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ADVANCED MANUFACTURING
SECONDARY CURRICULUM GUIDE
MSCC
Advanced Manufacturing Curriculum Guide Secondary Level
3 MSCC Advanced Manufacturing Curriculum Guide Secondary Level
Table of Contents
Advanced manufacturing Curriculum Model...................................................3 Introduction to the Advanced manufacturing Curriculum Guide.................. 4 Secondary Course and Title Descriptions....................................................... 5 Introduction to Manufacturing Course Syllabus............................................. 8 Module #1: Introduction to Manufacturing................................................ 13 Module #2: Basics of Manufacturing..................................................... 16 Module #3: Measurement and Calibration................................................19 Module #4: Personal Development....................................................... 21 Design for Manufacturing Course Syllabus....................................................23 Module #5: Computer Applications...........................................................28 Module #6: The Manufacturing Team.......................................................30 Module #6: Interpersonal Communications.............................................. 32 Module #8: Sketching and Drawing.......................................................... 34 Module #9: Computer Aided Design and Drafting.................................... 36 Module #10: Introduction to Advanced Manufacturing Systems.............. 38 Manufacturing Production Processes Course Syllabus............................... 40 Module #11: Material Separation and Removal....................................... 45 Module #12: Molding, Forming, and Joining............................................ 48 Module #13: Tooling for Manufacturing. 51 Module #14: Heat Treatment... 54 Manufacturing Power and Equipment Systems Course Syllabus................56 Module #15: Mechanical Systems............................................................ 62 Module #16: Electrical Systems............................................................... 65 Module #17: Fluid Power Systems........................................................... 68 Module #18: Control Systems: CNC and PLC..........................................71 Manufacturing Materials Course Syllabus...................................................... 74 Module #19: Understanding Metals.......................................................... 80 Module #20: Understanding Non-Metallic Materials................................. 83 Module #21: Plastic Materials...................................................................86 The Manufacturing Enterprise Course Syllabus............................................ 89 Module #22: Product Design.................................................................... 96 Module #23: Production, Inventory, & Just-in-Time Systems................... 99 Module #24: Manufacturing Facilities and Work Cells............................ 101 Manufacturing Equipment Maintenance and Operation Course Syllabus. 104 Module #25: Advanced Machining.......................................................... 109 Module #26: Electrical Controls.............................................................. 112 Module #27: Equipment Selection.......................................................... 115 Engineering Design and Problem Solving Course Syllabus....................... 117 Module #28 Programmable Logic Controllers and Automation............... 122 Module #29: Advanced Manufacturing Capstone Project....................... 125 Appendix A: Assessment Guide and Assessment Tools............................ 128 Appendix B: Instructor Guides, Programming Guides, Worksheets.......... 144
Mid-South Community College

Advanced Manufacturing Secondary Curriculum Guide
Secondary/ Post-Secondary DRAFT Curriculum Model 1st Semester (15 shrs)
English Composition I College Algebra Introduction to Manufacturing* Design for Manufacturing* Fundamentals of Fluid Power Systems English Composition II Social Science Elective Manufacturing Production Processes* Manufacturing Power & Equipment Systems* Power Distribution & Control Systems Computer Fundamentals Manufacturing Materials* The Manufacturing Enterprise* Advanced Principles of Mechanical Systems Program Elective (1) Manufacturing Equipment Maintenance & Operation* Manufacturing Capstone: Engineering Design & Problem Solving* CNC Milling Applications Program Electives (2)
2nd Semester (15 shrs)
3rd Semester (15 shrs)
4th Semester (15 shrs)
* Indicates courses required to obtain the Advanced Manufacturing Certificate of Proficiency ** Indicates post secondary AAS general education requirements *** Indicates additional AAS post-secondary requirements for AAS in Industrial Maintenance.
Mid-South Community College

Advanced Manufacturing Secondary Curriculum Guide
The following eight courses and twenty-nine modules provide curricular guidelines, course objectives, course outlines, modular activities, resource suggestions, text suggestions, and assessment strategies for the Advanced Manufacturing secondary curriculum at Mid-South Community College. These materials are designed to serve as a roadmap for the instructors in these eight courses but are not designed to provide the day-to-day curriculum. Curricular suggestions, textbooks or other curriculum guidelines and suggestions have been provided. After examining these materials, the instructor will be expected to expand upon these materials to develop curricular units, lessons, activities, and tests. Instructors should cross reference between provided Course Objectives, Course Outlines, Module Competencies, Suggested Activities, and Assessment Strategies for additional clarification.
The curriculum guide calls for students to keep an electronic individual student portfolio during each module and course. It is recommended that this activity be connected to the Internet-based Kuder Career Planning System. This system will allow students to document career activities, education and work-related experiences, community service, special skills, honors and goals into their individual student portfolio. By using the Kuder system, students will be able to retrieve this information at any time as they apply for jobs, internships, college, college scholarships, and other activities.
SECONDARY COURSE TITLES & DESCRIPTIONS

Introduction to Manufacturing
Course Description: This course is designed to introduce the student to the world of advanced manufacturing and establish a foundation upon which further studies in manufacturing might rest. Students will explore basic manufacturing materials and processes, tools, techniques, and produce some simple products.
Design for Manufacturing

Course Description: This course is designed to expand on the introductory manufacturing course and expose the student to basic design concepts, computer skills, and drawing skills used in product and process design within the field of manufacturing. Additionally, the course is designed to expose students to a number of interpersonal skills and competencies necessary for a sustained career in manufacturing.
Manufacturing Production Processes

Course Description: This course is designed to provide the student with a hands-on learning experience with the basic tools, equipment, and operations of manufacturing industries. The student will also understand the relationship between a manufacturing need, a design, materials, processes, as well as tools and equipment. During this course, the student will utilize many of the basic manufacturing processes to produce primary and secondary materials for manufacturing.
Manufacturing Power & Equipment Systems

Course Description: This course is designed to expand upon previous courses and allow students the opportunity to demonstrate knowledge of power systems and use the advanced tools of manufacturing production. Students will plan, design, implement, use, and troubleshoot manufacturing power systems, equipment systems, and control systems.
Manufacturing Materials
Course Description: This course will introduce students to manufacturing materials, materials testing, and material science. Additionally, this course will introduce students to primary and secondary processing in manufacturing and allow the student to construct and conduct experiments with various manufacturing materials.
The Manufacturing Enterprise

Course Description: This course is designed to expand upon concepts learned in introductory courses while allowing students to further explore how manufacturing enterprises are established, how they maintain control, how they plan, how they produce, package, distribute and market products. As a part of a product development team, students will analyze customer needs and market requirements, conceptualize a design, develop a prototype, production tooling, quality control mechanisms, process control mechanisms, and other procedures necessary to complete a basic production run and distribute a final product.
Manufacturing Equipment Maintenance & Operation

Course Description: This course is designed to provide the student with a comprehensive knowledge of manufacturing equipment, safety, maintenance and
8 MSCC Advanced Manufacturing Curriculum Guide Secondary Level operation procedures, control systems as well as leadership abilities in the field.
Engineering Design & Problem Solving: Capstone

Course Description: This course will introduce some new concepts related to engineering design and problem solving, however the primary function of this course will be to serve as a venue for students to place all previous learning into a manufacturing context. Students will solve a given manufacturing challenge that requires the use of advanced manufacturing technology systems, design skills, communication skills, and a thorough understanding of manufacturing materials, processes, and techniques.
INTRODUCTION TO MANUFACTURING COURSE SYLLABUS

ADVANCED MANUFACTURING COURSE #1
Department: Advanced Manufacturing (Secondary)
Course Title: Introduction to Manufacturing
Text: Fundamentals of Manufacturing 2nd Edition (Rufe)
Supplemental Texts: Introduction to Manufacturing Processes (Schey, 2000) All I Need to Know About Manufacturing I Learned in Joe's Garage (William B. Miller) The Seven Habits of Highly Effective People (Covey)
Course level: This is an introductory level course
Course Description: This course is designed to introduce the student to the world of advanced manufacturing and establish a foundation upon which further studies in manufacturing might rest. Students will explore basic manufacturing materials and processes, tools, techniques, and produce some simple products.
Course Objectives: Upon completion of this introduction to manufacturing, students will: 1. Understand the history, significant milestones, and economic impacts of manufacturing; 2. Understand the primary systems of manufacturing industries;
12 MSCC Advanced Manufacturing Curriculum Guide Secondary Level 3. Be able to identify careers, career fields, and educational requirements for numerous occupational areas within the field of manufacturing; 4. Be able to identify and discuss the various manufacturing concentrations and sub-industries of manufacturing; 5. Be able to describe the role of manufacturing in meeting consumer wants, needs, and expectations; 6. Be able to use basic hand and power tools to perform simple operations related to manufacturing; 7. Be able to use computer aided drafting software to produce elementary drawings and sketches; 8. Be able to use basic programmable logic controllers to perform simple operations; 9. Understand the basic principles underlying manufacturing production; 10. Demonstrate the ability to use basic tools to produce a given manufactured product to given tolerances; 11. Demonstrate the ability to use common manufacturing industry communication tools; 12. Demonstrate an awareness of quality control measures by completing a quality control exercise; 13. Understand the basic management structures used to mange human resources in manufacturing industries; and, 14. Understand the operation and function of more complex technologies used in manufacturing (e.g., Computer-Aided Manufacturing, ComputerIntegrated Manufacturing, robotics and Flexible Manufactured/Automated systems, Computer Numerical Control, nanotechnology, Radio Frequency Identification Systems, etc.
Course Outline: The origins and purpose of manufacturing industries o Historical milestones in manufacturing o The evolution of manufacturing
12 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Cottage industries Customization
The Industrial Revolution Interchangeable parts Mass production Mechanized systems
The informational age International trade Manufacturing organization o Careers in Manufacturing The role of the manufacturing worker Educational expectations High school Apprenticeship Career and technical schools Community colleges Colleges and universities Armed forces Certification programs
Challenges and rewards o Manufacturing concentrations Production Operator, production associate, assembler, fabricator, systems operator, production associate, production lead Process planning Manufacturing technician, process engineer, jig and fixture designer-installer Quality assurance Lab technician, Statistical Process Engineer, inspector
12 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Health, safety and environment Safety inspector, safety coordinator
Maintenance, installation, and repair Industrial maintenance mechanic, industrial maintenance electrician, millwright Logistics and inventory Materials handler, mover, material associate
The impact of manufacturing o Economics and the Gross National Product o Manufacturing sub-industries Electric equipment and appliances sub-industry Computers and electronic products sub-industry Chemicals sub-industry Furniture sub-industry Machinery sub-industry Petroleum & coal sub-industry Food and beverages sub-industry Non-metallic minerals sub-industry Plastics and rubber sub-industry Printing sub-industry Primary and fabricated materials sub-industry Textile products, apparel, and leather sub-industries Transportation equipment sub-industry Wood and paper sub-industries The role of manufacturing o Consumer expectations o Human wants and needs o Manufacturing and GNP o High performance manufacturing The technologies of manufacturing o Computer-Aided Drafting (CAD)
13 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Computer-Aided Manufacturing (CAM) o Computer-Integrated Manufacturing (CIM) o Programmable Logic Controllers (PLCs) o Robotics and automated systems o Computer Numerical Control (CNC) o Flexible Manufacturing Systems (FMS) o Nanotechnology o Radio Frequency Identification Systems (RFID) Manufacturing case studies
MODULE #1: INTRODUCTION TO MANUFACTURING

Students will complete a simulated manufacturing project where they will design and produce a simple product in a limited amount of time. During this module, students will be exposed to the primary manufacturing elements that will be expanded upon in future modules/courses.
Estimated Duration: It is estimated that this module will require 12 18 hours of classroom and laboratory time for the average student to complete.
Module Competencies: Upon completion of this module, the student will: o Describe the role of product design, marketing research, product planning, process planning, production planning, plant layout, and assembly techniques; o Establish the production processes and simple tooling necessary to produce a simple product; o Establish quality control measures for a simple manufacturing experiment (see below); o Develop a simple marketing instrument using recognized research strategies and conduct marketing research to identify consumer wants and needs; o Make simple sketches and drawings of parts, processes, and products; and, o Use limited raw materials to design and manufacture a game, puzzle, or toy that meets the identified wants/needs of a given population in a very limited amount of time.
15 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Conduct an Internet search to identify manufacturing sub-industries in your region; o Begin a manufacturing portfolio that will be used throughout all modules in this curriculum; o Using bulk nuts, bolts, flat washers, and lock washers, conduct a mass production activity that illustrates the concepts of interchangeable parts and the assembly line; o In teams, conduct a quality control experiment using bulk items purchased at the local Dollar Store; o Introduce students to manufacturing through the implementation of a simple hands-on manufacturing simulation. Students will design a very simple childs toy, game or product (i.e., Mancala, etc.) that requires the development of: o Simple drawings, o Basic marketing research, o Tooling development, o Quality control, o Manufacturing processes. o In teams, design a package for the product that both protects the product and assists in marketing the product; and/or, o Record photos and other materials for inclusion in individual manufacturing portfolios.
Machinery/Equipment/Materials: Enterprise Learning System, Basic manufacturing tools and equipment, manufacturing simulation activity materials and kit, 500 -20 flat washers, nuts, bolts, lock washers, the Internet, an electronic portfolio, Dollar Store items for QC activity, packaging materials, and the textbook.
16 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Assessment Strategies: Students level of performance in this module should be measured using the Team Performance Rubric and the Product Design Rubric as well as appropriate equipment safety tests. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #2: BASICS OF MANUFACTURING

Students will explore and analyze the way products are made, conduct reverse engineering activities, examine and analyze exiting products, identify similarities between product families, identify basic processes and systems of manufacturing, examine the role that manufacturing plays in a capitalist society, and explore careers in manufacturing.
Module Competencies: Upon completion of this module, the student will: o Explain the history, contributions, and significant advances in manufacturing; o Identify and describe the milestones in manufacturing (i.e., cottage industries, Industrial Revolution, Information Age, etc.); o Be able to identify the basic processes, systems, designs, and materials used in manufacturing (see course outline); o Be able to conduct reverse engineering processes to describe the processes and materials used to manufacture a given product (i.e., a pencil, an adjustable wrench, a milk carton, a clipboard, etc.); o Be able to identify basic Internet resources useful in manufacturing courses of study; o Be able to analyze product features to identify manufacturing processes that may have been used (i.e., differentiate between products that utilize hardened steel and low carbon steela hinge and a nail, etc.); o Describe how different manufacturing processes can be used to produce similar products (i.e., a stamped wrench vs. a forged wrench); o Describe the role and function of manufacturing in a capitalist society (i.e.,
18 MSCC Advanced Manufacturing Curriculum Guide Secondary Level gross national product, trade imbalance, domestic vs. foreign goods, etc.); and, o Identify product families (i.e., plaster, drywall, road patch, food additives).
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o In teams, conduct reverse engineering on a pencil, an adjustable wrench, a milk carton, and a bicycle to identify the various processes used to manufacture the product; o Conduct Internet research to identify milestones in the history of manufacturing and develop a timeline for inclusion in individual manufacturing portfolios; o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Build a simple hardness tester using a ball peen hammer swinging from a pendulum and conduct hardness tests and flame tests on various products to illustrate the differences between the finished states of various manufactured items; o Using inexpensive cardstock or other suitable materials, design and manufacture a windshield sun visor for an automobile to illustrate basic processes; o Use basic plastics manufacturing tools, materials, and equipment to make simple products and illustrate basic manufacturing processes (i.e., an injection molded screwdriver, a blow molded piggy bank, etc.)
Machinery/Equipment/Materials: Enterprise Learning System, Basic manufacturing machinery (i.e., band saw, hand tools, etc.), manufactured product samples for illustrations, a pencil, an adjustable wrench, a milk carton, a bicycle, cardstock, raw
19 MSCC Advanced Manufacturing Curriculum Guide Secondary Level plastic, materials for hardness tests (i.e., ball peen hammer, center punch, etc.).
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, and the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #3: MEASUREMENT AND CALIBRATION

Students will understand units of measurement, measuring tools, measuring techniques, and develop an appreciation for the importance of precision measurements and tolerances in manufacturing.
Module Competencies: Upon completion of this module, the student will: o Demonstrate an understanding of Standard International (metric) and US customary units of measurement; o Demonstrate the ability to make conversions between SI and US measurement systems; o Describe the proper applications, limitations, and benefits of the metric system and the US system; o Solve problems using precision measuring instruments to measure for length, roundness, surface finish, diameter, flatness, contour, and diameter; o Demonstrate the ability to calculate fractions, convert between fractions and decimals, and calculate ratios; o Calibrate measuring systems to manufacturers specifications; o Use both the US and the SI measurement systems to solve real manufacturing problems applied to length, area, volume, temperature, mass, weight, and force; and, o Perform unit conversions between the US and SI systems and within the US and SI systems.
21 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Solve SI Metric or U.S. customary conversion problems using worksheets; o Record the dimensions of various items using given systems/within known tolerances; and, o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; and, o Working in teams, students will use raw materials to make one of the following items (as assigned) and then demonstrate the device to other teams: A metric tape measure, a U.S. customary tape measure, a tube manometer, a tube and water level, a set of balance scales, a depth gage, or other measuring devices as identified by the instructor.
Machinery/Equipment/Materials: Ruler, tape measure, micrometer, scales, thermometer, inside calipers, outside calipers, measurement worksheets, work samples to measure and weigh, raw materials to build the measuring device, manufacturing tools and equipment to build the measuring device.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, Drawing/CAD Assessment Checklist, Measurement Assessment Checklist, and the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #4: PERSONAL DEVELOPMENT

Students will understand personal and professional ethics, development and growth. Additionally, students will understand and appreciate their place and role in society and the interactions between themselves, other employees, and management.
Module Competencies: Upon completion of this module, the student will: o Understand the importance of setting short and long-term personal growth goals; o Develop a list of personal employability skills, career demands, and career field opportunities; o Identify careers and educational requirements for various careers in manufacturing; o Understand the importance of personal ethics, responsibility, professional appearance, and values (i.e., conduct a case study of the Enron Corporation, Global Crossing or other cases where individual ethics were questioned); o Understand the importance of professional association activity and membership (i.e., conduct an online search for appropriate professional associations and their merits); o Develop a personal career portfolio that outlines a belief statement, personal goals, educational goals, personal responsibilities, a resume, and a job application (see course outline); o Develop time management strategies for their personal and professional lives (i.e., complete a time management case study);
23 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Complete career searches, job application forms, and a personal resume; o Discuss the primary concepts presented in the book The Seven Habits of Highly Effective People, by Stephen Covey.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o List personal goals, write a personal resume, and complete a simulated job application form (use a sample gathered from local industries); o Conduct an Internet career search related to advanced manufacturing; o Interview an employee who works in a local manufacturing industry; o Conduct a case study of the Enron Corporation, Global Crossing or other cases where individual ethics were questioned; o Discuss the primary concepts presented in the book The Seven Habits of Highly Effective People, by Stephen Covey; and, o Record a personal belief statement, personal goals, educational goals, personal responsibilities, a resume, and a job application in individual student portfolio.
Machinery/Equipment/Materials: The Seven Habits of Highly Effective People by Stephen Covey, a portfolio format, resume worksheet, a sample job application, a job interview role play activity, Internet access for career search and professional association search.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Team Performance Rubric, Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student
24 MSCC Advanced Manufacturing Curriculum Guide Secondary Level portfolios and activities.
DESIGN FOR MANUFACTURING COURSE SYLLABUS

