Unit 8 Manufacturing Technology Developing and using devices systems and processes to convert raw materials into products Warm Up Pair up with someone at your table When I start the clock you and your partner will need to cut a 5 inch by 5 inch square ID: 511063
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Slide1
Manufacturing Technology
Unit 8Slide2
Manufacturing Technology
Developing and using devices, systems, and processes to convert raw materials into products.Slide3
Warm Up!
Pair up with someone at your table
When I start the clock, you and your partner will need to cut a 5 inch by 5 inch square
Include the following inside the square:
What was the raw material used?
What did you do to change it?
What did you end up with?
How could you check to see if you successfully completed the task?Slide4
The 4-part closed loop systems model
System
A set of related parts - Together, they form a whole, designed to accomplish some purpose
4Slide5Slide6
Systems Model Continued
Input
Something put into a system, such as
resources
, in order to achieve a result.
Process
This includes all of the activities that need to take place for the system to give the desired result.
6Slide7
A Closer Look At Inputs…
Resources needed to produce products
People
Information
Time
Capital/money
Materials
Tools and machines
Energy/power
All of the resources listed above are considered inputsSlide8
Systems Model Continued
Output
The results of the operation of any system.
Feedback:
Using information from the output of a system to regulate or control the inputs or processes or in order to modify the output.Slide9
Example
Toasting a piece of bread
Input – Bread
Process – Toasting
Output – Cooked toast
Feedback – Tasting the toast – is it not toasted? Is it burnt?Slide10
Example
Buying a new pair of shoes
Input –
Walking into the store
Process – Picking out your favorite pair
Output – Leaving the store with a new pair of shoes
Feedback – Do you like the shoes? Do they fit? Slide11
Your Turn
Think of 3-4 activities that you do often (appropriate for school of course).
Apply the Universal Systems Model concepts to these tasks. You may draw a diagram or list the components. Please record this in your EDJ.
Find a partner to discuss your 2 activities.
Would anyone like to share? Slide12
Extension
https
://
www.youtube.com/watch?v=PMNKsa7reyI
How It’s Made – Skateboards
What materials are used?
What processes do the materials go through?
What’s the output?
How can they provide feedback?Slide13
What is Manufacturing?
In your own words, define “manufacturing.”
Manufacturing is the transformation of materials into usable products
. Slide14
Discussion
With the people at your table, discuss the manufactured goods they use in their everyday life.
Students should discuss:
What resources are used to manufacture the product?
What raw materials are used to create the product?
What processes were used to create the product?
Who is involved in the making of the product? Slide15
Examining a Manufactured Item
Working in groups of 4-5, solve the problem:
You and other members of your team are engineers with Company ABC. The head of your department has asked you to examine in detail a product made by a competitor. The department head needs this information in 20 minutes.
Complete ALL 4 steps under the “Now Do This” section of your worksheet. Document each step in your EDJ.
Once your product is assembled and your documentation is complete, please discuss the “Follow Up” questions with your group. Slide16
Group Discussion
Discuss the following subject with your group:
Group 1 – Working conditions in factories in the late 1800s
Group 2 – Henry Ford and mass production (about 1908)
Group 3 – The rise of unions (1930s – 1940s)
Group 4 – Manufacturing today (wages, skills, unions, benefits)Slide17
Read and Respond
As a class, we will read “Looking Back At Manufacturing.”
Answer the questions as you read along.Slide18
Bell Ringer
Who is involved in making products? List as many jobs/careers that you can think of associated with the making of a
product
in your EDJ.Slide19
Careers in Manufacturing – Video
https://
www.youtube.com/watch?v=0e5TADVC9YQ
As you view the video, write down 2 or 3 careers associated with manufacturing and a brief description.
At your table, make a list of all the careers/job description you saw in the video.
Share 2-3 careers/job descriptions with the class.Slide20
Job Descriptions – Assembly Line
Over the next few days, our class is going to participate in making a product using an assembly line.
As a class, we will review the “Job Descriptions” worksheet.
Students will write down 2-3 jobs they are interested in from the list.
At your tables, you will come up with your suggestions for the company name.
3 minutes
You will share your idea and the managers will vote on a name.
2 minutes Slide21
Job Applications and Extension Activity
What is a job application?
Students will have 10 minutes to complete his/her job application.
Students need to choose 2 or 3 jobs they would like to do when we begin manufacturing the product and why he/she is qualified to fill that position.
Upon completion, students will hand in their applications to a manager.
Managers will discuss amongst each other and “hire” people for certain jobs.
Students will then work on the “Extension Activity” located on my desk.
This must be completed before class tomorrow.
This will be your entrance ticket into class. Slide22
Extension Activity Continued…
At your tables, discuss your answers to the extension activity.
Think about why manufacturing is so important to our society…Slide23
Pilot Run Discussion
What
problems were encountered during the pilot run? How can they be corrected for the production run? (List any problems and solutions on the board.)
Were
any jobs done incorrectly? (List them on the board and make sure the personnel manager corrects the worker.)
Can
anyone think of any improvements or adjustments to make before production starts? (List them on the board and assign a specific person to make improvements to production.) Slide24
Production
Your managers are going to let you know the quota, production rate, and failure rate expected for tomorrow’s production run, as well as their goals for you and
the products.
Quota:
Production Rate:
Failure Rate:Slide25
Think about This…
Thinking about our production line, answer the following questions in your EDJ.
How
did the class perform during the manufacturing process and what could be improved? How did management and labor contribute to the production effort?
Discuss
the advantages of mass production. How could boring and dangerous tasks be redesigned?
What
was good and what was bad about the production?
Did
management understand and help in the manufacturing or did it hinder the process?
What
new processes did
you
learn about in the manufacturing experience?
Were
the seven technological resources used effectively in your production line?
Does
the “system model” help to understand the manufacturing process now that you have finished making your product? Why or why not?
Which
jobs could be done by a robot and what are the good and bad results from this production change? Slide26
Robots in Manufacturing
http://www.cbsnews.com/news/bringing-back-jobs-to-the-us-via-the-robot
/
As you view this short video, write down (in your EDJ) the pros and cons of having robots in a factory
.Slide27
MakerBot in Manufacturing
http://www.pbs.org/america-revealed/teachers/lesson-plan/2
/
As you watch this short video, answer the questions (in your EDJ) located on the white board.Slide28
Thingaverse.com
www.thingiverse.com
Discussion questions:
What
is unique about this site?
Is
this concept of sharing ideas and information familiar to you or a novel one?
Do
you know of other similar websites (
eg
: Wikipedia, Internet Archives, Creative Commons)?
Why
would a website like Thingiverse.com
attract users?Slide29
Assignment
Using the reproducible DIY Design worksheet, students work in pairs or groups (no more than 3) to conceptualize and design a “thing” that they would want to showcase on a website such as Thingaverse.com or at Maker Faire, an annual DIY festival which showcase of invention, creativity, and resourcefulness.
Students
can either invent a completely original product or select a design from Thingaverse.com and “crowdsource” ideas on how to improve it.
In both instances, students will use Google
Sketchup
(students will need to view the tutorials on Google
Sketchup
to learn how to draw) to design and present a 3D version of their object along with a brief sales pitch (1-2 minutes long) that addresses the target audience and market of the product. Slide30
Assignment Requirements
Form a group of 2 or 3.
Brainstorm ideas for a product.
Design the product using Google
Sketchup
.
You may need to view the tutorials.
Design a sales pitch for the product.
Present the sales pitch and design.
Timeline for this assignment:
6/2 – 6/4 – Design the product and sales pitch
6/5
– Present your products