MANUFACTURING TECHNOLOGY 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 tableWhen I start the clock, you and your partner will

need to cut a 5 inch by 5 inch squareInclude 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?

THE 4-PART CLOSED LOOP SYSTEMS MODEL

System A set of related parts - Together, they form a whole,

designed to accomplish some purpose

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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.

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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 inputs

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.

EXAMPLE

Toasting a piece of bread Input – BreadProcess – ToastingOutput – Cooked toastFeedback – Tasting the toast – is it not

toasted? Is it burnt?

EXAMPLE

Buying a new pair of shoes Input – Walking into the storeProcess – Picking out your favorite pairOutput – Leaving the store with a new pair of shoesFeedback – Do you like the shoes? Do they fit?

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?

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?

WHAT IS MANUFACTURING?

In your own words, define “manufacturing.”

Manufacturing is the transformation of materials into usable products.

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?

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.

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)

READ AND RESPOND

As a class, we will read “Looking Back At Manufacturing.”

Answer the questions as you read along.

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.

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.

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

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.

EXTENSION ACTIVITY CONTINUED…

At your tables, discuss your answers to the extension activity.

Think about why manufacturing is so important to our society…

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.)

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:

THINK ABOUT THIS…Thinking about our production line, answer the following questions in your EDJ.1. How did the class perform during the manufacturing process and what could be

improved? How did management and labor contribute to the production effort? 2. Discuss the advantages of mass production. How could boring and dangerous

tasks be redesigned?3. What was good and what was bad about the production? 4. Did management understand and help in the manufacturing or did it hinder the

process? 5. What new processes did you learn about in the manufacturing experience? 6. Were the seven technological resources used effectively in your production line? 7. Does the “system model” help to understand the manufacturing process now

that you have finished making your product? Why or why not?8. Which jobs could be done by a robot and what are the good and bad results from

this production change?

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.

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.

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?

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.

ASSIGNMENT REQUIREMENTS

1. Form a group of 2 or 3.2. Brainstorm ideas for a product.3. Design the product using Google Sketchup.

1. You may need to view the tutorials.4. Design a sales pitch for the product.5. 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