Course Title: Design for Manufacturing
Text(s) and/or Required Readings: High-Performance Manufacturing: Portable Production Skills (Manufacturing Skill Standards Council, 2006)
Supplemental Texts: Introduction to Manufacturing Processes (Schey, 2000) Fundamentals of Manufacturing 2nd Edition (Rufe) Exploring Drafting/Exploring Drafting Worksheets
Course level: This is an introductory level course
Course Description: This course is designed to expand on the introductory manufacturing course and expose the student to basic design concepts, computer skills, and drawing skills used in product and process design within the field of manufacturing. Additionally, the course is designed to expose students to a number of interpersonal skills and competencies necessary for a sustained career in manufacturing.
Course Objectives: Upon completion of this introduction to manufacturing, students will: 1. Be able to use simple sketching techniques to capture ideas and expand upon designs for manufacturing;
27 MSCC Advanced Manufacturing Curriculum Guide Secondary Level 2. Demonstrate the ability to use computer operating systems, software, and other computer applications to function efficiently in a manufacturing setting; 3. Be able to use computer aided drafting software to produce elementary drawings and sketches; 4. Be able to use basic programmable logic controllers to perform simple operations; 5. Demonstrate the ability to use basic tools to produce a given manufactured product to given tolerances; 6. Demonstrate the ability to use common manufacturing industry communication tools, management strategies, and interpersonal communication techniques; 7. Demonstrate the ability to operate as a functioning and vital member of a team in a manufacturing setting; 8. Understand the basic management structures used to mange human resources in manufacturing industries; and, 9. Understand the operation and function of more complex technologies used in manufacturing (e.g., Computer-Aided Manufacturing, ComputerIntegrated Manufacturing, robotics and automated systems, Computer Numerical Control, Flexible Manufacturing Systems, nanotechnology, Radio Frequency Identification Systems, etc.
Course Outline: Manufacturing practices o Regulatory agencies o Manufacturing safety o Safety Regulations and regulatory agencies Safety controls Safety responsibilities Machine safety
27 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Protective equipment Hazards and inspections Producing products o Production basics o Production materials o Production processes o Production tools and operating procedures o Production planning and control o Production components Management o Managing people o Teams and teamwork o Setting goals and building consensus o Conflict resolution Employability skills development o Career demands o Personal ethics o Setting goals o Developing appropriate work and personal habits o Developing a resume o Completing job applications o Interviewing skills Communication tools for manufacturing o Speaking o Listening o Writing o Group communication o Communicating technical information Technical reports Hazardous materials Materials handling
28 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Drawing and drafting Teaming strategies o Fundamentals of team organization Employability skills o Personal ethics o Professional ethics o Establishing short and long-term goals o Completing career searches o Resume development o Interviewing skills o The application process Computer technology in manufacturing o Operating systems o Software o The Internet and resources o Programming Packaging and distribution Future of manufacturing o Standards and regulations o Emerging technologies & systems o Control systems Quality control systems Quality vs. quantity: consumer expectations Quality is everyones responsibility Prevention vs. rework Monitoring quality Isolating root causes Case studies Sketching Computer aided drafting
Cost control systems
29 MSCC Advanced Manufacturing Curriculum Guide Secondary Level flexibility o Global economies o Advanced manufacturing systems Flexible manufacturing Systems Robotics and conveyors Lean manufacturing Just-in-Time manufacturing Cellular manufacturing Agile manufacturing Supply chain manufacturing Manufacturing case studies
MODULE #5: COMPUTER APPLICATIONS

Students will understand and be able to use basic computer applications that are useful and necessary to the manufacturing enterprise. This will include the development of a working knowledge of word processing software, spreadsheets, basic programming, the creation and use of databases, presentation graphics, e- mail, the Internet, and other related software and hardware applications.
Module Competencies: Upon completion of this module, the student will o Demonstrate the ability to operate a personal computers using a current operating system (i.e., Windows); o Demonstrate the ability to prepare documents using a comprehensive integrated software package such as Microsoft Office (word processing, spreadsheets, databases, and presentation graphics); o Demonstrate the ability to communicate using e-mail; o Demonstrate the ability to use search engines on the Internet (i.e., Google) to conduct research and acquire information; o Demonstrate the ability to write basic computer programs using a standard computer language (i.e., QBASIC, Visual BASIC, C, etc.); and, o Demonstrate the ability to use a written computer program to operate a programmable logic controller.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module:
31 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Using word processing software, write a personal resume and complete a simulated job application form (use a sample gathered from local manufacturing industries); o Send a sample e-mail to a fictional company inquiring about a possible employment position; o Use the PLC and software to program the PLC to start and stop the motor of a childs remote controlled automobile; o Use the Robotic arm and software to program the robot to repeatedly move a chess piece or to wave at passers-by; and, o Use the Internet and presentation software (i.e., PowerPoint) to make a presentation on a product that is manufactured in your local region. Enter this information into individual student portfolio.
Machinery/Equipment/Materials: Robotics and Computer Programmed Learning Systems, Flexible Manufacturing Learning System, Personal computer, computer operating system, integrated computer operating package, Internet access, BASIC Stamp PLC, childs electric toy car, robotic arm, textbook, and e-mail software.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Team Performance Rubric, Control Systems (PLC) Checklist, and/or the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #6: THE MANUFACTURING TEAM

Students will understand the strategies and principles of effective team membership and leadership. Additionally, students will complete exercises that lead to the development of the knowledge and skills necessary to be a member or leader of a team in manufacturing.
Module Competencies: Upon completion of this module, the student will: o Understand team dynamics and the strategies for managing an effective team in a manufacturing environment (see course outline); o Demonstrate an understanding of team formation and team development techniques (see course outline); o Demonstrate the ability to diagnose team inadequacies and implement remedy strategies; o Demonstrate the ability to work as a member of a team to solve given problems in manufacturing; o Demonstrate the ability to evaluate team performance and assess individual contributions to the team.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Present information on team building strategies and solve a few simple team-building problems that include strategies for team formation, managing a team, team performance diagnostics, and team evaluation.
33 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Identify a local charity that needs something assembled or produced, place the students in teams to prepare, and then produce the product. For example, assemble bicycles for a local boys and girls club, or work in teams to build dog houses for the local shelter, or build footstools for a local nursing home, or make directional signs for a local festival. Start with some teaming strategies and team organization then proceed by asking the team to use these strategies to solve a community problem. Reflect on the performance of the team and capture this information in the individual student portfolios o Additional suggestions for team-building activities are included in Appendix B of this document. Teams should be evaluated based on their ability to successfully perform as a leader or member of a team while solving technical problems and assessing personal and teammate performance. This module is designed to extend student ability to solve teaming problems.
Machinery/Equipment/Materials: Team-building problems, team building materials in Appendix B, consensus-building problems, problems identified from local charities.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Team Performance Rubric, or the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #7: INTERPERSONAL COMMUNICATIONS

Students will understand the fundamentals of technical report writing and develop appropriate interpersonal communication skills that prepare them to be effective employees in a manufacturing enterprise.
Module Competencies: Upon completing this module, the student will: o Demonstrate the ability to send and respond to e-mail communications; o Demonstrate the ability to write a succinct technical report related to a given concern in a manufacturing setting (i.e., technical analysis, machinery performance results, quality control analysis, process designs, etc.); o Demonstrate the ability to write letters and memoranda appropriate for the manufacturing setting; o Demonstrate the ability to develop and deliver an appropriate impromptu technical speech on a given topic (i.e., recommendations for changing a manufacturing process, safety recommendations, etc.); and, o Demonstrate the ability to develop and deliver a formal speech requesting changes or adaptations in a given manufacturing system, process, or piece of equipment.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o In teams, conduct a walkthrough of a local manufacturing industry (this could be a fictional case or a school shop could be substituted if
35 MSCC Advanced Manufacturing Curriculum Guide Secondary Level need be) and identify a recommendation for change (safety, process, equipment, line, etc.). Develop a technical report that outlines the nature of the problem that was identified during the walkthrough and outline the recommendation for change or adaptation. Send an e-mail correspondence requesting a meeting to discuss the recommended action, prepare and present an informal and a formal presentation. If a member of your manufacturing advisory board can assist with this activity, this level of reality will assist in making this activity a success. Work with local English and speech teachers to establish criteria for the technical report, e-mail correspondence, impromptu speech, and formal presentation. Record the results of this activity in individual student portfolios.
Machinery/Equipment/Materials: Sample technical equipment specifications from manufacturing industries for technical reports, manufacturing case studies, letter and memoranda assignment sheets, technical speech topics, support from local English and speech teachers.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment safety information, Team Performance Rubric, Presentation Rubric, and local writing rubrics. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #8: SKETCHING & DRAWING

Students will understand and develop the ability to prepare accurate sketches and working drawings suitable to convey ideas, designs, and procedures in a manufacturing setting.
Module Competencies: Upon completion of this module, the student will: o Demonstrate the ability to use common sketching techniques to rapidly capture ideas graphically (i.e., sketch existing products and estimate dimensions); o Demonstrate the ability to use scale to reduce and enlarge objects; o Understand the fundamentals and principles of drafting; o Demonstrate the ability to interpret blueprints and drawings; o Understand proper techniques for dimensioning a working drawing; o Demonstrate the ability to use basic drafting tools to develop a working drawing of a given product or system. Including orthographic projections, 3-view drawings, dimensions, and section views; o Demonstrate the ability to convey abstract ideas clearly on paper without the aid of spoken or written language; o Demonstrate understanding by developing a Utility patent application that includes clear graphic and verbal narrative and describes how a given product functions and how it was fabricated (see http://www.uspto.gov/ main/patents.htm); o Apply geometry and trigonometry (i.e., lines, curves, angles, circles, etc.) to solve problems associated with drawing and sketching
37 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Complete a scaled sketch of a large building on the school campus using only perspective estimates. Validate accuracy using a tape measure following completion of the sketch; o Given complex blueprints, describe the product in the blueprint in detail; o Most of the skills included in this module can best be applied by asking students to develop a Utility or Design patent application for the United State Patent and Trademark Office. A patent application includes clear graphic and verbal narrative and describes how a given product functions and how it was fabricated. Start by going to the USPTO site (see http://www.uspto.gov/main/patents.htm) and downloading some quirky design patents that will capture the attention of the students (i.e., patent for the Super Soaker water gun, patent for the talking tombstone, etc.).
Machinery/Equipment/Materials: Design Processes Learning System, drawing boards, scales, 30/60 degree angles, 45 degree angles, compasses, CAD software, drawing paper, sketching pencils, the Internet, drafting worksheets and textbooks, sample blueprints and CAD drawings.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Product Design Rubric, Team Performance Rubric, Drawing/CAD Assessment Checklist, or the Presentation Rubric. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #9: COMPUTER AIDED DESIGN/DRAFTING

Students will develop a beginning understanding and basic skills in the use of computer aided design (CAD) software to draw mechanical components, parts, and processes in three dimensions and develop the skills to understand and use dimensions, drafting symbols, and other tools of graphic communication.
Module Competencies: Upon completion of this module, the student will: o Demonstrate the ability to use the fundamental drafting skills needed to create quality 3-view and 3-dimensional production and product design drawings; o Complete section drawings, dimension drawings, interpret product designs, and represent ideas in a graphic format as directed; and, o Demonstrate the ability to design simple products (i.e., a logo, a better mousetrap, a childs toy, a Yo-Yo, a plastic bracelet, etc.) for output as rapid prototypes.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Use drafting worksheets to teach basic drawing and dimensioning skills using CAD; o Conclude the module on CAD by requiring the students to conduct Internet research to identify child safety standards for toys and then design a childs toy that can be rapid prototyped to produce a
39 MSCC Advanced Manufacturing Curriculum Guide Secondary Level functional model. Work with local charities to identify outlets for the products produced through this activity.
Machinery/Equipment/Materials: Design Processes Learning Systems, CAD software, Exploring Drafting Textbook/Workbook, drafting worksheets, manufactured parts for drawing, rapid prototyping machine.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Product Design Rubric, Team Performance Rubric, and/or the Drawing/CAD Assessment Checklist. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #10: INTRODUCTION TO ADVANCED MANUFACTURING SYSTEMS

Students will understand the basic principles of advanced manufacturing systems that provide increasingly efficient products and systems for the manufacturing enterprise. Emphasis will be on Flexible Manufacturing Systems, Lean Manufacturing, Just-in-Time Manufacturing, Cellular Manufacturing, Agile manufacturing, and Supply Chain Management.
Module Competencies: Upon completion of this module, the student will: o Explain how advanced manufacturing systems are changing the nature of the industry and the operation of manufacturing enterprises; and, o Demonstrate the ability to interpret case studies related to Flexible Manufacturing Systems, Lean Manufacturing, Just-in-Time Manufacturing, Cellular Manufacturing, Agile manufacturing, and Supply Chain Management and identify the affect these technological changes had on particular industries.
Suggested Activities: The following student activities are suggested to support the content of this Module: o Host a guest speaker from a local manufacturing industry or conduct a field trip to a local industry to explore new technologies influencing manufacturing systems; o Use case-studies to explore the impact that advanced technological systems are having on manufacturing industries across the globe; or,
41 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Ask students to select one of the following technology areas and prepare a formal presentation for the class: Lean manufacturing, Just-in-Time Manufacturing or Supply Chain Management, Cellular Manufacturing, and Agile Manufacturing. Include results of this assignment in individual student portfolios. o Students work in teams to design a Flexible Manufacturing System operation that will use the robot to load and unload a servo conveyor with individually wrapped hard candy for use during an open house or other public event. The general idea is to design an automated system that will be used to greet visitors to the school with a piece of hard candy.
Machinery/Equipment/Materials: Flexible Manufacturing Learning Systems, conveyor, robot, Case studies from: Lean Manufacturing, Just-in-Time Manufacturing, Cellular Manufacturing, Agile manufacturing, and Supply Chain Management case studies.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Flexible Manufacturing Learning Systems Assessment tools, and/or Presentation Rubric. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MANUFACTURING PRODUCTION PROCESSES COURSE SYLLABUS

Course Title: Manufacturing Production Processes
Course Level: This is an introductory level course
Text(s) and/or Required Readings: Introduction to Manufacturing Processes (Schey, 2000) (or) Fundamental Principles of Manufacturing Processes (Todd, Allen, Alting)
Supplemental Curriculum Suggestion: Manufacturing Processes Learning Systems, Design Processes Learning Systems
Course Description: This course is designed to provide the student with a hands-on learning experience with the basic tools, equipment, and operations of manufacturing industries. The student will also understand the relationship between a manufacturing need, a design, materials, processes, as well as tools and equipment. During this course, the student will utilize many of the basic manufacturing processes to produce primary and secondary materials for
45 MSCC Advanced Manufacturing Curriculum Guide Secondary Level manufacturing.
Course Objectives: Upon completion of Manufacturing Production Processes, the student will: 1. Demonstrate an understanding of the processes and the ability to use tools and equipment to cast materials in a manufacturing laboratory environment; 2. Demonstrate an understanding of the processes and the ability to use tools and equipment to mold materials in a manufacturing laboratory environment; 3. Demonstrate an understanding of the processes and the ability to use tools and equipment to form various materials in a manufacturing laboratory environment; 4. Demonstrate an understanding of the processes and the ability to use tools and equipment to shape various materials in a manufacturing laboratory environment; 5. Demonstrate an understanding of the processes and the ability to use tools and equipment to machine metal, plastics and other materials use a milling machine and a lathe; 6. Demonstrate an understanding basic CNC programming by performing assigned routines on milling machines and lathes; 7. Use appropriate tools to drill, abrade, separate, combine, and finish an assortment of materials and projects as assigned by their instructor; and, 8. Demonstrate a fundamental understanding of basic manufacturing machinery and equipment as well as the safe operation of these machines.
Course Outline: Production processes o Casting processes Mold making and use
45 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Casting metal Sand casting Investment casting Die casting Slip casting (ceramics)
o Molding processes Injection molding Blow molding Compression molding o Forming processes Forging Open die forging Closed dies forging
Extrusion Thermoforming Hydro forming Forming powdered metals Metal rolling Metal stamping o Advanced processes Metal injection molding Ceramic injection molding Rapid prototyping o Machining processes The role of machining Conventional machining processes Drilling o Using a rotating tool called a drill or bit to make a round hole in material o Types of drills: Hand held drill, drill press, horizontal drill, radial drill
45 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Turning o Process where a single blade tool is held stationary as the work piece rotates o Types of turning: Straight turning, taper turning, contour turning. Sawing o Using a thin blade with multiple teeth to remove large amounts of material in separating processes o Machines that saw: Band saw, reciprocating saw, circular saw Milling o Using a multitoothed rotating tool to remove metal, wood, or plastic chips Shaping o Using tools to produce different shapes on the edge of wood, flat or curved surfaces on metal. Broaching o Using a tool with different heights to create a finished surface Abrasive machining processes o Using abrasives to sand, smooth, shape, or polish a surface o Two types: Sanding, grinding Advanced machining techniques o Chemical machining: Chemicals are placed on materials to etch away surface material o Electrical Discharge Machining: Electric current pulses are used to small chips of metal from a base material o Ultrasonic Machining: Uses sound vibrations
46 MSCC Advanced Manufacturing Curriculum Guide Secondary Level moving at a very high frequency to machine a work piece. o Laser machining: Uses focused light beams to melt and dislodges surface materials o Electron Beam Machining: Uses focused electron beams to remove material o Plasma Machining: Uses a high speed stream of ignited gas to melt away metal o Water-jet machining: Uses high velocity, high pressure water to erode away material o Separating Processes: Separating material into usable parts Mechanical separation: Uses mechanical force to speed up the separation process (liquid from solids) Centrifuging: Spinning materials to separate solids from liquids Filtration: Using filters to separate solids from liquids Pressing: Using weight to remove liquid from solids
Heat Separation: Using heat to separate materials Distillation: Uses heat to turn liquid into vapor and then cooling to separate Evaporation: Uses heat to remove water and solvents from materials Fractionalization: Using various levels of heat to separate materials according to differing melting points Chemical separation: Using chemicals to separate materials o Combining processes: Blending base materials to produce a different material o Filling processes: Placing materials into containers for shipment o Finishing processes
MODULE #11: MATERIAL SEPARATION & REMOVAL

