1. MANUFACTURING TECHNOLOGY UNIT 8

2. MANUFACTURING TECHNOLOGY Developing and using devices, systems, and processes to convert raw materials into products.

3. 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?

4. THE 4-PART CLOSED LOOP SYSTEMS MODEL System  A set of related parts - Together, they form a whole, designed to accomplish some purpose 4

6. SYSTEMS MODEL CONTINUED Input  Something put into a system, such as resources, in order to achieve a result.resources Process  This includes all of the activities that need to take place for the system to give the desired result. 6

7. 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

8. 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.

9. EXAMPLE  Toasting a piece of bread  Input – Bread  Process – Toasting  Output – Cooked toast  Feedback – Tasting the toast – is it not toasted? Is it burnt?

10. 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?

11. 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?

12. 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?

13. WHAT IS MANUFACTURING?  In your own words, define “manufacturing.”  Manufacturing is the transformation of materials into usable products.

14. 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?

15. 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.

16. 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)

17. READ AND RESPOND  As a class, we will read “Looking Back At Manufacturing.”  Answer the questions as you read along.

18. 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.

19. CAREERS IN MANUFACTURING – VIDEO  https://www.youtube.com/watch?v=0e5TADVC9YQ 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.

20. 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

21. 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.

22. EXTENSION ACTIVITY CONTINUED…  At your tables, discuss your answers to the extension activity.  Think about why manufacturing is so important to our society…

23. 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.)

24. 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:

25. 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?

26. ROBOTS IN MANUFACTURING  http://www.cbsnews.com/news/bringing-back-jobs-to-the-us-via-the- robot/ 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.

27. MAKERBOT IN MANUFACTURING  http://www.pbs.org/america-revealed/teachers/lesson-plan/2/ 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.

28. THINGAVERSE.COM  www.thingiverse.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?

29. 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.

30. 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