1 Motion-Time Study A Teaching & Learning Activity Presented by W. L. “Pete” Brannan, Ed.D., DTE Engineering & Technology Education Teacher Manufacturing Instructor Rockdale Career Academy, Georgia © 2001

2 Four Classes Produced Lego Beach Buggies Using Three Different Assembly Methods Individual production Linear Assembly Line production Assembly Cell production

3 LEGO Beach Buggy Kit, #6437

4 Suggested Alternative Kits

5 Georgia Performance Standards ENGR-FET3 – Students will explain the universal systems model. ENGR-FET4 – Students will apply mathematics and science to the solution of a technological problem. ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems.

6 Georgia Performance Standards CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information.

7 Georgia Performance Standards CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.

8 Procedure

9 Individual Production Each individual assembled one vehicle Two timed trials: –First was a timed “training” event, using pictured directions in the kit –Second was a speed trial Second assembly time demonstrated improvement because of prior “training”

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18 Linear Assembly Line Production Assembly teams of 7 to 10 people Parts were separated & stationed along assembly line Timed the assembly of 10 vehicles Calculated the time to assemble one vehicle Evaluated for production adjustments, then did it again

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29 Nonlinear Assembly Cell Production Assembly teams of 3 to 5 people Parts were separated & clustered in the middle of a table, team around the table Timed the assembly of 5 vehicles Calculated the time to assemble one vehicle Evaluated for production adjustments, then did it again

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42 What did we learn?

43 Production Questions What is meant by “Time is money!”? How is time a technological resource? How can we improve production efficiency? How do we reduce the average time per item produced? What do we do with the saved time?

44 Production Questions How do we increase the production volume in a given period of time? Why would we change the order in which we perform tasks? Why/how would we combine tasks? What is a subassembly? Is there a “right number” of employees?

45 Production Questions Could we produce at the same rate with fewer employees? Which assembly method resulted in the lowest production time per vehicle? Why? Compare the production experience between the linear assembly line and the nonlinear assembly cell. Identify and explain the strengths and weaknesses of each method.

46 Production Questions Is there value in individual production? How? Why? What is the significance of observations and recorded data in production? How would we chart or diagram these three assembly methods? How would motion-time studies affect the profitability of a company?

47 Production Questions Attendance Punctuality Task mastery Task completion Team player Leadership and ability to follow leadership Adaptability Accountability How do the following work skills and traits affect employers and employees? How do they affect your performance at school?

48 How did we learn?

49 Learning Theories Behaviorist - (Social Learning) students learned on the job Constructivist - students developed new knowledge through a process of active construction Empiricist - students learned from that which they experienced Contextual - students learn from each other through cooperation, discourse, teamwork, and self-reflection

50 Learning Descriptors: Tactile - “hands-on,” takes advantage of prior experience with playing with Lego's Visual - “eyes-on, ” instructions are not written, just pictures Reflective - thinking about what was learned Interdisciplinary - draws from information and skills acquired in several disciplines Cooperative - small group to whole group membership and participation Fun - self explanatory

51 “This is the only class where we can sit on the floor and play with Lego’s.”

52 How do we know that we learned what we learned?

53 Measurement? Teacher and Administrative Observation Peer and Self Evaluation Reflection on Participation Student Application Student Portfolio Documentation

54 The End