Students will understand basic material separation and removal techniques and develop competency in using the five basic machine tools used for material removal or separation. These tools include the drill press, grinder, lathes, mills, and saws.
Module Competencies: Upon completion of this module, the student will: o Explain the various manufacturing processes used for materials separation and removal as well as the required procedures for safe operation on each (see course outline); o Demonstrate safe work habits and operating procedures for separation and material removal tools used (i.e., pass safety tests with 100% accuracy and demonstrate safe work habits); o Demonstrate a basic understanding of the fundamental operating procedures for mills, lathes, drill presses, saws, and grinders by completing a class project that requires use of all (i.e., a mallet, a name plate, etc.); o Demonstrate the ability to use mills, lathes, drill presses, saws, and grinders to produce products and results as directed by the course instructor (see above); o Develop a list of material-cutting operations and identify the sequence needed to make a specific product (e.g., describe the operations needed to make a center punch, a nail set, a sheet metal box, a screwdriver with an injection molded handle, a plastic bottle with label, etc.).
48 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Use hand tools and measuring tools to setup and operate separating and material removal tools (see course outline); o Select appropriate cutting feeds and speeds for mills, lathes, and drill presses; o Select appropriate RPM rates for mills, lathes, and drill presses in various operations; o Understand basic tool geometry and chip formation strategies for various tools and operations (sharpen a lathe bit, a chisel, a twist bit, etc); o Use manual and precision measurement instruments during material removal and separation procedures (micrometer, caliper, rule, depth gage, etc.); and, o Understand the importance of machining tolerances (i.e., calculate unknown tolerances from a set of material samples).
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Students must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Use a mill to make a name plate mold of wood that can be used as a pattern for an aluminum green sand casting (use precision measuring equipment during this activity); o Sharpen a lathe tool, a twist bit, a chisel, a screwdriver, etc. o Use a lathe to make a screwdriver bit, a forge to shape and temper the bit, use a grinder to shape the bit, and an injection molding machine to make a handle (use precision measuring equipment during this activity); o Make a brass head for a walking stick on the lathe to demonstrate various turning techniques (knurling, threading, etc.).
49 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Machinery/Equipment/Materials: Manufacturing Processes Learning Systems, Machine safety study guides and safety tests, Exploring Manufacturing text, screwdriver handle injection mold, injection molder, micrometer, caliper, bench rule, wood chisel, twist bits, lathe bit, depth gage, mill, lathe, drill press, bench grinder, band saw, raw materials as specified.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, and the Measurement Assessment Checklist. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #12: MOLDING, FORMING, & JOINING

Students will understand the molding, forming, and joining processes used to manufacture parts and products. Additionally, students will make a selected product that includes various forming and joining processes and operations.
Module Competencies: Upon completion of this module, the student will: o Describe the molding, casting, forming, forging, and welding processes as well as the benefits and limitations of each (see course outline); o Demonstrate safe work habits in the laboratory and workplace while operating molding, forming and joining machinery (i.e., welder, spot welder, oxy/acetylene torch, forge, foundry, etc.); o Demonstrate the ability to utilize various mechanical and permanent joining processes (i.e., screws, bolts, pop rivets, spot welder, electric arc welder, etc.); o Demonstrate the ability to complete a given sheet metal product using basic forming and joining techniques and machines (i.e., sheet metal tool box, etc.); o Demonstrate the ability to complete a given product using green sand casting techniques (i.e., green sand cast and finish a product using a commercial mold); o Demonstrate the ability to complete a given product using forging and welding equipment (i.e., cut, shape, forge, anneal/harden, grind, and finish a screwdriver blade); o Demonstrate the ability to complete a given product using injection molding processes (Injection mold a screwdriver handle for the blade
51 MSCC above) o Use the Internet and other resources and reference materials to identify manufacturing process data; Advanced Manufacturing Curriculum Guide Secondary Level
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Students must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Make a sheet metal box with a lid to demonstrate metal forming processes, a spot welder to attach the lid, a drill press and rivets to attach a clasp, and finishing materials (paint, etc.) to complete the product. Introduce the concept of tolerances during this and other activities in this module. Use precision measuring equipment during this activity; o Use the mill to design a personal logo (that can be attached to the box above) that includes adequate relief to be used as a green sand casting pattern. Use green sand casting to produce an aluminum logo that is attached to the sheet metal box using mechanical fasteners; o Using the logo pattern (designed above) and Water Extended Polyester (or suitable alternative), create a cavity mold that can be used to cast a polystyrene logo that could be worn as jewelry on a necklace; o Design, weld, heat treat and finish a horseshoe and chain puzzle to demonstrate basic welding and heat treating processes.
Machinery/Equipment/Materials: Manufacturing Processes and Design Processes Learning Systems, box and pan brake, shear, roll former, forge and green sand casting
52 MSCC Advanced Manufacturing Curriculum Guide Secondary Level tools/patterns, MIG welder, arc welder, TIG welder, oxy/acetylene torch, spot welder, sheet metal working tools, mechanical fasteners, grinders, foundry, spray paint, rivets, wood, Water Extended Polyester, polystyrene, various reference materials, Exploring Manufacturing text, sheet metal, and the Internet.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, and the Measurement Assessment Checklist. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #13: TOOLING FOR MANUFACTURING

Students will understand the role and purpose of tooling, jigs, and fixtures and be able to use tooling to design products and processes for manufacturing. Additionally, students will be able to select appropriate tooling materials to meet production standards and select cost-effective tool design.
Module Competencies: Upon completion of this module, the student will: o Identify basic tooling jigs and fixtures for various manufacturing applications; o Demonstrate know of safe operation of manufacturing tooling; o Design and build a jig for a given tooling application (i.e., design a jig that aids in the sharpening of a pencil with a mechanical pencil sharpener); o Design a fixture for a given product using locating and clamping principles (i.e., design a mechanical loading/positioning device for a hand operated soda can crusher); o Describe, design and build simple fixed-limit and functional gages that can be used in a given manufacturing process (design in conjunction with device above); o Use modular tooling techniques to select components, design layout, and assemble a tool for a given product (see course outline); o Identify appropriate tooling materials that meet given production criteria (i.e., given case studies with production criteria, identify appropriate tooling); o Describe the basic types and functions of metal forming dies (see course outline);
54 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Analyze data that will impact tooling design and function, including: Material, production rate, product design, product life-cycle, human factors, environmental factors, quality control factors (see course outline).
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Students must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Design a mechanical loading/positioning device for a hand operated soda can crusher that will allow 5-10 cans to be loaded into the can crusher at a time and relieve the operator of the need to load and remove individual cans; o Design and build simple fixed-limit device that can be used as part of a pencil sharpening jig and used to assist a disabled student (limited use of arms) in using a mechanical pencil sharpener in a traditional classroom; o Design and build a mechanical puzzle that includes cams, positioning devices, and other tooling; o Conduct case studies concerning production rate, product design, product life-cycle changes and how they impact tooling in manufacturing industries. For example, with the rising cost of oil, plastics container prices have increased dramatically. Many manufacturers and packagers have begun to retool to use metal containers (reference coffee companies) rather than recently introduced plastic containers. Ask students to conduct an analysis of a given manufacturer and present a report. This information should also be recorded in the individual student portfolio.
55 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Machinery/Equipment/Materials: Manufacturing Processes and Design Processes Learning Systems, manufacturing case studies, soda can crusher, mechanical pencil sharpener, jig/fixture cams, and misc. materials.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, Drawing/CAD Assessment Checklist, Measurement Assessment Checklist, and the Presentation Rubric. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #14: HEAT TREATMENT

Students will understand the principles and practices of metal heat treatment. Additionally, students will understand how heat treatment can be used to change or enhance the characteristics of metals.
Module Competencies: Upon completion of this module, the student will: o Describe the basic principles, processes, and safe practices of heat treatment; o Describe how heat treatment can be used to change or enhance the characteristics/properties of metals and give examples of products that benefit from this knowledge (i.e., strengthball hitch, hardnessanvil, wear resistancedoor latch, ductilitynail, toughnesshammer, and impact resistancechisel); o Identify materials and products that have been altered using heat treatment during the manufacturing process (see above); o Demonstrate the ability to properly heat treat metals including, forging, hardening, surface hardening, tempering, and annealing by making a set of outdoor BBQ grilling tongs; o Demonstrate an understanding of stress relieving and normalizing procedures used to reduce or eliminate stresses (see above project); and, o Describe the importance of carbon to the heat treatment of steel (see above project).
Suggested Learning Activities: The following student activities are suggested to support the content of
57 MSCC Advanced Manufacturing Curriculum Guide Secondary Level this Module: o Students must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Begin this module by demonstrating or having the students demonstrate products that are enhanced through manufacturing heat treatment and manipulation. For example: Strengthball hitch, hardnessanvil, wear resistancedoor latch, ductilitynail, toughnesshammer, and impact resistancechisel; o Design, shape, drill, forge, harden, surface harden, tempering, and anneal metal to create a set of outdoor BBQ grilling tongs to demonstrate the ability to properly heat treat metals; o Design, shape, and use fastening devices to attach a handle to the BBQ tongs designed above.
Machinery/Equipment/Materials: Manufacturing Processes and Design Processes Learning Systems, torch, forge, files, fastening devices, high carbon steel material, ball hitch, anvil, ball peen hammer, 16d nails, wood chisel, and misc. project material.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, Measurement Assessment Checklist, and the Presentation Rubric. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MANUFACTURING POWER & EQUIPMENT SYSTEMS COURSE SYLLABUS

Course Title: Manufacturing Power & Equipment Systems
Text(s) and/or Required Readings: High Performance Manufacturing (Manufacturing Skill Standards Council, 2006) Machinery's Handbook, 27th Edition (Eberg)
Supplemental Curriculum Suggestion: Flexible Manufacturing Learning Systems, Robotics and Computer Programming Learning Systems, Mechanical Drive Learning Systems, Fluid Power Learning Systems, Electrical Learning Systems, Physics in Context Curriculum (Energy Concepts, Inc.) Course level: This is an intermediate level course Course Description: This course is designed to expand upon previous courses and allow students the opportunity to demonstrate knowledge of power systems and use the advanced tools of manufacturing production. Students will plan, design, implement, use, and troubleshoot manufacturing power systems, equipment systems, and control systems.
60 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Course Objectives: Upon completion of manufacturing power and equipment systems, the student will: 1. Demonstrate an understanding of basic manufacturing power systems by successfully completing laboratory experiments related to mechanical, electrical, and fluid power systems; 2. Demonstrate an understanding of the concepts of speed, acceleration, force, mass, friction, and force transformers by successfully completing applied physics experiments and lessons; 3. Demonstrate an understanding of manufacturing safety by utilizing safe work habits in the laboratory and by successfully completing a safety troubleshooting exercise; 4. Demonstrate an understanding of manufacturing equipment and tools by successfully passing safety tests on all hand and power tools; 5. Demonstrate an understanding of manufacturing equipment and tools by successfully producing a product to instructor specifications; 6. Demonstrate an understanding of automated systems and control by using CNC to control operations on a lathe and a mill; 7. Use computer aided drafting to complete sketches and drawing to instructor specifications; and, 8. Demonstrate the ability to program a PLC to perform a specific function in a manufacturing setting.
Course Outline: Manufacturing Power Systems o Physics of Motion Speed Acceleration Force Mass Friction
60 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Force transformers o Mechanical Systems Mechanical Drive Systems Mechanical power systems Transmission systems Speed reduction Chain drive systems Belt drive systems Gear drive systems
o Electrical Systems Electrical generation Voltage and current Resistance, inductance , and capacitance Electrical circuitry Circuit protection Electrical power Principles of electrical power Components of electrical power systems Manufacturing applications
Electric power systems design Safety o Fluid Systems Pneumatics Principles of flow and pressure Components of pneumatic systems Systems operation Pneumatic schematics Pneumatic circuit design Math and science applications Manufacturing applications
Hydraulics
62 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Hydraulic pressure and flow o Flow rates Components of hydraulic systems Hydraulic control systems Hydraulic symbols and schematics Operating hydraulic systems Math and science applications Manufacturing applications
Manufacturing equipment, tools, and tool safety o Tool hazards Cut points: Points where injuries can occur even if the machine is not in use Crush points: Points where parts of a machine move together causing risks of crushing Pinch points: Points where parts of a machine move towards a non-moving part Wrap points: Points where spinning parts of a machine could potentially catch an operator o Safety systems Guards: Barrier between the operator and moving parts Interlocks: Tool will not work unless certain conditions are met Simultaneous Control Devices: Device will not function unless the operator is in a particular position (i.e., lawnmower) Safety valves: Values used to automatically reduce pressure if conditions in a pressurized system become dangerously high Fuses and circuit breakers Emergency stop buttons Manufacturing equipment, tool set-up, safety, operation, and review
62 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Hand-held tools Multimeter, other measuring devices, laser leveling device, hammer, screwdriver, etc. o Welder/cutting torch Operation, usage, and safety specifications o Band saw Operation, usage, and safety specifications o Grinder Operation, usage, and safety specifications o Drill press Operation, usage, and safety specifications o Manual lathe Operation, usage, and safety specifications o Manual mill Operation, usage, and safety specifications o CNC mill/lathe programming and design Operation, usage, and safety specifications CNC Mill/Lathe set-up and operation CNC fixtures Feed and speed calculation CNC canned cycles Mill and lathe cutter compensation o Measuring systems Measuring tools and techniques Rules Calipers Micrometers Digital measuring tools
Gauging Geometric Measuring & Tolerance Calibration :adjusting a measuring tool to a known standard
63 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Tolerance: Known amount of variation Manufacturing design and control systems o Computer aided design (CAD) CAD fundamentals Product design Facilities design Production design Process design o Computer-Aided Manufacturing (CAM) Process design Parameters and efficiency analysis o Computer-Integrated Manufacturing (CIM) o Robotics and automated systems o Computer Numerical Control (CNC) Using and understanding tool paths o Flexible Manufacturing Systems (FMS) o Nanotechnology o Radio Frequency Identification Systems (RFID) o Computer Control Systems Programmable Logic Controllers (PLCs) PLC operation PLC design PLC applications PLC timers and counters PLC sequencers Related relays Interfacing Manufacturing project
MODULE # 15: MECHANICAL SYSTEMS

The student will understand the fundamentals of mechanical systems and be able to design and analyze the performance of rotating equipment. Additionally, students will conduct experiments related to torque, rotational motion
Module Competencies: Upon completion of this module, the student will: o Demonstrate the ability to solve problems related to speed, acceleration, force, rate, mass, friction, and force transformers by solving a Rube Goldberg challenge (i.e., design a machine that will shred paper using at least six simple machines and 20 steps); o Calculate the centripetal speed for an object with angular motion in a horizontal or vertical circle and apply the centripetal force to a variety of situations (see challenge above); o Demonstrate an understanding of torque, rotational motion, and moments of inertia as they related to operations on a lathe or drill press (conduct various experiments using a torque bar, a torque wrench, a lug wrench, a ratchet and socket); o Demonstrate the ability to design and implement mechanical drive systems, speed reduction, chain drive systems, gear drive systems, and belt drive systems (using the Mechanical Drive Learning System); o Demonstrate a fundamental understanding for and appreciate of the need for safety in manufacturing settings; o Demonstrate knowledge of safety precautions regarding machine cut points, crush points, pinch points, and wrap points (using safety video); o Demonstrate the ability to identify, test, and utilize machinery safety
65 MSCC Advanced Manufacturing Curriculum Guide Secondary Level systems including: Guards, interlocks, simultaneous control devices, safety valves, fuses, circuit breakers, and emergency stops (i.e., conduct a voluntary safety walkthrough audit for a local small manufacturing industry and issue a findings report).
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Begin this module by demonstrating safety precautions and watching a safety video that addresses safety in mechanical systems; o Using the Mechanical Drive Learning System, set-up and operate gear drive systems, chain drive systems, belt drive systems, and speed reduction systems. Conduct various experiments to demonstrate the ability to calculate rate, force, torque, etc. o Conduct a laboratory walkthrough to identify, test, and utilize machinery safety systems including: Guards, interlocks, simultaneous control devices, safety valves, fuses, circuit breakers, and emergency stops and record results in individual student portfolios; o Using the formulas located in the Appendix, write 3 Computer programs (in BASIC) and run them to determining the Mechanical Advantage of an automobile power train, a ten speed bicycle, and to calculate the ratio of pedal radius to rear wheel radius and the ratio of each pedal sprocket to each rear sprocket (to identify total MA); o Build a torque bar (a T shaped device were students grasp the top of the T and hold it perpendicular to the body while weights are added to the shaft) to demonstrate the principle of torque, inclined planes, gear shape analysis, and mechanical advantage; o Challenge the students to enter the annual Rube Goldberg
66 MSCC Advanced Manufacturing Curriculum Guide Secondary Level National Challenge where they will demonstrate the ability to solve problems related to speed, acceleration, force, rate, mass, friction, and force transformers by solving a design challenge (i.e., design a machine that will shred paper using at least six simple machines and at least 20 steps). See the following web site: http:// www.rubegoldberg.com/html/contest.htm. o Build a Human-Powered Vehicle (HPV) and enter the American Society for Manufacturing Engineering annual HPV contest or other similar student competitions. The web site for ASME event is: http://www.asme.org/Events/Contests/HPV/ Human_Powered_Vehicle.cfm
Machinery/Equipment/Materials: Mechanical Drive Learning Systems and equipment, Mechanical Systems Learning System, torque bar, torque wrench, ratchet set, lug wrench, manufacturing machine safety video, and the Internet sites mentioned above.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, Mechanical Systems Assessment Checklist, Measurement Assessment Checklist, and the Presentation Rubric. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #16: ELECTRICAL SYSTEMS

