different aspects of the learning process. The first half of the course is dedicated to educating the students about electronic systems and the automation side of the production line through hands on activities and worksheets. The students learn about the basics of simple circuits, mass production, open and closed systems and learn some of the skills required to maintain and operate Computer Numeric Controlled (CNC) milling machines and robotic arms. The second portion of the class is about how important good design is in every facet of manufacturing, from the primary process 5 | P a g e of extracting raw materials to understanding the company’s client and how the product that they are designing will affect the environment after it reaches the end of its life cycle. Each year the cooperating teacher challenges his CIM class by having them design a common item like a key chain from the ground up. Students must analyze material, cost, environmental impact, and follow specific constraints given to them by their teacher. The design aspects of the class are addressed through different learning objectives that fulfill various levels of Bloom’s taxonomy. Students learn everything from building and testing materials, to plotting x and y axis on cartesian coordinates for milling operations, to understanding the environmental impact of their product, and why that is important for future generations. They begin with brainstorming multiple ideas for their objects; their teacher encourages the student to think outside of the box and not to be limited by what is around them. Then students sketch ideas into working drawings: usually ten to twenty ideas are put down on paper, then they are critiqued to narrow their solutions down to two or three, then students begin to test their idea on computer software. Finally, students build most of the pieces of their product and run it through a simulation software to see if their equations will work in a practical application like the CNC milling machine. Throughout the entire manufacturing process, students will learn a variety of key concepts, ideas, skills and gain overall knowledge. Students will be exposed to activities which address learning such as ideas from a classroom book, completing worksheets, studying homework for a test and hands on learning. All of these will be applied through various processes to hit on many different standards both at the national and state level. By applying a foundation of basic knowledge in which students learn about manufacturing pre 1900’s to modern manufacturing, students will be able to grasp the concept of evolution of manufacturing processes. This shows the students where the ideas came from to create more efficient systems which lead to creating more efficient and better products. This concept alone will help students with the following ITEEA Standards: Standard 1: Students will develop an understanding of the characteristics and scope of technology; 6 | P a g e Standard 2: Students will develop an understanding of the core concepts of technology; Standard 6: Students will develop an understanding of the role of society in the development and use of technology; Standard 7: Students will develop an understanding of the influence of technology on history. The following are objectives and goals that are guiding the instruction of the class: •
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7 | P a g e Goals: Students will be able to understand the historical events and people related to manufacturing Students will be able to understand a typical manufacturing process and the key components involved Students will be able to safely and accurately use the equipment in the shop Students will be able to apply knowledge learned about processes in order to create a product using manufacturing principles Students will constantly practice safety techniques while working in the shop Students will be able to work together in the classroom accurately and safely to create a final product Objectives: Students will be able to recall the history of manufacturing and its role in the industrial revolution Students will be able to list the important people in the development of modern manufacturing on an exam ‐ MPL 80% Students will be able to identify the person credited with the invention of the assembly line and explain its importance to modern manufacturing Students will be able to describe the evolution of manufacturing to the modern day Students will be able to analyze the breakdown of a company by department Students will be able to differentiate between company departments Students will be able to analyze the research and development department and identify multiple different tasks that the department has Students will be able to differentiate an Inventor, Innovator and Entrepreneur Students will be able to distinguish between what a Jig and a Fixture are Students will be able to apply knowledge of jigs and fixtures to the production process of the manufacturing of a class product Students will be able to construct the appropriate tooling needed for production of the class product Students will be able to organize the flow process of the class product and create a flow process chart describing every step used to create the product •
Students will be able to create a class product using manufacturing ideas learned throughout the course Section 3: Assessment Plan One of the most important parts of a classroom is the development of an assessment plan. Throughout the entire course there are many different ways to assess student knowledge, achievement and overall skills. It is difficult to understand the amount of progress that students have made without giving them a form of testing before the instruction can begin. As part of student teaching we are required to pre‐test students. For our base, I gave students a 25 multiple choice question test. Assessment plan for this course consists of students completing a few basic homework assignments based on the lessons for the day, the completion of worksheets related to project based work, the pre and post‐test and the production of a classroom project. The first way for me to assess the students’ knowledge of the curriculum was to give the students a pre‐test on manufacturing ideas, consepts of design, and processes. The test (located in section 5) has questions that touch on many different aspects of the goals of this course. After giving this test to the students it was clear that they have not had very much experience with the industrial revolution and basic manufacturing knowledge. Most students got 13 out of 25 questions correct, giving them a score 52% out of 100%. In order to assess the students on more than just the knowledge they have learned throughout this class, another assessment will be administered and it will be project based. The students are required to create a product that is to be completed as an individual assignment. Each student will need to have a specific job during the production process of this item and at this point I will be able to spend time working with them individually on the machinery. Students will need to learn the basic skills of using all the machinery in the shop so that any one person could potentially operate every aspect of the production line. Having worked with the students already, using some basic carpentry tools and a few students on the power tools, I have identified which students will need more help than others operating the 8 | P a g e machinery. After the
e completion
n of the prod
duct, an assiggnment will be given to the studentts to brief one pagge response about their experience on the mach
hinery. The sstudents will write a b
need to p
pick the macchine that th
hey felt the m
most uncom
mfortable witth at the begginning of th
he class and
d talk about how they we
ere able to b
become morre comfortab
ble with and
d eventually use the mach
hine. They w
will also need
d to identify many uses ffor that macchine. This homework assignme
ent would be
e handed in the last wee
ek of class too help measu
ure their pro
ogress on a performaance level in
n the worksh
hop. Sectio
on 4: Instrructional S
Sequence Instrucctional Plan Course: School: Dates: Instructo
or: Com
mputer Integgrated Manu
ufacturing (C
CIM) High School Descriptiion: There aare two sections of the C
Computer Inntegrated Maanufacturingg (CIM) courrse both are taught by tthe cooperatting teacher. The two claasses are sim
mular in sizee and will be eing the exact same assiignments. Each studentt will design and constru
uct a keychaiin complete
out of accrylic. They w
will test theirr design on ccomputer sooftware and mill the keyychain out on
n foam beffore they tesst on acrylic.. Students sp
pend the firsst half of thee semester leearning about the consttruction side
e of their pro
oduct where
e they learn the basics skkills of building an operaating the mach
hinery. Afterr that studen
nts then movve onto the manufacturring side of p
production systems and form a m
manufacturing companyy where theyy are requireed to create a company and on of the claass is what I ttook over foor my studen
nt teaching. a producct. This sectio
Moduless to be taugh
ht (in order): 1. Course introd
duction a. Introd
duce studentts to the top
pics that will be covered in the class b. Pass o
out to studen
nts the Manufacturing PPretest 9 | P a g e 2. Introduction to Design/ Design Brief a. Introduce the concept of Good Design b. Discussion on what is Bad Design c. Manufacturing and ethics d. Manufacturing processes (Primary and Seciondary) e. Design Process 3. CNC Motion Setup and Operation a. Dial Calipers b. Milling Machine Setup c. G & M Codes d. Creating a Prototype 4. Design Considerations Manufacturability a. Importance of a R & D department b. Different types of tasks required by R & D c. Introduce R & D homework (Project Plan Sheet) d. Manufacturing Product for class project 5. Jigs, Fixtures and Flow Process a. Polar & cartesian coordinates b. Speeds and Feed c. Introduction to Edge Cam Evaluation of students: Students will be evaluated on a couple of different levels throughout this class. They will be evaluated on the amount of knowledge they have learned throughout the course with the Pre and Post testing with 25 multiple choice questions. Students will also be tested on the two homework assignments given to them, the project plan sheet to begin brainstorming for a class product and filling out the flow process chart. The performance level of students will be graded based on two things, their ability to work on machinery in the shop and the evaluation of themselves on a one page response. Their performance on a machine will be graded based on what the progress that I can visually see while working on a machine. 10 | P a g e Lesson 1:
Lesson Pllan:
Course:
School:
Instructo
or:
Manu
ufacturring Inttroducttion
Com
mputer Integ
grated Manu
ufacturing (C
CIM)
Hig
gh School
Description:
D
This lesson will
w be an intrroductory lessson to the oriigins of moderrn manufactuuring.
I.