The student will understand electrical power systems, circuitry, and components as they relate to manufacturing industry. Additionally, students will understand basic AC and DC circuitry, resistance, voltage, and current.
Module Competencies: Upon completion of this module, the student will: o Demonstrate an understanding of electrical power generation, distribution, and safety; o Read circuit diagrams to design simple AC and DC circuits that solve simple problems (i.e., design a DC powered series circuited flashlight using a paper tube, batteries, a bulb, and misc. materials); o Use Ohms law to calculate resistance, voltage, and current (i.e., Using a worksheet, measure resistance, voltage, and current in various tools and systems around the laboratory); o Use a digital multimeter (DMM) to measure resistance, voltage, and current in AC and DC circuits (see above); o Describe the benefits, limitations, and applications of parallel, series, and series-parallel circuits; o Describe the major components of electrical power systems; o Build simple DC motors and work with commercially made AC motors to solve problems; o Demonstrate an understanding of and appreciation for electrical safety (i.e., tag-out/lock-out, circuit breakers, etc.) o Demonstrate an understanding of the relationship between electricity and magnetism;
68 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Describe the operation and principles of AC and DC generators and motors; and, o Utilize trouble shooting skills to identify faults in DC circuits and malfunctions in manufacturing equipment.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Begin this module by demonstrating safety precautions and watching a safety video that addresses safety in electrical systems; o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Use the Electrical Learning Systems to understand basic electrical concepts, design simple AC and DC circuits, conduct circuit analysis, conduct tagout/lockout procedures, measure resistance, measure voltage, and measure current; o Use electrical worksheets to cause students to collect measurements from various machines and circuits around the laboratory (i.e., measure resistance, voltage, and current); o After initial skills are gained by students, introduce simple design problems that reinforce and extend upon basic concepts (i.e., design a DC powered series circuited flashlight using a paper tube, batteries, a bulb, and misc. materials). These design problems could become increasingly complex as the students advance (i.e., design an electric circuit that includes a motor control and a motion sensing safety brake).
Machinery/Equipment/Materials: Electrical Learning Systems and equipment, AC and DC motors, copper wire, insulated wire, multimeter, and misc. electrical equipment.
69 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, Electrical Power Assessment Checklist, Control Systems (PLC) Checklist, and the Presentation Rubric. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #17: FLUID POWER SYSTEMS

Students will understand the basic principles, fundamentals, and operating procedures for vacuum, pneumatic and hydraulic systems and how these systems are used in modern manufacturing environments. Additionally students will demonstrate the ability to develop fluid power systems to solve given problems.
Module Competencies: Upon completion of this module, the student will: o Demonstrate a fundamental understanding of the principles of hydraulics, pneumatics, and vacuum; o Describe the major components of a fluid powered system as they are used in manufacturing environments; o Read and interpret pneumatic and hydraulic schematics; o Describe pneumatic and hydraulic circuit design, control systems, and operating procedures (Fluid Power Learning Systems trainer); o Understand and be able to differentiate between the benefits and limitations of both pneumatic and hydraulic systems (i.e. why are hydraulics used to lift heavy loads rather than pneumatics?); o Demonstrate the ability to calculate pressure and action in a fluid power system (Fluid Power Learning Systems trainer); o Demonstrate the ability to apply basic physics concepts (i.e., force, pressure, power, energy, force transformers, friction, work, rate, conversion, efficiencies of components, etc.) to solve design problems using fluid power (Fluid Power Learning Systems trainer); o Estimate the input and output forces of given fluid power systems
71 MSCC Advanced Manufacturing Curriculum Guide Secondary Level (worksheet);
o Demonstrate an understanding of safety and environmental concerns related to fluid power (i.e., leakage, noise, reclaiming waste oil, and disposal of waste oil); and, o Use resource manuals and the Internet to identify key information about fluid power systems.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Begin this module by demonstrating safety precautions and watching a safety video that addresses safety in fluid (pneumatic, hydraulic, vacuum) systems; o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Use the Fluid Power Learning Systems to understand basic pneumatic, hydraulic, and vacuum symbols, concepts, systems components, systems design principles, circuits, inputs, and outputs; o Use pneumatic and hydraulic schematics and fluid worksheets to cause students to collect measurements from various machines and circuits around the laboratory (i.e., measure force, work, rate, etc.); o In teams, conduct reverse engineering activities using any of the following pneumatic items: A paintball gun (check school policy first), a DC powered air compressor, A mattress inflator, etc.; o Build a pneumatic rocket launcher, potato launcher, pumpkin chunker, etc. to demonstrate acceleration principles of pneumatic power (Check school policies first); o Build a log-splitter using a hydraulic cylinder, a reservoir, a double
72 MSCC Advanced Manufacturing Curriculum Guide Secondary Level acting actuator, a wedge, hydraulic hose, and misc. materials; o Invite a guest speaker to demonstrate an automobile with a hydraulic lift kit, a truck hoist, a floor jack, a bottle jack, etc.; o Build a vacuum-powered robotic arm using inexpensive, commercially available tubing, a shop vacuum, and pneumatic cylinders. For an additional challenge, control the robot with a PLC and electro-pneumatic actuators; o Build a pneumatic hovercraft using a shop vacuum, plywood, and plastic.
Machinery/Equipment/Materials: Fluid Power Learning Systems and pneumatic and hydraulic equipment, pneumatic and hydraulic schematics, shop vacuum, heavy plastic tubing, pneumatic cylinders, and misc. materials, PLC, Basic Stamp software, computer, Internet access.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment safety tests, Product Design Rubric, Team Performance Rubric, Drawing/CAD Assessment Checklist, Fluid Power Assessment Checklist, and Control Systems (PLC) Checklist. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #18: CONTROL SYSTEMS: COMPUTER NUMERICAL CONTROL & PROGRAMMABLE LOGIC CONTROL
Students will understand and be able to program and safely operate machinery using Computer Numerical Control (CNC) and Programmable Logic Controllers (PLCs). Additionally, students will use CNC to perform given automated milling and turning procedures on a mill, a lathe, and/or other automated equipment.
Module Competencies: Upon completion of this module, the student will: o Understand the principles and capabilities of Computer Numerical Control; o Understand safe operating procedures for CNC powered equipment; o Understand and demonstrate the ability to conduct tool path simulations with CNC powered equipment; o Demonstrate the ability to program CNC to fabricate a given manufactured product on an automated mill (i.e., coin holder, Chinese checkers board, book end, congratulatory plaque, etc.); o Demonstrate the ability to program CNC to fabricate a given manufactured product on an automated lathe (i.e., Cain handle, chess piece, yo-yo, etc.); o Demonstrate the ability to plan and implement the automatic production of parts using CNC; o Demonstrate the ability to program a programmable logic controller by developing the necessary code to control a given object (i.e., Using a PLC
74 MSCC Advanced Manufacturing Curriculum Guide Secondary Level and a flow control reservoir/actuator, develop a device that will dispense water for 10 seconds upon light activation); and, o Use resource materials and reference guides to collect information on PLCs and CNC.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Begin this module by demonstrating safety precautions and watching a safety video that addresses safety with automated equipment, CNC, PLCs and the devices they control; o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Demonstrate the appropriate use of tool path simulations and other precautionary performances used in an automated environment; o Demonstrate the capabilities and performance of a CNC lathe and a CNC mill by running a canned or previously prepared program to produce a part; o Demonstrate the capabilities and performance of a PLC by running a canned or previously prepared program to start and stop a motor or activate and deactivate a switch; o Developing the necessary code to control a simulated water fountain with a PLC using a flow control reservoir/actuator, a light or sound sensor, a electro-hydraulic actuator, tubing, and water; o Program a CNC mill to fabricate a congratulatory plaque for a favorite teacher, a friend, a parent, etc.; o Program a CNC mill to make a nametag for visiting guests and/ or dignitaries and use this program during open house and other special events; and, o Program a CNC lathe to make a chess piece, and after enough
75 MSCC Advanced Manufacturing Curriculum Guide Secondary Level students have made chess pieces, program the robot to play a simulated chess match.
Machinery/Equipment/Materials: Robotics and Computer Programming Learning System, Flexible manufacturing Learning System, CNC lathe, CNC mill, PLC, Basic Stamp software, misc. turning and milling materials, sensors, tubing, electric motor, fluid reservoir, electro-hydraulic fluid actuator valve.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, and the Control Systems (PLC) Checklist. See Appendices for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MANUFACTURING MATERIALS COURSE SYLLABUS

Course Title: Manufacturing Materials
Course level: This is an intermediate/upper level course
Text: Fundamentals of Modern Manufacturing: Materials, Processes, and Systems (Groover)
Supplemental Curriculum Suggestion: Material Science Technology (Energy Concepts, Inc.)
Course Description: This course will introduce students to manufacturing materials, materials testing, and material science. Additionally, this course will introduce students to primary and secondary processing in manufacturing and allow the student to construct and conduct experiments with various manufacturing materials.
80 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Course Objectives: Upon completion of Manufacturing Materials and Science, the student will: 1. Be able to describe the basic structure of each of the four major material types (metals, ceramics, polymers and composites) and how structure is related to mechanical behavior in each case; 2. Be able to discuss and provide evidence regarding the most common reasons materials fail; 3. Be able to give several examples of thermo mechanical processing of materials and relate the structural and concomitant mechanical changes; 4. Conduct research related to a specialized topic in materials science and provide a written report; and, 5. Use knowledge of materials to make appropriate selections for manufacturing designs.
Course Outline: Production materials Material sources o Natural materials Wood, rock, iron ore, animal hides o Synthetic materials Plastic, rubber, cloth o Raw materials o Engineered materials Materials processing o Primary processing Standard stock o Secondary processing Material properties o Strength How well does the material stand up to stress? o Conductivity
80 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Electrical conductivity and resistance o Brittleness Will the material crack or fracture easily? o Hardness How hard is the material Hardness scales o Ductility Can the material be stretched? o Appearance Does the material possess the appearance characteristics needed? o Malleability How easy is it to form the material? o Elasticity How easily does the material return to its original shape when bent? o Resistance to corrosion Resistance to environmental factors like air, moisture, light o Thermal conductivity Does the material conduct of resist conducting heat? o Melting point At what temperature does the material change from a solid to liquid? o Flammability What is the materials flashpoint Manufacturing Materials and Testing Processes o Materials Metal Properties of metals Metal types and uses o Natural metals
80 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Iron Copper Aluminum Chromium Lead Gold Silver o Alloys o Ferrous Iron carbon o Non-ferrous Aluminum, copper, brass, bronze, gold, silver platinum, zirconium, tungsten, titanium o Powdered metals sintered Wood Properties of woods Coniferous Deciduous Primary products o Wood planking o Wood pulp o Particle board o Plywood o Hardboard o Wood by products Stabilizers Turpentine Solvents
80 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Textiles and leather Natural o Wool, cotton, silk o Processing Tanning Synthetics o Rayon, nylon, acrylic, polyester o processing Plastics Properties of plastics Polymers Processes Primary and secondary products Types of plastic o Thermoplastics Recycling, reusing Common thermoplastics Polyethylene, polyvinyl chloride (PVC), Vinyl, polymethylmethacrylate (PMMA) o Thermosets High strength materials Single use Common thermoplastics Phenolics, epoxy, polymides (nylon) Ceramics Properties of ceramics Ceramic types/uses o Glass, clay, abrasives Advanced ceramics
81 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Fiber optics o Engineering ceramics o Piezeoceramics o Bioceramics o Glass microspheres Composites Properties of composites
Polymers o Testing materials and processes Testing for design Testing for quality Predictive analysis Non-destructive & destructive testing Tensile testing processes Compression testing Shear testing Hardness testing Smart materials nanomaterials Material selection and use o Material properties o Materials identification o Material selection
MODULE #19: UNDERSTANDING METALS

Students will understand the structures and properties of common metals and demonstrate how these properties are exploited through manufacturing processes to produce products that meet the wants and needs of society.
Module Competencies: Upon completion of this module, the student will: o Identify and describe the manufacturing characteristics of given metals (i.e., steel, iron, brass, copper, bronze, etc.) o Describe the structures, properties, strengths, and limitations of selected metals and how these characteristics have shaped the development of products throughout history (i.e., selecting a product from a given human age, describe why that product utilized a particular metallead pipes in Rome); o Describe metals in terms of ductility, strength, toughness, stiffness, hardness, and density (see course outline to develop worksheet); o Conduct tests to investigate material characteristics in terms of ductility, strength, toughness, stiffness, hardness, and density (establish a number of testing stations where unknown materials will be tested); o Use appropriate reference materialssuch as American Society for Testing and Materials Standards, the ASM Metals Handbook, and other reference logs to research the characteristics of metals; o Identify common processes used to modify metals for specific purposes; o Predict how the properties of metals will react to certain environmental and human factors (see course outline); o Demonstrate knowledge of manufacturability in relation to metals (i.e.,
83 MSCC Advanced Manufacturing Curriculum Guide Secondary Level given a desirable characteristic of a finished product, describe appropriate manufacturing processes); and, o Select appropriate metals to meet product specifications and consumers demands (i.e., given a desirable characteristic of a finished product, describe appropriate production metals);
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Students conduct experiments with a short length of Nitinol (memory metal) wire and a normally-on switch to product a temperature activated switch; o Students conduct destructive tensile tests using homemade or commercial testing apparatus. During the test, students will record yield load, maximum load, and failure/break load. Using this data, the student will create stress and strain graphs using Excel (See Appendix B for worksheet and directions); o Students conduct deep draw and stretch draw experiments with steel and aluminum samples using a hammer and anvil to understand elongation, boundaries, work hardening, ductility, lateral strain, axial stress (Poissons Ratio), and stretch uniformity; o To better understand the concept of sheer, students will cut a steel sample with a cold chisel, tighten a bolt to the point of failure, and punch a hole in steel forming a washer; and, o Students build and test various materials testing apparatus. For example, an impact tester could easily be constructed using a tabletop A frame made of dowel rods (think saw horse) with welders chip hammer hanging from the center. The chip hammer
84 MSCC Advanced Manufacturing Curriculum Guide Secondary Level could be raised to a predetermined level and released (think pendulum) causing an impact with a material sample.
Machinery/Equipment/Materials: American Society for Testing and Materials Standards, ASM Metals Handbook, Material Science (Energy Concepts, Inc) curriculum materials, metal samples, product samples, home-made testing stations (i.e., weight drop station to test for metal stiffness, a hook and weight station to test to test tensile, torque wrench to test shear, etc.)
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, Measurement Assessment Checklist, and/or the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #20: UNDERSTANDING NON-METALLIC MATERIALS

Student will understand the properties, unique characteristics, processing techniques, and manufacturability of numerous non- metallic materials used in manufacturing. These materials include: abrasives, ceramics, composites, elastomers, wood, paper, and other materials.
Module Competencies: Upon completion of this module, the student will: o Differentiate between natural and human-made materials and fibers, their characteristics, properties, strengths and weaknesses. o Identify samples of abrasives, ceramics, composites, elastomers, wood, paper, and other materials (develop samples and worksheets); o Describe the properties of abrasives, ceramics, composites, elastomers, wood, paper, and other materials; o Analyze the unique characteristics of abrasives, ceramics, composites, elastomers, wood, paper, and other materials; o Demonstrate a basic understanding of the processing techniques unique to abrasives, ceramics, composites, elastomers, wood, paper, and other materials; o Describe non-metallic materials using the following concepts: Directionality, fatigue, strength-to-weight ratio, ductile-brittle transition, impact resistance, temperature resistance, moisture resistance, thermosetting plastics, thermoplastics, resiliency, elongation, thermal conductivity, and electrical conductivity. o Identify the properties that must be considered when selecting a non-
86 MSCC Advanced Manufacturing Curriculum Guide Secondary Level metallic material.
o Demonstrate the ability to describe how various environmental factors (light, heat, etc.) effect certain non-metallic materials; and, o Describe the processing techniques unique and appropriate to each nonmetallic material.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Conduct a tour of a local industry that manufactures products using ceramics, composites, rubber, wood, paper, or other nonmetallic materials and ask the students to record this event in their individual student portfolio; o To understand the principles of abrasives, students use crushed granite (or other available stone), adhesive, a riddle or screen, and card stock to fabricate sand-paper and test the product on softwood and compare to commercially-made sand-paper; and, o Students build and destructively test composite beams of the same dimensions but constructed using various materials. For example, one beam could be made up of five thin strips of hardwood and adhered with hide glue, another beam could be fabricated of four strips of softwood and one strip of glass fiber/glued with resin, a third beam could be made up of alternative layers of corrugated paper and an elastomer (the endless material combinations could be altered to achieve particular characteristics). The beams could be tested for strength, stiffness, hardness, elasticity, etc. using various home-made or commercial testing apparatus; o Students work in teams to build a scale model bridge or tower using
87 MSCC Advanced Manufacturing Curriculum Guide Secondary Level wood or paper and then destructively test the device. A number of national bridge and tower-building competitions exist. Students could either participate in these organizations or local rules could be adapted from these organizations. Useful web sites include: http://bridgecontest.usma.edu/, http://42explore.com/bridge.htm.
Machinery/Equipment/Materials: Ceramics, composite, rubber, wood, paper, or other non-metallic material samples, consumable materials, various glues and resins, commercial or home-made testing devices, crushed granite (or other available stone), adhesive, a riddle or screen, card stock, hand tools, American Society for Testing and Materials Standards, ASM Metals Handbook, Material Science (Energy Concepts, Inc) curriculum materials, Mechanical Systems Learning Systems.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Team Performance Rubric, Mechanical Systems Assessment Checklist, and the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #21: PLASTIC MATERIALS

Students will understand the basic properties, processes and characteristics of various plastic materials. Additionally, students will complete various activities and experiments using primary and secondary plastic processes.
Module Competencies: Upon completion of this module, the student will o Demonstrate a basic understanding of the characteristics, purposes, and differences between thermoset and thermoplastics; o Define terms related to plastics and plastics processes; o Demonstrate an understanding of the various plastics processing techniques, including: blow molding, extrusion, injection molding, rotational molding, and thermoforming (identify plastics products by molding technique used); o Demonstrate the ability to make simple products using various plastics processing techniques, including: blow molding (coin bank), extrusion (screwdriver handle), injection molding (golf tee), rotational molding (plastic toy), and thermoforming (plastic tray); o Demonstrate and understanding of plastics selection considerations and limitations using in manufacturing design, including: Style, tolerances, volume, dimensions, durability, tolerances, the ability to be recycled, and cost; o Identify process variables (e.g., pressure, time, and temperature) which affects product quality; o Conduct reverse engineering to identify the process used to make various plastics products;
89 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Use the Internet and reference materials (i.e., Modern Plastics Encyclopedia) to locate research and information about plastic materials.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Students make a number of products using different plastics, plastics processes, commercially-made molds, and plastics equipment. For example, students could use the thermoformer (vacuum former) to make a tray or a plaque, the injection molder to make a screwdriver handle or a plastic medallion, a blow molder to make a coin bank or a hollow toy, and extruder to make a file handle or a drawer pull, etc.; o Students demonstrate the ability to make usable plastics molds suitable for use in a thermoformer, an injection molder, or a rotational molder; and, o Students conduct experiments and complete projects with different plastic materials and plastics that do not require specific machinery. For example, Water Extended Polyester could be mixed and poured into a mold to create a statue, Polystyrene beads could be inserted into a mold and heated to create a ball, and fiberglass could be used to create a very strong clipboard, etc.
Machinery/Equipment/Materials: Blow molder, extruder, injection molding machine, rotational molding machine, thermoformer, plastics samples, raw plastic, raw material for making molds, WEP, Polystyrene, fiberglass/resin, commercially made patterns, the Internet, and Modern Plastics Encyclopedia text.
90 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Team Performance Rubric, and the Measurement Assessment Checklist. See Appendix A B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
THE MANUFACTURING ENTERPRISE COURSE SYLLABUS

Course Title: The Manufacturing Enterprise
Text: High Performance Manufacturing (MSSC) (or) Manufacturing Systems text.
Supporting Texts: From the American System to Mass Production, 1800-1932 : The Development of Manufacturing Technology in the United States (Hounshell)
American Genesis : A Century of Invention and Technological Enthusiasm, 18701970 (Hughes) Curriculum Suggestions: Enterprise Learning System, Design Processes Learning System, Quality Assurance Learning System Course Level: This is an intermediate level course
Course Description: This course is designed to expand upon concepts learned in introductory courses while allowing students to further explore how manufacturing enterprises are established, how they maintain control, how they plan, how they produce, package, distribute and market products. As a part of
96 MSCC Advanced Manufacturing Curriculum Guide Secondary Level a product development team, students will analyze customer needs and market requirements, conceptualize a design, develop a prototype, production tooling, quality control mechanisms, process control mechanisms, and other procedures necessary to complete a basic production run and distribute a final product.
Course Objectives: Upon completion of The Manufacturing Enterprise, the student will: 1. Understand and be able to describe the basic manufacturing production systems; 2. Be able to describe and use manufacturing marketing strategies and techniques to identify and exploit consumer wants and needs; 3. Be able to describe production resources related to human, material, energy, equipment and capital resources; 4. Be able to identify and describe the similarities and differences between various types of production used in manufacturing; 5. Be able to use common manufacturing planning tools and technologies to develop a product plan for a product; 6. Be able to solve simulated and real problems related to manufacturing production (i.e., work flow, bottlenecks, etc.); and, 7. Be able to establish a manufacturing enterprise that utilizes market research, a production system, production planning and control, packaging, and distribution to market a tangible product of their design.
Course Outline: Creating products o Invention and innovation o Understanding the market Production basics Production resources o Human resources/Careers in manufacturing o Material resources
96 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Energy resources o Equipment resources o Capital resources Stages of production Production systems o Push systems: Based on forecasted customer orders o Pull system (Kanban): Based on present demand for product Agile manufacturing: Using automation Just-in-time manufacturing: Types of production o Discrete (parts) manufacturing Assembly processes Subassembly processes o Process manufacturing Mixing, heating, separating, chemical altering Chemical industry Petroleum industry food and beverage industry o Lean manufacturing: Eliminate all activities that do not add value o Production volume o Continuous production systems o Intermittent production o Custom production o Manufacturing resources planning: Production planning that involves people in other departments (finance, engineering, marketing, etc.) Controlling production o Production must be controlled to ensure safety, consumer satisfaction, and profits o Quality control systems: measures that can be used to continually control product quality Methods of controlling quality: Informed workers, knowledge
96 MSCC Advanced Manufacturing Curriculum Guide Secondary Level of specifications, accurate machines, reliable machines, etc. Test equipment can be used to control quality Machine calibration
Inspection Collecting data sampling Using process control data
o Production documentation: Tracking the production process Tracking materials Product tracking software Bar code readers Radio frequency identification
Production planning and control o The purpose of planning Meeting customer demands, desires, and expectations Scheduling resources effectively Resources Materials: Making certain that the right materials are at the right location at the right time Tools and equipment: Right tools in the right position Organizing equipment Machine maintenance Establishing inspection processes Product flow time analysis Production requirements Work force input Scheduling labor: Using contracts and agreements to maximum levels of efficiency o Elements of planning
96 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Environment Four basic environments: Make-to-stock, assembleto-order, make-to-order, and engineer-to-order. Materials requisition and allocation Using the general systems model to secure materials Input Process Output Feedback Planning tools and techniques Flow charts: Visual representation of the process step-by-step Gantt Chart: Used to schedule and organize resources Computerized planning systems
Work flow: guiding the efficient use of manufacturing plant resources o Moving materials and products through a manufacturing plant o Capacity and output Parts-per-hour o Bottlenecks o Plant layout: The arrangement of work areas, equipment and departments Product layout: Logical sequencing to produce product Process layout: grouping similar operations Fixed position layout: Used for large, difficult to move products Cellular manufacturing: Using work cells (team members trained to do many tasks) o Line balancing: Sequencing operation so that the line moves smoothly Cycle time: Maximum time allowed for a station to complete
96 MSCC Advanced Manufacturing Curriculum Guide Secondary Level a task o Production scheduling Production Components: Producing products when they are needed by consumers o Inventory: Materials on-hand Inventory types Transit inventory: Number of materials being moved from one location to another Material inventory: Production materials in inventory ready for production Work-in-process inventory (WIP): Materials in the process of being completed Buffer inventory: Inventories kept for emergencies with supply Maintenance repair and operations inventory (MRO): Parts and tools needed to keep production moving Finished goods inventory (FGI): Completed products that have not yet been shipped Supply chain management: Effectively managing a sequence of suppliers and processes Materials suppliers, materials inventory, production, Finished goods, distribution, delivery, tracking, and the customer. o Production time and costs Minimizing production costs Minimizing downtime Reusing and recycling
Managing workers effectively Scheduling maintenance Producing the product Packaging and distributing products
97 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Packaging: Using materials to contain, protect, display, and promote a product during handling, storage, shipping, and marketing o Packaging design Considerations: Fragility, heat, moisture, interactions, type of transport, methods used to load and unload, customer expectations, etc. o Types of packaging: Plastic, wood, card stock, etc. o Packaging costs and specifications o Packaging laws and regulations o Labeling requirements and expectations Product distribution o Inventory control, storage, and staging o Transportation methods Carrier: Planes, trains, trucks, pipelines Path: Road, track, or air route terminal o Shipping hazardous materials o Transportation regulations o Transportation documentation o Tracking systems
MODULE #22: PRODUCT DESIGN

Students will understand the phases of the product planning, design, implementation, and production. Additionally, students will serve as a member of a design team to identify customer needs, develop a flow process, plant layout, quality control measures, identify appropriate manufacturing processes, and tooling for a production run.
Module Competencies: Upon completion of this module, the student will: o Understand the nature of product design and production; o Demonstrate skills appropriate as a member of a design and production team in manufacturing; o Demonstrate the ability to take idea through the stages of ideation to full production; o Demonstrate the ability to identify customer needs by using market research tools and instruments; o Derive functional requirements, design requirements, and design criteria based on customer requirements; o Develop a product portfolio that includes product design sketches, working drawings, tooling drawings, market research instruments, quality control sketches, plant layout diagrams, flow process control charts, etc.; o Identify appropriate manufacturing processes for a particular product design; o Present a final product design, including its manufacturing process to a investment board; o Develop a prototype using rapid prototyping equipment;
99 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Hire and train employees for the various roles necessary to produce the productemphasizing safety and quality; and, o Produce a limited run of the product meeting design specifications.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Use the Enterprise Learning Systems to understand basic product design and manufacturing system principles and fundamentals (i.e., product tooling, process engineering, market research, quality control processes, plant layout, flow process control, etc.); o Visit a product distribution company or a shipping company (i.e., FedEx) to collect information regarding product distribution, inventory control, storage, and staging as well as transportation modes (water, land , air, and pipeline), transportation regulations, tracking systems, RFID, etc. Use this information to prepare a presentation and record the results in the individual student portfolio; o Students will conduct a product brainstorming session, consider design alternatives, complete working drawings using CAD, develop a model or prototype using the rapid prototyping machine, conduct marketing research to identify consumer reactions to the product, and make a formal presentation outlining the results of this effort (include in individual student portfolio). Products receiving appropriate consumer responses will be produced in Module #23 and Module #24.
100 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Machinery/Equipment/Materials: Enterprise Learning System, Design Processes Learning System, CAD, rapid prototyping machine, raw materials, and consumables.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Assessments included in the Design Processes Learning System, Product Design Rubric, Team Performance Rubric, Drawing/CAD Assessment Checklist, and the Presentation Rubric. See Appendix A - B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #23: PRODUCTION, INVENTORY, & JUST-IN-TIME SYSTEMS

Students will understand the basic principles of production, inventory, and Justin-Time tools for improving production processes. Through hands-on activities, students will use different production and inventory systems to accomplish a task.
Module Competencies: Upon completion of this module, the student will: o Describe the various types of production and inventory systems, their costs, how they differ, and how they are similar; o Describe and explain the role, objectives, structure, methods, advantages, and limitations of production systems; o Use product and process planning processes, bills of materials, tooling diagrams, flow process planning, plant layout planning and other tools to schedule a production system; o Identify the specific tasks that comprise a given manufacturing process; o Classify tasks as value added or non-value added; o Explain the effects of small lot size on a manufacturing process; o Describe the relationships among cost, quality, and time in a manufacturing process; o Describe and compare push and pull production control systems; o Apply techniques used in pull production control systems; o Design and operate a Kanban system; and, o Identify potential sources of waste in a manufacturing process.
102 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; and, o Starting with one of the products designed, prototyped, and market researched during the completion of Module #22, students develop tooling, plant layout, manufacturing processes, packaging, and quality control measures to manufacture a quantity of the product. This will include developing Gantt charts to organize the effort, developing production planning and control systems, procuring and organizing equipment, performing machine maintenance, establishing an inspection processes, designing flow process charts, and conducting product flow time analysis. The product designed in Module #22 and the production system developed in this module will continue and be produced in Module #24.
Machinery/Equipment/Materials: Enterprise Learning System, Quality Assurance Learning System, Gantt charts, flow process control charts, plant layout charts, bill of materials, operation charts, packaging materials, etc. Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Assessments included in the Enterprise Learning System and the Quality Assurance Learning System, Product Design Rubric, Team Performance Rubric, and the Presentation Rubric. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #24: MANUFACTURING FACILITIES & WORK CELLS

Students will understand appropriate facility layout methods and modern work cell designs that promote efficient and lean production systems. Additionally, students will develop skills in the selection of appropriate tooling, line balancing, and material handling equipment for manufacturing operations.
Module Competencies: Upon completion of this module, the student will: o Describe the objectives and principles of manufacturing facility design with an emphasis work cells and lean manufacturing techniques; o Demonstrate the ability to design and specify appropriate material handling systems for a given production run; o Create an effective work cell design using a structured production method to include plant layout, line balancing, and various work flow analyses; o Construct and operate a simulated work cell under constraints (i.e., Customer demands, production volumes, tooling, and manufacturing constraints); o Develop and present training programs that prepare production workers to safely operate machinery and equipment at their respective stations; o Develop a quality assurance system that will measure product quality and take corrective action during a production run; and, o Develop project plans for work cell implementation and operator training.
104 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Starting with the product designed in Module #22 and the production system designed in Module #23, students will design a facility, work cells, and train a work force necessary to complete a product run capable of producing 25 completed products. This will require developing systems to monitor and measure work flow (i.e., establishing plant layout, establishing work cells, measuring capacity, eliminating bottlenecks, balancing the line, measuring cycle time, measuring parts-per-hour, etc.), training and scheduling labor (i.e., using contracts and agreements), materials procurement, conducting operation trial runs, conducting trial production runs, quality assurance implementation, production scheduling, and ultimately production; and, o Students work in teams to design a package for a manufactured product (see above) that: Identifies or codes the product, provides consumer information, protects the product during shipping, includes a system for displaying the product, and promotes the product. The designer should consider common threats to product packaging: Legal regulations, cost, fragility, heat, moisture, methods used to load and unload, and customer expectations, etc.
Machinery/Equipment/Materials: Flexible Manufacturing System materials and equipment, Enterprise Learning System materials and equipment, Quality Assurance Learning System materials and equipment, stop watch, video camera, sample line worker contracts, plastic vacuum former, most manufacturing equipment
105 MSCC Advanced Manufacturing Curriculum Guide Secondary Level and tools for production run, computer, and PLC.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Assessments included in the Flexible Manufacturing System as well as the Enterprise Learning System, and the Quality Assurance Learning System. Additionally, the following assessments may be utilized: Equipment safety tests, Product Design Rubric, Team Performance Rubric, Measurement Assessment Checklist, Control Systems (PLC) Checklist, and the Presentation Rubric. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MANUFACTURING EQUIPMENT MAINTENANCE & OPERATION COURSE SYLLABUS

Department: Advanced Manufacturing
Course Title: Manufacturing Equipment Maintenance & Operation
Course Level: This is an upper level course
Text(s) and/or Required Readings: Automated Manufacturing Systems: Actuators, Controls, Sensors, and Robotics (Morriss)
Course Description: This course is designed to provide the student with a comprehensive knowledge of manufacturing equipment, safety, maintenance and operation procedures, control systems as well as leadership abilities in the field.
Course Objectives: Upon completion of Manufacturing Equipment Maintenance and Operation, the student will: 1. Be able to use common manufacturing information and communications technology to write reports, read equipment manuals, schedule equipment maintenance, and perform other operations common to the industry; 2. Be able to use basic inspection and calibration tools to perform basic walk-through equipment inspections;
109 MSCC Advanced Manufacturing Curriculum Guide Secondary Level 3. Be able to identify basic equipment problems, potential problems, and malfunctions in simulated situations; 4. Be able to develop and maintain quality control measures in a simulated manufacturing environment; 5. Be able to complete informed problem solving related to equipment maintenance and operation; 6. Understand and be able to develop equipment intervention plans to manufacturing standards; 7. Demonstrate a thorough knowledge of equipment use and human safety factors; 8. Demonstrate the ability to use advanced machinery, equipment, and tools to perform tasks in a manufacturing environment; and, 9. Demonstrate the ability to perform manufacturing machine and tool operations and procedures with skill.
Course Outline: Using information and communication technology o Write reports, safety standards, repair logs, and shift-to-shift logs o Read equipment manuals, maintenance schedules, programming instructions o Using time management systems o Scheduling preventive maintenance and equipment upgrades o Use Computer Managed Maintenance Systems (CMMS) o Documenting service and history o Monitoring machine parameters and capacity Inspection and information gathering o Understands basic inspection and calibration tools and how to maintain them o Understanding the basic principles and physics of tools and machinery o Understanding equipment performance expectations
109 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Performing equipment walk-through inspections o Identify and isolating potential equipment problems and malfunctions o Using technical manuals and instruction books o Developing maintenance and repair schedules o Conducting visual equipment inspections using appropriate tools Quality Assurance o Understand quality standards with respect to machine output. o Develop skills in evaluating defect patterns o Develop knowledge of how to report nonconforming products o Develop knowledge of preventive practices that can reduce failures Informed Problem Solving o Uses root cause analysis systems o Identifying, isolating, and troubleshooting for equipment problems o Identifying, isolating, and troubleshooting machine soft-spots and repetitive maintenance areas o Identifying causation, points of wear and equipment stress o Develop plans to use alternative machinery to compensate for unexpected equipment failures Developing Equipment Intervention Action Plans o Conduct repair assessment plan to determine ramifications of taking equipment off-line Determine availability of other equipment Determine production needs and schedule Estimate impact on production schedule Determine whether other tools are available for retooling Determine whether parts and supplies are available Determine costs associated with repair Determine whether corrective action would be in compliance with QS-9000 procedure Estimate intervention time
109 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Schedule and conduct equipment intervention o Assess results of action Work Space Planning and Organization o Organize work area to improve efficiency o Assess equipment layout for maximum efficiency o Develop consistent and routine maintenance schedules Organizing, Planning, and Leading o Communicate with others to schedule regular maintenance o Adapt new equipment to reflect new methods o Work with management and other maintenance personnel to schedule routine operations o Read trade journals, work with vendors and others to become aware of new trends and issues in the field o Provide others with information on optimum equipment usage Safety Procedures o Understands regulatory agency regulations Environmental Protection Agency Occupational Safety and Health Administration (OSHA) National Institute for Occupational Safety and Health (NIOSH) o Understand and maintain Material Safety Data Sheets o Understand and influence company safety and first aid policies o Understand safe materials handling procedures o Understand how to use the tag out/lock system o Understand how to identify, report, and repair safety hazards Identify unsafe equipment and practices and report them immediately o Understand and value the use of appropriate safety shields and guards o Understand proper procedures for handling and storing hazardous materials
110 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Understand and use personal protective and safety equipment Hand, arm, and foot protection Ear protection Eye protection Head protection Lung protection Clothing awareness o Understand basic local, state, and federal safety requirements and guidelines o Understands basic workplace precautions Fire extinguishers, ventilation, radiation, ergonomics, lighting, exits, color codes, housekeeping Safety Leadership o Know safety standards and analyze procedures to make certain that all machines are operated within these standards o Influence others by example Practice personal safe habits and attend all available safety training sessions Make suggestions Influence others to maintain safe and orderly work spaces o Remain current with regard to safe operating procedures and techniques o Train production workers to conduct some preventative maintenance and organization o Encourage production workers to look for potential equipment problems o Acquire new skills necessary to operate new equipment as it becomes available Using manufacturing equipment and tools to perform routine operations Participating in manufacturing equipment simulations and SkillsUSA competitions
MODULE #25: ADVANCED MACHINING

Students will understand advanced machining techniques used for material separation and removal and other techniques used in manufacturing systems.
Module Competencies: Upon completion of this module, the student will: o Understand the basic types of machining tools, materials, and geometries used for turning and milling operations; o Demonstrate an understanding of the complex relationships between tool speed, tool rate, material, removal rate, cutting tool geometry, surface finish, tool wear, and safety; o Describe the process of chip formation and the relationship between chip form and tool geometry; o Demonstrate the ability to create a tool path (CAM) using CNC code; o Demonstrate the ability to cut threads on a CNC metal lathe; o Demonstrate the ability to use a CNC mill for materials removal; o Demonstrate the ability to perform surface grinding of plane surfaces; o Demonstrate the ability to conduct materials removal to known tolerances (i.e., using a CNC mill, cut a pocket to a given depth with given tolerances); and, o Demonstrate the ability to produce a product to given specifications and tolerances that has at least two parts that must fit together and operate reliably (i.e., using the CNC mill, make a lid for the pocket made above to complete a simple jewelry box, or other products mentioned below).
112 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Demonstrate or ask students to demonstrate principles and functions of CNC machinery and operating procedures (speed, tool rate, material, removal rate, cutting tool geometry, surface finish, tool wear, and safety, chip formation, tool geometry, and tool path (CAM) using CNC code; o Allow students to run canned CNC programs to practice, demonstrate safe practice, and gain confidence in their abilities; o Use a CNC mill to make a set of aluminum bookends that include (at a minimum) the initials of the programmer/operator. The bookends should be machined to given specifications within identified tolerances; o Use a CNC Lathe to make a garden hose sprayer that includes two tapers, a center bore, a threaded center rod, a force fit coupler from aluminum stock. The programmer/operator must machine the sprayer components to given specifications within identified tolerances; and, o Use the CNC lathe and/or the CNC mill, to fabricate a two-piece mold for a plastics injection molder. A plastic bracelet mold (similar to the Live Strong bracelets made popular by cyclist Lance Armstrong) would be an interesting project and would deliver a number of important skills; o Design and produce a desk organizer that includes at least two pocketswith one of those pockets including a friction fit lid using a CNC mill. The programmer/operator must machine the desk organizer to given specifications within identified tolerances.
113 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Machinery/Equipment/Materials: Manufacturing Processes Learning Systems, CNC mill, CNC lathe, surface grinder, sample tool bits, raw materials for machining.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following performance assessment tools: Equipment Operation Rubric, equipment safety tests, Product Design Rubric, Measurement Assessment Checklist, and/or the Presentation Rubric. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #26: ELECTRICAL CONTROLS