This
T lesson willl cover topicss such as the origins of thee assembly linne, interchanggeable parts,
Henry
H
Ford, Ransom
R
E Old
ds and Eli Whitney. Studen ts will also leearn the role iin which these
in
nventions havve today.
II.
Objectives:
O
™ Studen
nts will be able
a to restate the major eevents that ssparked moddern
manuffacturing
™ Studen
nts will be able
a to list th
he important people in thhe development of modern
manuffacturing on an exam - MPL
M 80%
™ Studen
nts will be able
a to identiify the persoon credited w
with the invenntion of the
assem
mbly line and
d explain its importance
i
™ Studen
nts will be able
a to descriibe the evoluution of mannufacturing tto the moderrn
day
nts will be able
a to explaiin in the impportance of iinterchangeaable parts in
™ Studen
today’s manufactu
uring world
III.
Materials:
M
Manufacturin
M
ng pre-test, Evolution
E
of Mass produuction story
IV.
Procedure:
P
Start by givin
ng the studen
nts the manu
ufacturing prre-test and exxplain to thee students thaat the
n count tow
wards the graade; it is forr school purpposes.
prre-test will not
After
A
the stud
dents are don
ne with the pre-test
p
pass out the Evolution of Maass productioon
reeading. Givee the students a few shorrt minutes to skim it overr while everyyone finishees the
prre-test.
Begin
B
by askiing students some of thee questions aand ask them
m to explain iin detail whaat
th
hese were. First question
n to get the conversation
c
going would be what spparked the puush
to
owards modeern manufaccturing?
This
T question
n should lead
d into converrsation abouut the variouss parts of maanufacturingg such
ass assembly line,
l
interchaangeable parrts, conveyorr belts and thhe auto induustry.
Explain
E
in detail the vario
ous industriees that had soomething to offer to mannufacturing.
Go
G over the automobile
a
company
c
and
d what changges it went thhrough by uusing the variious
teechniques.
Explain
E
how the auto indu
ustry was ab
ble to go from
m 12.5 hourrs to 1 hour 333 minutes ffor
co
ompletion off a vehicle. This
T was don
ne with the uuse of less m
man power, aand paint beccame
a bottleneck.
1.
2.
3.
4.
5.
6.
7.
11 | P a g e 8. Close
C
the lessson with the review quesstions and assk them to reepeat inform
mation learneed
to
oday. Have students
s
explain the importance of m
manufacturinng and how tthese
im
mprovementts have helpeed today.
V.
Adaptations
A
w have acceess to multipple handoutss allowing thhem to review
w
: Students will
an
ny of the top
pics talked ab
bout for the day. Studennts who may not be able to hear as w
well
caan be brough
ht closer to the
t white board for easieer listening.
VI.
Assessment:
A
Students wiill be scored on the pre-ttest that theyy take to asseess their basiic
kn
nowledge off manufacturring. The stu
udents will aalso be testedd on their reaading skills
because after they are giv
ven a short tiime to read I will ask quuestions abouut the reading.
VII.
VIII.
1.
2.
3.
4.
Prior
P
knowleedge: Studen
nts should haave a basic sskill of readiing and test ttaking.
Questions:
Q
What
W sparked
d the push fo
orward into modern
m
mannufacturing?
Who
W is createed the assem
mbly line? Wh
ho is crediteed with creatting the assembly line?
The
T assembly
y line idea caame from wh
hat other inddustry, and hhow is it relaated?
Conveyor
C
bellts and the usse in manufaacturing cam
me from whaat type of inddustry?
Lesson 2:
Lesson Pllan:
Course:
School:
Instructo
or:
Corrporatee Organ
nization
n
Com
mputer Integ
grated Manu
ufacturing (C
CIM)
Hig
gh School
I.
Descriptiion: This lesson will intrroduce studeents to the orrganizationaal breakdownn of a
company. Students wiill learn about the develoopment of a company froom the beginnning
of the ind
dustrial revollution and bee able to com
mpare that too today’s coompany
breakdow
wn. They willl learn aboutt jobs througghout a comppany in prepparation for the
organizattion of our co
ompany.
II.