Students will understand and be able to use electrical control systems and various electrical power devices appropriate for a manufacturing application. Additionally, students will set-up and troubleshoot electrical, power, and electronic control and power circuits.
Modules Competencies: Upon completion of this module, the student will: o Be able to locate and explain the specifications of electrical control equipment and electrical systems; o Select the most appropriate control device for a given operation; o Demonstrate the ability to use troubleshooting tools on electrical circuits, digital circuits, and devices commonly located in manufacturing settings; o Demonstrate the ability to describe, use, install, and troubleshoot given technical problems associated with electrical fuses, circuit breakers, disconnects, and switches. o Read electrical schematics and interpret standard wiring diagrams to understand electrical circuits; o Use electrical control devices (i.e., motor controllers, limit switches, relays, solenoids, etc.); o Demonstrate an understanding of safe operating procedures, lock-out/tagout procedures, and electrical grounding procedures; and, o Use resource manuals and the Internet to identify key information about electrical control systems.
115 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Begin this module by demonstrating safety precautions and watching a safety video that addresses safety in electrical systems; o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Use Electrical Learning Systems to understand basic electrical concepts, design simple AC and DC circuits, conduct circuit analysis, conduct tagout/lockout procedures, measure resistance, measure voltage, and measure current; o Use electrical worksheets to cause students to collect measurements from various machines and circuits around the laboratory (i.e., measure resistance, voltage, and current); o Using a plywood board, conduit, and various electrical control devices require the student to solve various tasks or operations that lead to a greater understanding electrical control systems. For example: Require the students to work in a small team to create an AC circuit the uses motor controllers, limit switches, relays, solenoids, and an AC motor to automate a common scissor jack used on most modern automobiles;
Machinery/Equipment/Materials: Electrical Learning Systems, AC motor controllers, limit switches, relays, solenoids, AC motor, scissor jack, couplers, safety videos, multi-meters, as well as model circuit breakers disconnects, switches, and fuses, etc.
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Electrical safety tests, Electrical Power
116 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Assessment Checklist, and the Presentation Rubric. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #27: EQUIPMENT SELECTION

Students will understand and develop equipment selection and specification skills that help them make appropriate decisions in a production system.
Module Competencies: Upon completion of this module, the student will: o Demonstrate knowledge of safe handling and operating procedures for manufacturing equipment; o Demonstrate the ability to locate, organize, and manage technical equipment information; o Identify and analyze the limitations and strengths of various types of equipment designed for similar processes; o Identify primary factors to consider when selecting manufacturing equipment; o Estimate the total costs for equipment during its useful life (i.e., initial price, installation costs, taxes, parts replacement costs, expected maintenance costs, power consumption costs, training costs, quality assurance, consumable tooling costs); and, o Demonstrate the ability to make a formal equipment selection proposal to a given audiences
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to
118 MSCC Advanced Manufacturing Curriculum Guide Secondary Level inspecting motorized machinery; o Demonstrate our have students demonstrate how to read an information plate of a piece of equipment; o Conduct a field trip to a local manufacturer and meet with representatives from equipment maintenance or procurement to collect information concerning total costs for equipment during its useful life (i.e., initial price, installation costs, taxes, parts replacement costs, expected maintenance costs, power consumption costs, training costs, consumable tooling costs). Students should record this information in the individual student portfolio; o Develop equipment procurement case studies for students to solve. For example: A small cabinet manufacturer has just received a 1year contract with a major home center to produce 1,000 medicine cabinets per month. Current custom production equipment will not meet the production demands or quality assurances agreed to in the contract. Develop and present a comprehensive proposal that meets the companys needs while holding start-up costs to a minimum. More complicated cases could follow this one. Identify cases from the local newspaper. Require students to develop a formal presentation and record this information in the individual student portfolio.
Machinery/Equipment/Materials: Electrical Learning Systems, case studies, miscellaneous equipment to inspect
Assessment Strategies: Student performance in this module should be assessed using one or all of the following assessment tools: Equipment Operation Rubric, equipment safety tests, and the Presentation Rubric. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MANUFACTURING CAPSTONE: ENGINEERING DESIGN & PROBLEM SOLVING COURSE SYLLABUS

Department: Advanced Manufacturing
Course Title: Manufacturing Capstone: Engineering Design & Problem Solving
Course Level: This is an upper level course
Text(s) and/or Required Readings: ProBase Manufacturing Technology (Daugherty & Custer)
Curriculum Suggestion: ProBase Manufacturing Technology curriculum
Course Description: This course will introduce some new concepts related to engineering design and problem solving, however the primary function of this course will be to serve as a venue for students to place all previous learning into a manufacturing context. Students will solve a given manufacturing challenge that requires the use of advanced manufacturing technology systems, design skills, communication skills, and a thorough understanding of manufacturing materials, processes, and techniques.
123 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Course Objectives: Upon completion of Manufacturing Capstone: Engineering Design & Problem Solving the student will: 1. Demonstrate the ability to use engineering design tools to solve problems in manufacturing; 2. Understand intellectual property and how it applies to manufacturing; 3. Demonstrate the ability to use common product ideation tools to design sketches, models, and prototypes; 4. Demonstrate the ability to conduct risk/benefit analysis, technology impact assessments, and other footprint analyses; 5. Understand the relationship between product design, culture, society, and values; 6. Understand and be able to apply the fundamentals of product design to create solutions to manufacturing problems; and, 7. Demonstrate the ability to use the design loop to solve given problems in manufacturing; Course Outline: The role of invention and innovation Intellectual property o Invention and patents Ideation, modeling, and prototyping o Product design specifications o Product reliability and safety o Knowledge of software o Knowledge of machinery, equipment, tools, and software Risk/benefit assessment Technological impact assessment The evolution of product design o Products reflections Society/lifestyles Changes in technology
123 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Consumer expectations Changes in culture Changes in values o Product design considerations Aesthetics and appearance Form and function Ergonomics Size: Anthropometrics, norms, standardization Pattern Movement Proportion Elements of visual design Point, line, shape, form, texture, color
Balance Harmony and contrast Texture and surface Senses/emotions: Shape, heat/cold, noise, vibration, visual elements, mood, etc. Product ideation and approaches to engineering design in manufacturing o Engineering design methods/tools Invention Innovation Experimentation Research and development Troubleshooting o The design loop Identify and clarify the problem Investigate the problem Analyze all factors associated with the problem
Examine design parameters How have similar problems been solved in the past?
123 MSCC Advanced Manufacturing Curriculum Guide Secondary Level What materials are available? How much time do you have? What technical abilities are available? What equipment is available?
Identify design alternatives Gather research Seek to identify intended and unintended consequences of your proposed action Search for alternative ideas Continue to clarify and refine limits, constraints, and specifications Search for heuristics or proven solutions Brainstorm potential solutions to the problem Prepare working sketches and drawings Combine and separate ideas Assess potential feasibility through drawings Implement an appropriate solution Evaluate the selected solution against design parameters Test selected solution Did the proposed solution sufficiently solve the given problem? Conduct a risk assessment and a benefit analysis Will individuals be put at risk as a result of this implementation? Demonstrate or communicate the idea Recording and presenting the idea Documentation of the major developmental steps Documentation of materials and techniques utilized Documentation of discarded ideas Documentation for purposes of intellectual property
o Product design in manufacturing
124 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Models and modeling Physical models (cars, buildings, products) Functional models Used to determine whether an idea is feasible Little concern for appearance Demonstrating a principle Using inexpensive materials Appearance models Illustrating how a product will look when manufactured Product models Interior models (interior space) Architectural models (building)
Production models A master copy of the product Used to make molds and dies Used extensively in the automotive industry Prototype Advanced form of model making Close to the final form Used to test product prior to production Used in design production processes Used in initial marketing Engineering design and problem solving in manufacturing
MODULE #28: PROGRAMMABLE LOGIC CONTROLLERS & AUTOMATION

Students will understand the principles, capabilities, and fundamental operating procedures Programmable Logic Controllers (PLCs) and automated systems. Additionally, students will use algebra, geometry, and physics fundamentals to understand the parameters within which these systems must operate.
Module Competencies: Upon completion of this module, the student will: o Understand an be able to describe how PLCs operate and how they control automated equipment and systems; o Identify appropriate terminology, systems components, operating procedures, and other fundamentals of automated systems (i.e., fixed home position, incremental positioning, etc.); o Demonstrate the ability to describe the principles of operation for PLCs; o Demonstrate the ability to solve mathematics problems related to PLC control systems; o Describe the role of automated and robotic systems in manufacturing industries; o Describe the historical development of robots, current usage, and future of robotic systems in manufacturing; o Explain differences and similarities among various types of industrial robots; o Demonstrate the ability to plan and implement a material handling task in a work cell using an automated system or robot; o Use resource manuals and technical materials to comprehend the PLC
126 MSCC Advanced Manufacturing Curriculum Guide Secondary Level operation and programming;
o Describe the input and output devices commonly used in a PLC applications; o Demonstrate understanding of PLCs by completing a hardware interface between a PLC and a childs remote control vehicle; o Describe the benefits and limitations of the relay approach and PLC logic approach to automation; o Explain and troubleshoot ladder logic programming as it relates to PLCs; o Demonstrate the ability to develop a program, download and upload a program, execute a program; o Plan and implement a simulated manufacturing cycle using a PLC.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Students identify sensors located in a home (i.e., smoke alarm), a business (i.e., customer alarm), and a government building (i.e., airport security); o Build a simple circuit using an LED, a battery pack, Alligator clips and wire, proximity sensors, a float switch, a contact sensor, a foot switch, and a 220 ohm resistor to demonstrate a sensor, normallyopen, and normally-closed systems (see ProBase Curriculum); o Using a schematic diagram provided, construct a circuit using the materials above and a PLC to control a single output using Boolean logic (See ProBase Curriculum); o Using programming software, miscellaneous electric components, and the PLC, design a circuit that allows an automated conveyor to see a product jam and stop the conveyor in the appropriate
127 MSCC Advanced Manufacturing Curriculum Guide Secondary Level place (see ProBase Curriculum): o Using programming software, miscellaneous electric components, and the PLC, design a circuit that can be used to monitor the level of liquid in a storage tank (see ProBase Curriculum); o Using programming software, miscellaneous electric components, and the PLC, design a safety circuit that can be used to require a worker to remove hands from a platform before a simulated sheer will operate (see ProBase Curriculum);
Machinery/Equipment/Materials: ProBase Curriculum, Robotics and Computer Programming Learning System, Robotic arm, Basic Stamp PLC and Home Work Board Editor, field trip to an automated industry, relays, pneumatics and hydraulic switches, and LED, a battery pack, Alligator clips and wire, proximity sensors, a float switch, a contact sensor, a foot switch, miscellaneous resistors, and miscellaneous electric components as noted in the ProBase Curriculum.
Assessment Strategies: Students will be required to solve complex automation problems. Students level of performance in this module should be measured using assessment tools included in the ProBase curriculum and using the Team Performance Rubric, the Electrical Power Assessment Checklist, the Control Systems (PLC) Checklist, the Presentation Rubric, and the Product Design Rubric. See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
MODULE #29: CAPSTONE PROJECT

Students will understand how all of the competencies presented in the preceding modules/courses fit together to form a comprehensive set of knowledge and skills. Additionally students will demonstrate the ability to use this knowledge base to solve a robust manufacturing design challenge that requires the use of all previous information.
Module Competencies: Upon completion of this module, the student will: o Serve as a team member of a design team to solve an advanced technological problem that resembles a problem found in automated manufacturing industries; o Demonstrate understanding of the key elements of various technological systems and the relationship between these systems; o Demonstrate the ability to consider and make decisions about tradeoffs, limitations, and constraints when designing new products and systems; o Demonstrate the ability to implement the design loop to design new technical systems and solve complex technological problems; o Demonstrate the ability to consider how safety, cost, usability, reliability, materials, marketability, and other design factors influence final product and systems design; o Demonstrate how the attributes of design and the principles of design aid in the development of quality product and system solutions; o Demonstrate the ability to develop communications systems that aide in communication from human to human and human to machine; and, o Demonstrate the ability to develop technological instrumentation that can
129 MSCC Advanced Manufacturing Curriculum Guide Secondary Level be used to measure, calculate, manipulate, and predict the actions of technological devices and systems.
Suggested Learning Activities: The following student activities are suggested to support the content of this Module: o Student must complete all appropriate safety instruction, complete safety tests, and demonstrate safe working habits prior to using machinery; o Given a technological device, identify sub-components, material, processes using the worksheet provided; o Conduct product research, data collection, and statistical analysis while examining given product families and the spin-offs that result from these innovations (ProBase Curriculum); o Conduct market analysis procedures, conduct market research samples, compile findings and make recommendations regarding the research (ProBase Curriculum); o Using procedures outlined in the ProBase Curriculum, make a mold, and design the procedures to manufacture a molded product as specified; o Design appropriate quality control devices to assure quality during a simulated production process and conduct a quality inspection of batch products, run a statistical analysis and report findings (ProBase Curriculum); o Conduct experiments with various automated systems and use the results of these experiments to solve the primary challenge below; and, o Primary Challenge: Design and construct an automated vending machine that a consumer can use to select from at least three brands of liquid soap to fit their individual preferences using at least two automated systems and appropriate sensors (i.e., light, heat,
130 MSCC Advanced Manufacturing Curriculum Guide Secondary Level motion, etc.) using the ProBase Curriculum.
Machinery/Equipment/Materials: ProBase Manufacturing Technologies Curriculum, hand power tools, Home work Board (www.paralax.com), electronic components as noted in ProBase curriculum, Basic Stamp programming cables, Basic Stamp Editor Software, standard servos, inductive proximity sensor, float switch, contact sensor, foot switch, relays, consumables and miscellaneous electrical equipment outlined in ProBase curriculum (i.e., wire, connectors).
Assessment Strategies: Students will be required to solve complex manufacturing design problem. Students level of performance in this module should be measured using assessment tools included in the ProBase curriculum and using the Team Performance Rubric (Appendix II) and the Product Design Rubric (Appendix V). See Appendix A & B for assessment rubrics, checklists, guidelines, and suggestions, as well as tools for student portfolios and activities.
APPENDIX A
ADVANCED MANUFACTURING ASSESSMENT GUIDE & ASSESSMENT TOOLS
ADVANCED MANUFACTURING PERFORMANCE-BASED ASSESSMENT GUIDE

Performance-based Assessment While standardized tests are the hallmark of public school assessment, because they are inexpensive and easy to administer, they are less than a perfect fit for a course like this one. While standardized tests are effective at measuring factual and contextual knowledge, they are largely ineffective in measuring students' skills or ability to apply concepts. Performance-based assessment techniques provide the teacher with a better tool for measuring both student understanding and ability.
Performance-based assessments allow for the student to be evaluated against a set of previously identified criteria while performing a task reflective of the intended learning. Performance-based assessment provides the teacher with information about how a student understands and whether the student can apply the newly gained knowledge. These assessments are often used to evaluate student application, performance, values, skills, and abilities against a given criteria. By their nature, performance-based assessments require the student to use higher-order thinking skills than do traditional standardized tests. Performance-based assessment is best suited for measuring student cognitive application and psychomotor ability. For example, performance-based assessment is very well suited for use during oral presentations, while working as a member of a team, while operating a piece of equipment, or while defending an action.
How is student performance measured? Student performance is best measured using performance criteria. By creating performance criteria upfront (prior to the test) and sharing that information early, students understand exactly what will be expected of them on the performance
133 MSCC Advanced Manufacturing Curriculum Guide Secondary Level test. Additionally, these criteria allow the instructor and student to evaluate the task as objectively as possible. The measure of well-designed performance criteria is criteria that would allow a substitute instructor to evaluate the student performance as accurately as the person who developed the performance criteria.
Four tools for performance-based assessment: o Rubric: A rubric is a rating scale that shows to what degree a criterion is met. Most rubrics use a three to five column scale that allows the teacher to indicate whether the criteria were "not met" to superior." o Checklist: A checklist is a simpler version of a rubric and usually documents only whether or not certain criteria were met during the task. o Portfolio: A portfolio is a graphic record of projects and activities completed by the student over a given period of time that illustrates how well a student has met the performance criteria. o Project: A project is a tangible item that can be assessed based on performance criteria established at the beginning of the project assignment.
MANUFACTURING TEAM PERFORMANCE RUBRIC

The following rubric is designed to be used to assess student performance in manufacturing teams and in situations where teams are utilized. Student Name:
Instructions: Using the right-hand columns, mark the highest level achieved in each category. Criteria: 20 = Superior Level Performance 15 = Accomplished Level Performance 10 = Intermediate Level Performance 5 = Beginning Level Performance 0 = Unacceptable Level of Performance Individual Responsibility: Contributed to the team and helped others in the group when finished with their own tasks. Individual Contribution: Contributed to the success of the team and offered constructive feedback to other members during completion of team tasks.
T O T A L
20 15 10 5 0
20 15 10 5 0
Team Performance: The team completed a task or finished a project accurately, on time, and according to specifications. 20 15 10 5 0 Team Function/Collaboration: The team functioned at a high levelwith all members carrying out specific roles and contributing equally.
20 15 10 5 0
Team Communication/Presentation: Each member of the team contributed to an effective team output, presentation, or communication of effort. 20 15 10 5 0 TOTAL POINTS
MANUFACTURING PRESENTATION PERFORMANCE RUBRIC