Objectivees:
a. Studen
nts will be able
a to catego
orize the possitional breaakdown of a company onn a
chart
nts will be able
a to explaiin the imporrtance for haaving variouss positions
b. Studen
c. Studen
nts will be able
a to emplo
oy themselvees into a com
mpany formaat
d. Studen
nts will be able
a to explaiin who Henrry Ford is annd his contribbution to
produ
uction
12 | P a g e III.
Materialss: Corporatee Organizatio
onal Chart hhandout
IV.
Procedurre:
1. Begin
n the class peeriod by askiing the studeents about thhe homeworkk assigned too
them from
f
the preevious class period.
p
The homework w
was asking 5 people aboout
Henry
y Ford, who he was and his
h contributtion to manuufacturing.
make sure thhey all have the
2. Coverr each studen
nt’s results from
fr
their hoomework to m
same information about Henry
y Ford.
3. Pass out
o the corpo
orate organizzational charrt and begin by explaininng that the chhart
breakss down the different
d
possitions of a coompany.
4. First step
s is explaiining that we will have tto fill this chhart out and explain as w
we
organize our comp
pany we willl be assigninng jobs for eeach student..
5. Explaain the positions of the co
ompany andd why they arre importantt to have thesse
positio
ons.
6. Quick
kly explain what
w the diffe
ferent positioons are and m
mention that we will covver a
select few in moree detail. (R&
&D, Marketinng and produuctions)
7. Explaain the sectio
ons that will not be coverred in greateer detail.
V.
Adaptations: Studen
nts will be giv
ven a handout for them tto takes notees on about tthe
different organization
o
n within a co
ompany. Stuudents will be allowed too interact andd ask
questions during the lesson
l
to insu
ure for any m
misunderstannding.
VI.
Assessmeent: Students will be giv
ven a homew
work assignm
ment requirinng them gathher
informatio
on that was not
n covered about a com
mpany. This w
will be a hom
mework
assignmen
nt to be turn
ned in and graded.
VII.
Prior kno
owledge: Stu
udents shoulld have the bbasic inform
mation of a coompany, andd
should bee remember the
t basic info
formation tauught from thhe previous lesson about
manufactu
uring. This will
w help the students unnderstand thee need for muultiple
departmen
nts.
VIII.
Question
ns:
1. Why are
a the differrent departm
ments of a coompany impoortant?
2. What is the imporrtance of kno
owing a com
mpany breakddown?
3. How do
d these dep
partments intteract with e ach other?
Lesson 3:
Lesson Pllan:
Course:
13 | P a g e Research an
nd Devvelopmeent
Com
mputer Integ
grated Manu
ufacturing (C
CIM)
School:
Instructor:
High School
I.
Description: This lesson is to orient students with the research and development
department in a manufacturing company. Students will be taught to understand the
importance of this department in the development of new products and improvement
of current products.
II.
Objectives:
a. Students will be able to list 5 different tasks that the R&D department has in a
company during discussion. MPL 100%
b. Students will be able to list examples of current products that are constantly being
redesigned based on their understanding of the R&D department
c. Students will be able to compare and contrast the difference between an Inventor,
Innovator and Entrepreneur
d. Students will be able to explain what each an Inventor, Innovator and
Entrepreneur do in one paragraph for a homework assignment
III.
Materials: Project plan sheet handout, Students homework (project proposals)
IV.
Procedure:
1. First ask the students to get the homework out from last class (project proposals).
2. Handout the new project plan sheet.
3. Write the following words on the whiteboard: Research and Development,
Inventor, Innovator and Entrepreneur.
4. Explain that each will be covered individually, and start with R&D. Ask the
students for review from previous instruction about what R&D does. After the
students try explain that the explanation is directly in the name.
5. Begin with explaining what the research department would do and compare to a
research paper or the homework due for today.
6. Explain the importance of doing extensive research for the completion of the
project and the need for the information gathered for putting together a proposal.
7. Check for understanding of research by asking them what things would fall under
research and why it’s done.
8. Move on to the Development aspect of R&D. Ask for if anyone can relate
development to the research side.
9. After covering development introduce Inventor, Innovator and Entrepreneur.
10. Start with an inventor and cover how an inventor is someone who comes with up
an idea but does not always manufacture or profit from the idea.
11. Next cover innovator, and explain how this is someone who looks at products and
reinvents them or improves in some way. Relate the innovator to R&D.
12. Cover entrepreneur and explain that an entrepreneur is someone who organizes
and manages an enterprise typically with considerable initiative and risk involved.
The person who typically makes money from an invention.
13. Explain that someone who is an inventor could also be an entrepreneur.
14. Our manufacturing company we need to cover all aspects of these with 7 people.
14 | P a g e 15. Have students loo
ok at the plan
n sheet, and ttell them to begin workiing on
develo
oping and in
nvention or in
nnovate a prroduct we coould manufacture based on
their homework.
h
V.
Adaptations: Studen
nts will have all handoutss in front of them duringg the lesson sso
that they can
c follow along.
a
The main
m topics w
will be writteen on the boaard for studeents
to copy do
own.
VI.
Assessmeent: Students will be asssessed on theeir ability to complete thhe project plaan
sheet which will show
w the amoun
nt of effort puut into R&D
D of their prooject. Studennts
will also be
b assessed on
o the comp
pletion of theeir homeworrk and having a couple oof
different ideas
i
for maanufacturing projects; miinimal requirrements are two project
ideas. Stu
udents will allso be assesssed on the diiscussion of importance of R&D andd
naming major
m
produccts.
VII.
Prior kno
owledge: Stu
udents will need
n
to havee a basic knoowledge of ggoods being
manufactu
ured today and
a be able to
o recognize something tthat has beenn produced,
revisited and
a remanuffactured so th
hat it is a beetter product. Students neeed to have tthe
understan
nding of how
w to fill out a project plann sheet for thhe completioon of our
company..
VIII.
Question
ns:
1. What are some maajor tasks required by thhe R & D deppartment?
2. What is the purpo
ose of remanu
ufacturing a perfectly goood workingg item, and w
what
d
the R & D departmeent play in thhis?
role does
3. What is the differeence betweeen an Inventoor, Innovatorr and Entreppreneur?
4. Can so
omeone who
o is an inven
ntor/innovatoor become ann entrepreneeur?
Lesson 4:
Lesson Pllan:
Course:
School:
Instructo
or:
I.
Jigs, Fixturees and Processes
Com
mputer Integ
grated Manu
ufacturing (C
CIM)
Hig
gh School
Descriptiion: This lesson will intrroduce studeents to the maanufacturingg terms Jigs and
Fixtures. Students willl be taught the
t differencce between a jig and fixtuure and wheen it
o fixture. Th
This lesson w
will lead into the jig or
is appropriate to use either a jig or
fixtures pllacement in a processes chart.
15 | P a g e II.
Objectives:
a. Students will be able to explain what a Jig is and how it is used during the
manufacturing process
b. Students will be able to explain what a Fixture is and how it is used during the
manufacturing process
c. Students will be able to differentiate between a Jig and Fixture while designing
the appropriate tooling for a manufacturing process
d. Students will be able to construct the appropriate tooling needed for their
manufacturing processes
e. Students will be able to explain the importance of a processes chart and correctly
fill in the chart for a daily activity during class time
III.
Materials: Processes Chart Handout, Whiteboard, Examples of Jigs and Fixtures
IV.
Procedure:
1. Begin the class by writing on the whiteboard the topics to be covered for today
(Jigs, fixtures, tooling and process flow chart)
2. Ask the students if they have ever heard the terms jig or fixture and how it relates
to tooling in the manufacturing process.
3. Show students the examples of jigs and fixtures and ask them to guess which is
which.
4. Explain to the students that they are both tooling that hold a piece of work,
however a jig is used to guide the cutting tool through the work, where a fixture is
used to cut straight lines through work.
5. Give examples of when either would be appropriate to use.
6. Handout to the students the process flow chart, explain that throughout the
manufacturing process each step is documented.
7. Having the process flow chart allows the company to quickly identify where there
are problems during the process that cause the company money.
8. Explain to students the purpose of the chart, the symbols and how they are used
and explain the importance of filling out every last step.
9. For practice have the students fill out the process flow chart for a basic daily
activity such as brushing their teeth, or getting dressed, or making breakfast.
10. Relate the process flow chart to our manufacturing process and have them begin
to fill out a second chart for the manufacturing of the tulip project.
V.