The following rubric is designed to be used to assess student performance in manufacturing teams and in situations where teams are utilized. Student Name:
Instructions: Using the right-hand columns, mark the highest level achieved in each category. Criteria: 20 = Superior Level Performance 15 = Accomplished Level Performance 10 = Intermediate Level Performance 5 = Beginning Level Performance 0 = Unacceptable Level of Performance Organization: Presentation was organized in a logical, coherent, and interesting sequence which the audience could follow. Depth of Coverage: Presentation demonstrated a full knowledge of the subject, and included explanations and elaborationwhen appropriate.
T O T A L
20 15 10 5 0
20 15 10 5 0
Mechanics: Presentation was free of errors, misstatements, misspellings, or grammatical errors. 20 15 10 5 0 Communication Aids: Communication aids were clear, useful, and helped to explain or reinforce the content or idea. 20 15 10 5 0 Effectiveness: Presentation was effective. The intended message was clearly delivered through the presentation. TOTAL POINTS
20 15 10 5 0
MANUFACTURING EQUIPMENT OPERATION PERFORMANCE RUBRIC

The following rubric is designed to be used to assess student performance when operating tools and equipment, or operating in a simulated manufacturing environment. Student Name:
Instructions: Using the right-hand columns, mark the highest level achieved in each category and then calculate the total score. Criteria: 20 = Superior Level Performance 15 = Accomplished Level Performance 10 = Intermediate Level Performance 5 = Beginning Level Performance 0 = Unacceptable Level of Performance Safety: Demonstrated knowledge of appropriate safety practices and practiced using safe operating procedures. Quality: Produced products and projects of high quality while completing assigned tasks. Accuracy: Accurately completed assigned tasks within timeframes established by the instructor. Operational Procedures: Demonstrated accurate and appropriate use of the machine, tool, or process. T O T A L
20 15 10 5 0
20 15 10 5 0
20 15 10 5 0
20 15 10 5 0
Craftsmanship: Exhibited a level of craftsmanship expected of accomplished professionals in this area. 20 15 10 5 0 TOTAL POINTS
MANUFACTURING PRODUCT DESIGN PERFORMANCE RUBRIC

The following rubric is designed to be used to assess student performance when designing products, prototypes or production models. Student Name:
Instructions: Using the right-hand columns, mark the highest level achieved in each category and then calculate the total score. Criteria: 20 = Superior Level Performance 15 = Accomplished Level Performance 10 = Intermediate Level Performance 5 = Beginning Level Performance 0 = Unacceptable Level of Performance Function: Does the product meet original design parameters and does it perform the intended function appropriately? 20 15 10 5 0 Quality: Does the completed product meet or exceed written or implied manufacturer or consumer standards. 20 15 10 5 0 Accuracy: Accurately completed assigned tasks associated with the design problem within timeframes established by the 20 15 10 5 0 instructor. Craftsmanship: Exhibited a level of craftsmanship expected of accomplished professionals in this area. 20 15 10 5 0 Response to Design Questions: Did the team provide adequate responses to the design questions (listed below)? 20 15 10 5 0 TOTAL POINTS Design Questions: After you have completed each of the questions, please submit your device and your answers to your instructor for grading. 1. On a scale of 1 to 10, rate the performance of your device, product, or system? T O T A L
138 MSCC Advanced Manufacturing Curriculum Guide Secondary Level 2. After witnessing the testing of all devices created in your class, rank the performance of your device? Was it the best device (number 1)? Was it the fifth best (number 5)? 3. How could you improve your design if you have the opportunity to start over? 4. After witnessing the designs of your classmates, which of their ideas could be used to improve your design? 5. If you were able to use an unlimited amount of supplies to produce your device, what additional materials would have been helpful? Why? 6. Please attach a sketch of the device you created.
STUDENT EVALUATION CHECKLIST: ELECTRICAL POWER

Students Name: Pre-instructional Observation Post-instructional Observation Other
Competencies Check the box in the left-hand column that represents the students demonstrated ability related to electrical power. S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Circuitry Use an AC tester to check a wall outlet for electricity. Connect and operate a power supply. Connect/operate a circuit using 3 types of manual switches. Connect/operate an electrical circuit with a resistor. Connect and operate electrical circuits that include a buzzer, a solenoid, and a motor. Electrical Measurement Use an analog voltmeter and a DMM to measure the voltage at a point referenced to ground. Use a DMM to measure voltage drops in different circuits. Use a DMM to measure the electrical current in series & parallel circuits. Use a DMM to measure the resistance of a component in series and parallel circuits. Test the continuity of wires using a DMM. U I S Circuit Analysis Calculate series resistance given each loads resistance. Use Ohms Law to calculate voltage, current and resistance in a series circuit. Calculate the total power used by a series circuit. Calculate the main line current in a parallel circuit. Calculate the total parallel resistance. Calculate the total power used in a parallel circuit. Operate a circuit using a fuse, test, and replace a fuse. Operate a circuit using a circuit breaker, test and reset a
140 MSCC Advanced Manufacturing Curriculum Guide Secondary Level breaker.
STUDENT EVALUATION CHECKLIST: MECHANICAL SYSTEMS

Competencies Check the box in the left-hand column that represents the students demonstrated ability related to mechanical systems (levers, pulleys, gears, etc.). S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Mechanical Systems Describe three common types of mechanisms and give examples. Describe the function of levers, mechanical advantage, torque, resistance, force, friction, work, mass, and rate. Measure mechanical advantage using levers and gears. Calculate torque and measure force given variables. Describe the coefficient of friction and give units of measurement. Describe an inclined plane, a cam, and a turnbuckle. Calculate mechanical advantages of an inclined plane. Calculate mechanical advantages of a cam. Define a pulley and give an application. Calculate the mechanical advantage of a movable pulley. List 4 types of gears and their applications in manufacturing. Describe the 3 components of a gear drive system. Describe 13 features of a gear. Describe how to calculate the gear ratio of a gear drive. Calculate shaft speed and the torque of gear drive systems. Measure the mechanical advantage of fixed pulleys Measure the mechanical advantage of moveable pulleys. Connect and operate a spur gear drive system. Measure the speed of a spur gear drive train system.
STUDENT EVALUATION CHECKLIST: FLUID POWER

Competencies Check the box in the left-hand column that represents the students demonstrated ability related to electrical power. S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Pneumatics, Hydraulics, Vacuum Define hydraulics, pneumatics, and vacuum power systems. Describe the basic components of hydraulic system; Describe the basic components of a pneumatic system; Describe the basic components of a vacuum system; State Pascals Law and explain how it is used in pneumatics; State Boyles Law and explain how it is used; Demonstrate the ability to use a flowmeter and a rotameter in a fluid system; Demonstrate the ability to measure pressure in hydraulic, pneumatic, and vacuum systems; Demonstrate the ability to use basic hydraulic components to form a simple operating circuit; Demonstrate the ability to use basic pneumatics components to form a simple operating circuit; Demonstrate the ability to read a gage Demonstrate the ability to connect and adjust a pressure regulator; Demonstrate the ability to read, design, and use schematic diagrams; Demonstrate the ability to design a multiple cylinder pneumatic circuit; Demonstrate the ability to design a multiple cylinder hydraulic circuit; Demonstrate the ability to design a multiple actuator hydraulic circuit; Demonstrate the ability to design a multiple actuator pneumatic circuit; Demonstrate the ability to design a PLC controlled vacuum circuit;
STUDENT EVALUATION CHECKLIST: CONTROL SYSTEMS

Competencies Check the box in the left-hand column that represents the students demonstrated ability related to control systems. S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Control Systems Describe the function of programmable logic controllers (PLCS) and give an application of the devices. Describe the operation of the Binary numbering system. Describe the operation of the Decimal numbering systems. Convert between Decimal and Binary systems. Describe the functions of the 6 basic components of a PLC. Describe the basic operating procedures of a PLC. Describe the function and operation of input/output systems. Open a processor file using PLC software. PLC Programming Download a PLC processor file using PLC programming software. Monitor a PLC processor file using PLC programming software. Run a PLC processor file using PLC programming software. Stop a PLC processor file using programming software. Create and save a PLC program using PLC software. Edit a PLC program using PLC software. Design a PLC program to jog, start/stop, and run two motors. Design a PLC program that uses a safety interlock to control the operation of a machine. Design a reciprocating actuator sequence PLC program using programming software. Design a continuous cycle clamp and drill sequence PLC program. Demonstrate safe work habits when operating PLC controlled machinery.
STUDENT EVALUATION CHECKLIST: MEASUREMENT

Competencies Check the box in the left-hand column that represents the students demonstrated ability related to measurement and measuring tools/techniques. S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Basic Measurement Describe how to use a tape measure to measure a length. Use a Metric machinists rule to measure an outside length of a part. Use a decimal inch machinists rule to measure a length. Use a machinists rule graduates in common fractions of an inch to measure a dimension. Describe U.S. Customary and SI Metric systems of measurement. Use a tape measure to measure a length. Convert between common fraction inches and decimals inches. Convert between U.S. Customary units and SI Metric units.
Precision Measuring Tools Describe the function of a precision measurement tool. Describe the function of a dial caliper and give an application. Describe how to use a digital caliper. Describe the function of a micrometer and give an application. Describe how to use an outside micrometer. Calibrate a dial caliper to measure inside and outside dimensions of a part. Use a digital caliper to measure inside and outside dimensions of a part. Use a micrometer graduated in English/Metric units to measure the outside dimension of a part.
STUDENT EVALUATION CHECKLIST: COMPUTER NUMERICAL CONTROL (CNC)

Competencies Check the box in the left-hand column that represents the students demonstrated ability related to computer numerical control and automated machining. S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Computer Numerical Control Describe the function of a CNC machine and give an advantage. Describe the nine basic steps to operate a CNC mill. Explain the five rules of safe dress around machinery. Describe the structure of the CNC programming language. Explain how positions are identified to a CNC program. Describe the function and operation of rapid traverse and linear Interpolation codes. Describe the function and operation of the inch and metric G-codes (G20 and G21). Describe the function and operation of the spindle M-codes (M03, M04 and M05). Enter and edit a program in the CNC mill using the keypad. Safely operate a CNC machine to perform an operation. Determine CNC program coordinates based on a drawing. Design a CNC program using linear interpolation. Convert coordinates between absolute and incremental positioning methods. Design a CNC mill program using absolute/incremental positioning. Design a CNC mill program using circular interpolation. Design a part which uses the program stop command. Design a CNC program using linear interpolation. Select tooling for a given CNC operation. Determine the size and cutting direction of an end mill. Mount a tool in a CNC mill. Locate the PRZ of a part in a CNC mill using an edge finder. Determine the tool offsets in a CNC mill. Set the PRZ and the tool offsets in a CNC mill.
146 MSCC Advanced Manufacturing Curriculum Guide Secondary Level Verify the accuracy of a mill setup produce parts.
STUDENT EVALUATION CHECKLIST: ROBOTICS

Competencies Check the box in the left-hand column that represents the students demonstrated ability related to robotics and flexible/automated systems. S = Superior Level Performance I = Intermediate Level Performance U = Unacceptable Level of Performance U I S Basic Robot Operation Describe a manufacturing robot and give an application. Describe the function of 5 basic robot components. Describe the work envelope of a double-jointed robot and give an advantage. Describe the 4 types of robot geometry. Describe 6 steps used to develop a robot program. Describe 3 automated conveyor applications. Connect a solenoid-operated pneumatic valve to the output of a robot and operate it. Design a robot program that will load and unload a machine. Teach points with a double-jointed robot arm. Design a robot program given a general description of the application. Connect and configure a servo conveyor to a servo robot. Enter a robot program that has MON and MOFF commands. Design a robot program that uses a conveyor. Design a robot program that uses a robots double-jointed design. Enter a robot program that has conditional commands: IF_THEN, IFIN, ELSE, ENDIF, and INP. Enter a robot program that has subroutine commands: CALL, REUTRN and SUB. Design a robot program that sorts parts. Use PC software to power up, home, run, and power down a servo robot. Use the MOV function with Cartesian coordinates to move a robot to a position. Enter a robot program that has TESTI, FLAG, SET, RESET and IF FLAG commands. Design a robot program to perform a go no-go inspection
148 MSCC Advanced Manufacturing Curriculum Guide Secondary Level and a MEASURE command.
TECHNICAL PROBLEM SOLVING SKILLS CHECKLIST

Write each learners name in the column on the left. Write the process skills and content-area knowledge that learners should be able to apply to solve technological problems across the top row. Indicate the degree to which each learner can use the process and content skills to solve technical problems by making the following notations in the boxes where the columns and rows intersect: U (Unacceptable) = Learner cant apply content and solve technical problems I (Intermediate) = Learner can apply content S (Superior) = learner can apply content to solve problems at a high level PROCESS SKILLS/CONTENT AREA KNOWLEDGE
LEARNERS NAME
APPENDIX B
ADVANCED MANUFACTURING INSTRUCTOR GUIDES, WORKSHEETS, ACTIVITIES, & PROGRAMMING GUIDES
Instructors Role During Design Activities

The role of instructor once involved being the "bearer of information" or "imparter of knowledge." However, knowing all that we do about the best way to help people learn, your role as an instructor is more like that of a facilitator. You are there to direct and guide; to help learners question and interpret. Some of the responsibilities of instructors when facilitating are as follows: o Provide the foundation for learning experiences. Instructors are responsible for setting up learning activities, providing learners with objectives, and then encouraging learners to explore and learn; o Being a resource for learners. By helping learners find answers for themselves and directing them to information sources, facilitators encourage learners to become more autonomous learners and less reliant on instructors; o Maintain a safe environment in which learners can experiment; o Lead discussions. Helping learners attain their goals without telling them the answers. By asking a learner to demonstrate a skill or state a principle, the facilitator is encouraging the learner to synthesize his own understanding and share that knowledge with their peers. Some questions that instructors might use to enable learners to express their ideas and reactions are: o "Are you saying that...?" (Asking about the learner's reasons) o "Why do you think?" (Asking about the validity of the learner's statements) o "Couldn't it be right that...?" (Asking for supportive evidence) o "How do you know that ...?" (Asking for supportive evidence) o "How might we find out whether...?" (Asking for alternative possibilities) o Ask questions. Believe it or not, this is one of the most difficult skills for instructors to develop. It takes a great deal of planning and effort
152 MSCC Advanced Manufacturing Curriculum Guide Secondary Level to master the skill of questioning. Here are some strategies that many instructors have found helpful: o When conducting a demonstration or discussion, prepare several key questions to get things rolling. This will also help assure that key points will be addressed; o Ask open-ended questions; avoid those that can be answered with "yes" or "no;" o Ask questions that require learners to think critically to explain their observations and draw conclusions. For example, in addition to asking recall questions (e.g., "How many bulbs lit up with one battery?"), ask learners to explain what they have observed (e.g., "Why is there a limit to the number of bulbs that will light up with one battery?"); synthesize what they have learned (e.g., "What can you generalize about all circuits?"); develop predictions based on what they understand to be true (e.g., "What would you predict will happen when more batteries are used?"); and apply what they have learned to other situations (e.g., "When planning electrical circuitry for a new building, what do engineers need to consider?"); o Sometimes try answering a learner's question with a question. This causes learners to think more critically and to solve problems on their own (or with other classmates); o After asking individual or groups of learners a question, allow 510 seconds of wait time before talking, providing a hint, or calling on someone. This allows all learners to respond even those who may be unsure of themselves and those who prefer to think answers through before talking about them.
SOLVING DESIGN PROBLEMS: STUDENT STRATEGIES

To solve manufacturing design problems, students should employ the engineering Design Loop. The design loop provides a number of tools that assist individuals or teams as they try to create solutions. Try the following steps: 1. Analyze and Clarify the Design Problem: Carefully analyze the design problem and break it into its smallest systems and subsystems. Clarify the problem to determine exactly what you have been asked to create;
2. Conduct Research: Determine how others have solved similar problems in the past. Ask yourself if any of these solutions would be appropriate or could be adapted to solve this design problem;
3. Formulate or Brainstorm: Create as many possible solutions to the design problem as possible before attempting to implement any of them. For example, if the problem involved your inability to cross a body of water, some possible solutions might include a pole vault system, a boat, a hot air balloon, a catapult, or swimming (dont lock yourself in to one line of thinking). Instructors should require students to produce several potential solutions prior to allowing the students to implement one of the solutions (See Design Brainstorming Worksheet in Appendix).
4. Question the Solution: Design teams should ask as many of the spur questions (below) as apply to the problem. By answering these questions, the team will add clarity to the proposed solution. The spur questions are as follows: o Is there another way to solve this problem or use these materials? o Can I borrow or adapt previous solutions or technologies? o Can I add a new element or twist that might lead to a solution? o Can I add more to the problem in an effort to find a solution? o Can I remove parts of the problem in an effort to solve it?
154 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Can I incorporate substitutes or use other materials/technologies? o Can I rearrange the elements of the problem to find the solution? o Can I do the opposite of what I am currently thinking? o Can I combine elements or technologies to solve the problem?
5. Envision the Solution: Teams should make sketches and drawings of the proposed solution. By crafting these drawings, teams will add clarity to the final solution prior to implementing the solution.
6. Create: Select the most logical solution (often the simplest) and implement it (build it). This may involve creating a model, a rapid prototype, or a mock-up.
7. Evaluate the Solution: Test the solution and determine whether it indeed solves the problem. If it does not solve the problem, find out why and make changes.
STRATEGIES TO IMPROVE STUDENT TEAM PROJECTS

Many instructors are beginning to use team-based assignments as a major learning tool in school. One advantage of this instructional strategy is that it helps students to develop the social skills and abilities needed in todays manufacturing industries. It also promotes independent thinking, collaboration, and problemsolving skills. Any instructor who has used team-based assignments in the classroom or laboratory knows that these assignments can be difficult to manage or evaluation. To overcome these potential problems, I suggest the following guidelines for team-based activity:
1. Generate Commitment: In many cases, the problems that occur during teambased activity can be traced to the lack of student commitment to the project. To generate commitment, try some of the following techniques: o At the beginning of the course, ask students to write down some manufacturing topics that they would like to work on during the course and then tie all team-based activities back to this list; o Use a similar technique to identify specific student interest areas and make team assignments based on that interest. For example, students particularly interested in PLCs or rapid prototyping could be grouped together on a team;
2. Teach the Teams to Manage: Another reason teams fail is that they do not know how to manage the affairs of a team. In short, they do not innately know how to use time wisely or how to divide tasks equitably. To develop these skills, spend time after the design activity has been assigned assisting the teams as they organize for the task. Specifically, ask the students to: o Elect a Team leader who is responsible for keeping the team moving; o List their respective skills and talents;
156 MSCC Advanced Manufacturing Curriculum Guide Secondary Level o Identify majors tasks to be accomplished; o Establish a timeline, reporting times, meeting times, etc.; o Divide the labor that needs to be accomplished;
3. Trust Students to Manage Groups: Team conflicts can arise during activities and these can be consuming a great deal of time. One effective solution is to encourage students to manage their own team. If, for instance, a student is not completing their tasks because they are not attending school everyday, inform the remaining team members that they should make decisions about whether that person should remain on the team. If they elect to remove that student from the team, they must make certain that they have documented the students negligence of duties, and inform the student of their decision.
4. Involve Students in Grading: Grading team work can be a problem because students are accustomed to being graded as individuals. To overcome this problem, use the Team Performance Rubric (Appendix II) to evaluate both individual and group accomplishment. This rubric should be provided to the teams on the first day of the assignment and teams should be asked to review the evaluation criteria paying special attention to the fact that they will be evaluated both on individual performance and team function.
In conclusion, effective team-based projects build both knowledge and social skills. They also mirror in many respects the ways in which team function in the manufacturing environment. Seldom are managers excessively involved in micromanagement of workers, and workers are commonly involved (formally and informally) in the evaluation of each other. So, team-based learning help prepare the students for the workplace of the twenty-first century.
Module #6: Team Building Instructional Guide

Create Your Own Team Building Activity Directions: Use the following steps to design your own team-building activity.