Adaptations: Students will have all available handouts in front of them during the
lesson to follow along. For any student who will need a handout with information on
a Jig or Fixture, they will be provided. A handout with teacher’s notes on the lesson
will be available for any student who may need it.
VI.
Assessment: Students will be assessed on their ability to construct the appropriate
tooling needed for the manufacturing of their product. They will be assessed on its
construction, durability, adjustability and accuracy. Students will also be assessed on
16 | P a g e their abiliity to correcttly fill out th
he steps on pprocesses chaart for a simpple activity ssuch
as brushin
ng your teeth
h.
VII.
Prior kno
owledge: Stu
udents will need
n
to know
w about the m
manufacturinng process ssuch
as the assembly line. They
T
will neeed to know that there arre steps to prroducing a
product in
n order to co
orrectly fill out
o a processs flow chart.
VIII.
Definition
ns:
1. Jig - a plate, box, or open fram
me for holdinng work andd for guidingg a machine tool
to the work, used especially fo
or locating aand spacing ddrilled holess. (guides thee
cutting tool over/tthrough the work)
w
2. Fixture – any of various
v
devices for holdi
ding work in a machine toool, especiallly
one fo
or machining
g in a straigh
ht line, as in a planer or m
milling machhine. (does nnot
guide the cutting tool)
t
3. Toolin
ng – the plan
nning and arrrangement oof tools for a particular m
manufacturinng
processs
IX.
Question
ns:
1.
2.
3.
4.
What is the majorr difference between
b
a jigg and a fixtuure?
What is the purpo
ose of using jigs
j and fixtuures?
What is the imporrtance of hav
ving a processs flow charrt?
d
a proceess flow charrt help the m
manufacturing process?
How does
Sectio
on 5: Analysis of Student Leaarning with Examplees of Studdent Workk At the beginn
A
ning of the class the stud
dents were ggiven a 25 m
multiple choicce question.. As expected
d the students did not ve
ery good on the test. Th e test has qu
uestions Questions rangging from whaat are the tw
wo types of m
manufacturing process, what is desiign, manufaccturing conccepts such as p
prototyping, CIM, and manufacturing tooling likee what are jigs and fixtu
ures. Prior to
o taking the test stude
ents should h
have minimaal knowledgee of this as itt is not basicc information. The following is a cop
py of the maanufacturingg test that thhe students ttook. Ma
anufactu
uring P
Pre-Tesst
Course:
Instructo
or:
Prod
duction Systeems
Name:: ___________________________________________
17 | P a g e Date: ____________________
Directions: For the following multiple choice or true/false questions choose the best answer
to the question.
1) What are the four factors of design?
a)
b)
c)
d)
Economy. Safety, Society, Scale
Economy, Safety, Functionality, Ethics
Safety, Materials, Mass production, Ethics
Safety, Engineering, Materials, Mass production
2) What is a prototype?
a) ½ scale model
b) ¼ scale working model
c) full scale model
d) full scale working model
3) What is rapid prototyping?
a) Creates a two-dimensional solid object directly from a computer-generated model
b) Creates a three-dimensional solid object directly from a computer-generated model
c) Creates a solid object directly from a man-made model
d) None of the above
4) Which of these primary mass properties are closely tied to choosing the best material to
manufacture a product?
a) Volume, Surface Area, Density, Mass
b) Volume, Surface Area, Material, Mass
c) Mass, Volume, Material, Density
d) None of the above
5) What is design?
a) A process that is used to find the most economical answer
b) A process that is used to add specific details
c) A process that is used to systematically solve problems
d) A and B
6) Name the four types of measurements that a Dial Caliper are used for
1.
2.
3.
4
18 | P a g e 7) Engineers use a case study to
a) Train skilled workers
b) Move and manage large inventories for quality assurance
c) Produce effective managers for their design teams
d) Document events such as engineering disasters, and the ethical dilemmas associated with
them
8) G & M codes are used to operate CNC Machines.
a) True
b) False
9) Two types of instructions exist in CNC programing. They are:
a) Those which define the tool path (such as X and Y axis coordinates)
b) Those which specify machine operations (such as turning the spindle on or off)
c) Those which identify the machines ability to interact with material
d) A and B
e) B and C
10) A letter used in G & M code programming to designate a class of functions is called:
a) A Spindle
b) Address Character
c) A Program Block
d) Tool Path
11) Attribute of a feature, such as a dimension, that can be modified is called:
a) Address Character
b) A Program Block
c) A Parameter
d) Computer Integrated Manufacturing
12) __________ is a device that is used to control the location and/or motion of another tool in
relation to the work.
a) Fixture
b) Clamp
c) Jig
d) Casing
13) _________ is a device that is stationary and used as a work-holding support during
production.
a) Fixture
b) Clamp
c) Jig
d) Casing
19 | P a g e 14) A detailed diagram that represents the operations and equipment through which material is
processed during manufacturing is known as what?
a) Company layout picture
b) Flow chart
c) Detailed process descriptor
d) Operating chart
15) Elements of machinery and equipment used in CIM and Automation are:
a) CNC
b) Robotics and Transfer Systems
c) Inspection / Feedback Systems
d) All of the above
16) Primary Manufacturing Processes turns raw materials to useable material
a) True
b) False
17) Secondary Manufacturing Processes turns raw materials to useable material.
a) True
b) False
18) Separating is also referred to as the subtractive process.
a) True
b) False
19) In order to locate objects in space, the _____________is used.
a) Error response system
b) Prometheus Coordinate System
c) Pythagorean Coordinate System
d) Cartesian Coordinate System
20) What is the rate of a tool measured in surface feet per minute?
a) Feed
b) Cutter Speed
c) Spindle Speed
d) None of the above
e) All of the above
21) What is the number of revolutions per minute (RPM) that is made by the cutting tool of a
machine?
a) Feed
b) Cutter Speed
c) Spindle Speed
d) None of the above
22) What is the distance advanced by the cutting tool along the length of the work for every
revolution of the spindle
20 | P a g e a)
b)
c)
d)
e)
Feed
Cutter Speed
Spindle Speed
None of the above
All of the above
23) The Spindle Feed Formula is found by:
a) Adding the cutter speed by the circumference of the tool
b) Subtracting the cutter speed by the circumference of the tool
c) Multiply the cutter speed by the circumference of the tool
d) Dividing the cutter speed by the circumference of the tool
e) None of the above
24) The manufacturing process involves an input, process, output, and feedback loop:
a) True
b) False
25) Separating involves the removal of material:
a) True
b) False
21 | P a g e 22 | P a g e 23 | P a g e 24 | P a g e 25 | P a g e 26 | P a g e Post Test 27 | P a g e 28 | P a g e 29 | P a g e 30 | P a g e 31 | P a g e 32 | P a g e Section 6: Evaluation and Reflection When I was first preparing for student teaching, the whole experience seemed to be overwhelming. Having previously taught at the middle school level for seven weeks helped me establish an understanding of how to run the classroom and effectively keep kids on task. After going through that experience, it helped with the pressures of teaching at the high school level. I contacted my cooperating teacher weeks prior to actually arriving at the district to attempt getting my unit plan started. This proved to be a very difficult task as I tried to incorporate all of the ideas and topics that we learned about in the collegel level manufacturing class. After I had developed a general outline for the unit, we met again and I explained what I was trying to work on. Then I was able to get a better focus on the class and exactly what I needed to teach to the students. The first two days of my placement we sat down and talked about what key topics that we need to focus on that the students would be able to handle. My cooperating taecher had informed me that the students were not too skilled when it comes to working with the machines in the shop. With this information one of my first goals was to be able to get the students more comfortable with all of the machines in the classroom so that when it comes time to making a final product they would feel comfortable during every step used. Another goal I set for the students was to teach them the history of how modern manufacturing came to be and the topics that sparked the industrial revolution. This goal was there because you truly cannot appreciate something until you understand where it comes from and what life would be like if we never had it. A quick activity we did to hammer the point home was I had the kids think about the objects in their daily life that they love and use everyday. Then they had to think if it was a result of modern manufacturing and if so what life woudl be like without it. The rest of the goals were similar in that I wanted to pass knowledge onto them about what manufacturing is about and the steps or processes that we use to make products. One that they will use in their everyday lives is the ability to work together and continually be safe. 33 | P a g e