Challenging exercise best presented late in a program Divide a larger group into smaller groups of 4 to 5 Give groups ~15-20 minutes to come up with a challenging small group activity.
The catch: The activity should be one that the group believes it can do better than any other group!
Then all groups come together and take turns to present their activity. Groups earn points if:
o o
No other group can beat them at their activity (+2) Can do another group's activity (+1)
Be warned: This is harder than it sounds - requires all elements of team work including creativity, communication, trust, problem-solving, time management, etc.
To help groups succeed, the facilitator checks in with the progress during planning. Help with ideas or problem-solving strategies if the group is struggling.
Encourage creative out-of-the-box thinking e.g., singing, dancing, joketelling, non-verbal, as well as physical or mental-type challenges.
Avoid using this activity to get out of designing an activity yourself!
DESIGN BRAINSTORMING WORKSHEET

Directions: Complete the steps outlined below as you work with your team to design solutions to the manufacturing problem. Carefully consider the design challenge that you have been given, the research you have conducted, the questions you have asked and generate/ record as many ideas as possible during the limited class time you have been provided. Record your ideas in the spaces below:
Sketches: After completing the brainstorming process, combine and refine ideas to make a final drawing or sketch as specified by your instructor. Modeling/Prototyping: Use the drawing or sketch above to construct a model or prototype of your team product idea.
MANUFACTURING LOG BOOK

Use the space below to record course information as directed by your instructor. ____
Module #15 Mechanical Advantage Worksheet #1

Program One Directions: Using the BASIC programming language, key in the program below to determine the mechanical advantage (MA) of an automobile power train. Using student input, the program will calculate the mechanical advantage of a given automobile power train. 5 HOME : REM CLEAR SCREEN 30 PRINT TAB (10);MECHANICAL ADVANTAGE 40 PRINT 50 PRINT TAB (8); OF AUTOMOBILE POWER TRAIN 60 PRINT : PRINT : PRINT 70 PRINT THE MECHANICAL ADVANTAGE OF THE 80 PRINT 90 PRINT AUTOMOBILE POWER TRAIN IS DETERMINED BY 100 PRINT 110 PRINT MULTIPLYING EACH TRANSMISSION GEAR 120 PRINT 130 PRINT RATION BY THE FIXED RATION OF THE GEAR 140 PRINT 150 PRINT END OR TRANSAXLE. 160 PRINT : PRINT 170 PRINT TO CONTINUE PRESS SPACEBAR 180 GET Z$: IF Z$<> THEN 180 190 HOME 200 PRINT MECHANICAL ADVANTAGE (GEAR RATION) 210 PRINT 220 PRINT FOR TRANSMISSION (FROM APPROPRIATE MANUAL) 230 PRINT 240 PRINT ENTER NUMBER OF GEARS IN TRANSMISSION; : INPUT Y 250 PRINT 260 PRINT NOTE : ENTER ONLY MECHANICAL ADVANTAGE: 270 PRINT TAB(8); PORTION OF RATION. 280 PRINT 290 PRINT EXAMPLE : IF RATION IS 2.906:1, ENTER 300 PRINT TAB(10); ONLY 2.906
160 MSCC 310 320 330 340 350 360 370 380 390 400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 740 750 760 Advanced Manufacturing Curriculum Guide Secondary Level PRINT FOR X = 1 TO Y PRINT TAB(8); X GEAR;: INPUT A(X) NEXT X PRINT PRINT TAB(8); REVERSE;: INPUT R PRINT : PRINT PRINT :MECHANICAL ADVANTAGE OF REAR END OR TRANSAXLE. PRINT PRINT ENTER FROM APPROPRIATE MANUAL;: INPUT M FOR X = 1 TO 500: NEXT X HOME PRINT THE MECHANICAL ADVANTAGE BETWEEN ENGINE PRINT PRINT AND WHEEL IS: PRINT FOR X = 1 TO Y LET B(X) = INT (1000 * (A(X) * M) + .5) _ 1000 PRINT TAB (8); GEAR#;X; =; B(X); :1 PRINT NEXT X LET V = INT (1000 * (R * M) + .5) _ 1000 PRINT TAB(8); REVERSE=;V; :1 PRINT : PRINT PRINT PRESS SPACEBAR TO CONTINUE GET Z$ <> THEN 570 HOME PRINT DETERMINED ENGINE REVOLUTIONS PER MILE PRINT PRINT OF TRAVEL. PRINT : PRINT PRINT SOLUTION IS PROVIDED BY MULTIPLYING PRINT PRINT WHEEL REVOLUTIONS BY MECHANICAL PRINT PRINT ADVANTAGE. PRINT : PRINT PRINT MEASURE WHEEL DIAMETER IN FEET;: INPUT W PRINT LET C = INT (1000 * (W * 301416 + .5) _ 1000 PRINT CIRCUMFERENCE IS; C; FT PRINT LET M = INT (1000 * (5280 _ C) + .5) _ 1000 PRINT NUMBER OF REVOLUTIONS PER MILE OF PRINT
161 MSCC 770 780 790 800 810 820 830 840 850 860 870 880 890 900 910 920 930 940 950 960 970 999 Advanced Manufacturing Curriculum Guide Secondary Level PRINT TRAVE IS; INT (100 * (M) + .5) _ 100 PRINT : PRINT PRINT PRESS SPACEBAR TO CONTINUE GET Z$: IF Z$ <> THEN 800 HOME PRINT ENGINE REVOLUTIONS PER MILE OF TRAVEL PRINT IN EACH GEAR IS: PRINT FOR X = 1 TO Y PRINT TAB(8); GEAR#; =; INT (B(X) * M + .5) NEXT X PRINT PRINT TAB(8); REVERSE=; INT ((M * V) + .5) PRINT : PRINT PRINT NOTE: AT 30 MPH AN ENGINE TACHOMETER PRINT TAB(8); SHOWS OF THE REVOLUTIONS PRINT TAB(8); SHOWN ABOVE PRINT : PRINT PRINT WOULD YOU LIKE ANOTHER COMPUTATION PRINT ENTER YES OR NO;: INPUT Y$ IF LEFT$ (Y$, 1) + Y THEN 190 END

Program Two Directions: Using the BASIC programming language, key in the program below to determine the mechanical advantage (MA) of a ten-speed bicycle. Using student input, the program will calculate the mechanical advantage in each of the 10 speeds of a ten-speed bicycle by comparing the distance the pedal travels to the distance the rear wheel travels. 5 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 290 300 310 320 330 340 350 360 370 HOME : REM CLEAR SCREEN PRINT TAB(5); DETERMINING MECHANICAL ADVANTAGE PRINT TAB(8); OF 10-SPEED BICYCLE PRINT PRINT TAB(5); -MEASURING DISTANCE TRAVELED- PRINT : PRINT PRINT 10-SPEED BICYCLES PROVIDE 10 SPEEDS PRINT PRINT BY COMBINING TWO DIFFERENT SPROCKETS ON PRINT PRINT THE PEDAL ASSEMBLY WITH FIVE DIFFERENT PRINT PRINT SPROCKETS ON THE REAR WHEEL ASSEMBLY PRINT : PRINT PRINT PRESS SPACEBAR TO CONTINUE GET Z$: IF Z$ <> THEN 170 HOME PRINT IN ADDITION TO ABOVE RATIOS, MECHANICAL PRINT PRINT ADVANTAGE IS ALSO PROVIDED BY THE PRINT PRINT DIFFERENCE IN THE CIRCUMFERENCE OF PRINT PRINT PEDAL TRAVEL VERSUS REAR WHEEL TRAVEL. PRINT : PRINT PRINT THE EASIEST WAY TO DETERMINE MECHANICAL PRINT PRINT ADVANTAGE IS TO COMPARE THE DISTANCE PRINT PRINT THE REAR WHEEL TRAVELS WITH THE PRINT PRINT DISTANCE THE PEDAL TRAVELS. PRINT : PRINT PRINT TAB(50; PRESS SPACEBAR TO CONTINUE GET Z$: IF Z$ <> THEN 360 HOME
163 MSCC 380 390 400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 740 750 760 770 780 790 999 Advanced Manufacturing Curriculum Guide Secondary Level PRINT DISTANCE PEDAL TRAVELS IN ONE REVOLUTION PRINT : PRINT PRINT -WHAT IS THE PEDAL RADIUS IN INCHES;: INPUT P PRINT LET D = INT (100 * ((P * 3.1416) * 2) + .5) _ 100 PRINT TAB(3); DISTANCE PEDAL TRAVELS PRINT TAB(3); (CIRCUMFERENCE) ID: ;D; INCHES PRINT : PRINT PRINT PRESS SPACEBAR TO CONTIUNE GET Z$ <> THEN 470 HOME PRINT MEASURE THE DISTANCE IN INCHES THE PRINT BICYCLE TRAVELS AT EACH OF THE 10 PRINT SPEEDS DURING ONE REVOLUTION OF THE PEDAL. PRINT PRINT ENTER THE FOLLOWING SPROCKET SETTINGS PRINT FOR R = 1 TO 2 IF R = 1 THEN LET X$ = A IF R = 2 THEN LET X$ = B FOR C = 1 TO 5 PRINT PEDAL; X$; REAR WHEEL; C ;: INPUT S (R,C) NEXT C PRINT NEXT R FOR Q = 1 TO 500: NEXT Q HOME PRINT THE MECHANICAL ADVANTAGE FOR EACH SPEED PRINT : PRINT FOR R = 1 TO 2 IF R = 1 THEN LET X$ = A IF R = 2 THEN LET X$ = B IF C = 1 TO 5 LET G = INT (100 * (S(R,C) _D) + .5) _ 100 PRINT PEDAL;X$; REAR WHEEL;C; =1:;G NEXT C PRINT NEXT R PRINT : PRINT PRINT WOULD YOU LIKE ANOTHER COMPUTATION PRINT ENTER YES OR NOE;: INPUT Y$ IF LEFT$ (Y$,1) = Y THEN 370 END

Program Three Directions: Using the BASIC programming language, key in the program below to calculate the ratio of pedal radius to rear wheel radius and the ratio of each pedal sprocket to each rear sprocket. Using student input, the program will multiples together the mechanical advantages determined by each comparison to find the total mechanical advantage. 5 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 290 300 310 320 330 340 350 360 HOME : REM CLEAR SCREEN PRINT TAB(5); DETERMINING MECHANICAL ADVANTAGE PRINT TAB(8); OF 10-SPEED BICYCLES PRINT TAB(6); USING NUMBER OF SPROCKET TEETH PRINT TAB(6); AND RADIUS OF PEDAL AND WHEEL PRINT : PRINT PRINT THIS METHOD OD DETERMINING MECHANICAL PRINT PRINT ADVANTAGE BASED ON BICYCLING MEASUREMENTS PRINT PRINT SHOULD PRODUCE RESULTS SIMILAR TO PRINT PRINT MEASURING DISTANCE TRAVELLED PRINT : PRINT PRINT PRESS SPACEBAR TO CONTINUE PRINT Z$: IF Z$ <> THEN 170 HOME PRINT MECHANICAL ADVANTAGE BASED ON PEDAL AND PRINT WHEEL RATIOS PRINT PRINT WHAT IS THE PEDAL RADIUS; : INPUT P PRINT WHAT IS THE REAR WHEEL RADIUS;: INPUT R PRINT LET MA = INT (1000 * (R_P) + .5) _ 1000 PRINT PRINT MECHANICAL ADVANTAGE = 1:; MA PRINT : PRINT PRINT SPROCKET SIZES NUMBER OF TEETH PRINT PRINT TAB(3); HOW MANY TEETH ON SPROCKET A; : INPUT A PRINT PRINT TAB(3); HOW MANY TEETH ON SPROCKET B ; ; INPUT B PRINT DIM S(5) FOR C = 1 TO 5 PRINT TAB(3); HOW MANY TEETH ON REAR SPROCKET ; C; C; :INPUT S
165 MSCC Advanced Manufacturing Curriculum Guide Secondary Level 380 NEXT C 390 FOR Y = 1 TO 500 : NEXT Y 400 HOME 410 PRINT MECHANICAL ADVANTAGE BASED ON SPROCKET SIZE: 420 PRINT 430 FOR R = 1 TO 2 440 IF R = 1 THEN LET X = A: LET X$ = A 450 IF R = 2 THEN LET X = B: LET X$ = B 460 FOR C = 1 TO 5 470 LET D(R,C) = INT (1000 * (X_S(C) + .5) _ 1000 480 PRINT TAB(3); PEDAL; X$; REAR SPROCKET; C: =1: ; D(R,C) 490 NEXT C 500 PRINT 510 NEXT R 520 PRINT 530 PRINT TO CONTINUE PRESS SPACEBAR 540 GET Z$: IF Z$ <> THEN 540 550 HOME 560 PRINT COMBINED MECHANICAL ADVANTAGE BASED ON 570 PRINT PEDAL AND WHEEL RATIOS AND SPROCKET RATIOS: 580 PRINT : PRINT 590 FOR R = 1 TO 2 600 IF R = 1 THEN LET X$ = A 610 IF R = 2 THEN LET X$ = B 620 FOR C = 1 TO 5 630 LET B = INT (1000) * (MA * D(R,C)) + .5) _ 1000 640 PRINT TAB(3); PEDAL; X$; REAR WHEEL; C; =1:; B 650 NEXT C 660 PRINT 670 NEXT R 680 PRINT : PRINT 690 PRINT WOULD YOU LIKE ANOTHER COMPUTATION 700 PRINT ENTER YES OR NO;: INPUT Y$ 710 IF LEFT$ (Y$,1) = Y THEN 180 999 END
Procedures to Create Stress/Strain Graphs using ASCII (.TXT) files

Procedures for Excel 1. Conduct the tensile tests and record or save the data. 2. Select Excel software and open the file. a. Select file. b. Select open. c. Select file type and select all files d. Select delimited. e. Under delimiter toggle off the tab selection and toggle on the comma selection. Also be sure general is selected. 3. Select the stress and strain columns from the excel spreadsheet. Be sure they are highlighted. 4. Select the bar graph icon in excel called chart wizard. 5. Select an X Y Scatter graph. Then select the subgroup entitled scatter with data points connected by lines. 6. Select next. 7. Select series.. 8. Set up the X and Y axes of the graph so that the stress is listed on the vertical axis and the strain is listed on the horizontal axis. 9. Select next. 10. Type in the title for the graph. 11. Type in the labels for the X and Y axes. 12. Select next. 13. Select Save as a separate graph. 14. Select finish.

1141 Steel Load/Def. Diagram
10000
9000
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7000
6000 Load (lbs.)
5000
Series1
4000
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1000
0 0.01 0.02 0.03 0.03 0.04 0.05 0.06 0.08 0.09 0.11 0.13 0.15 0.17 0.19 0.21 0.23 0.25 0.27 0.33 0.45 0.59 0.74 1.06 1.22 1.36 1.36 1.36 1.36 1.36 0.1 0.9 0
Def. (in.)
Disclaimer: This product was funded by a grant awarded under the Presidents High Growth Job Training Initiative as implemented by the U.S. Department of Labors Employment & Training Administration. The information contained in this product was created by a grantee organization and does not necessarily reflect the official position of the U.S. Department of Labor. All references to non-governmental companies or organizations, their services, products, or resources are offered for informational purposes and should not be construed as an endorsement by the Department of Labor. This product is copyrighted by the institution that created it and is intended for individual organizational, non-commercial use only.

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Advanced Manufacturing Curriculum Guide Secondary Level

3 MSCC Advanced Manufacturing Curriculum Guide Secondary Level

4 MSCC Advanced Manufacturing Curriculum Guide Secondary Level

Mid-South Community College

2nd Semester (15 shrs)

3rd Semester (15 shrs)

4th Semester (15 shrs)

5 MSCC Advanced Manufacturing Curriculum Guide Secondary Level

Mid-South Community College

6 MSCC Advanced Manufacturing Curriculum Guide Secondary Level

SECONDARY COURSE TITLES & DESCRIPTIONS

Design for Manufacturing

Manufacturing Production Processes

7 MSCC Advanced Manufacturing Curriculum Guide Secondary Level

Manufacturing Power & Equipment Systems

The Manufacturing Enterprise

Manufacturing Equipment Maintenance & Operation

Engineering Design & Problem Solving: Capstone

9 MSCC Advanced Manufacturing Curriculum Guide Secondary Level

INTRODUCTION TO MANUFACTURING COURSE SYLLABUS

Department: Advanced Manufacturing (Secondary)

Course Title: Introduction to Manufacturing

Text: Fundamentals of Manufacturing 2nd Edition (Rufe)

Course level: This is an introductory level course

The Industrial Revolution Interchangeable parts Mass production Mechanized systems

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MODULE #1: INTRODUCTION TO MANUFACTURING

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MODULE #2: BASICS OF MANUFACTURING

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MODULE #3: MEASUREMENT AND CALIBRATION

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MODULE #4: PERSONAL DEVELOPMENT

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DESIGN FOR MANUFACTURING COURSE SYLLABUS

Department: Advanced Manufacturing (Secondary)

Course Title: Design for Manufacturing

Course level: This is an introductory level course

Cost control systems

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MODULE #5: COMPUTER APPLICATIONS

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MODULE #6: THE MANUFACTURING TEAM

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MODULE #7: INTERPERSONAL COMMUNICATIONS

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MODULE #8: SKETCHING & DRAWING

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MODULE #9: COMPUTER AIDED DESIGN/DRAFTING

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MODULE #10: INTRODUCTION TO ADVANCED MANUFACTURING SYSTEMS

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MANUFACTURING PRODUCTION PROCESSES COURSE SYLLABUS

Department: Advanced Manufacturing (Secondary)

Course Title: Manufacturing Production Processes

Course Level: This is an introductory level course

45 MSCC Advanced Manufacturing Curriculum Guide Secondary Level manufacturing.

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MODULE #11: MATERIAL SEPARATION & REMOVAL

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MODULE #12: MOLDING, FORMING, & JOINING