Lesson Plan
Course Title: Concepts of Engineering and Technology
Session Title: Working with Automated Systems and Control Systems
Performance Objective:
Upon completion of this lesson, each team of students will have researched automated systems
and how they are used to control the manufacturing of a product and demonstrate they have an
understanding of the design process and how it is used to produce a product in an automated
system by making a 3 to 5 minute presentation to the class.
Specific Objectives:
 Work as a team to complete a research project on automated systems and control
systems.
 Select a leader and establish the roles of each team member.
 Research career opportunities in this process.
 Identify fields related to the process.
 Identify emerging issues.
 Record notes of the teams’ activities in a journal, describing how they conducted the
research and building of the project.
 Demonstrate an understanding of the design process and how it is used to produce a
product in an automated system
 Present a design for their presentation.
 Apply what they have learned about process control and automation systems.
 Describe the design concepts for producing the project
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Concepts of Engineering and Technology:

130.362 (c)(8)(A)(B)(C)(D)(E)
…describe applications of process control and automation systems;
…describe career opportunities in process control and automation systems;
…apply design concepts to problems in process control and automations systems;
…identify fields related to process control and automation systems;
…identify emerging issues in process control and automations systems.

130.362 (c)(10)(A)(B)(C)(E)
...apply the design process in a team;
…assume different roles as a team member within the project;
…maintain an engineering notebook for the project;
…present the project using clear and concise communication skills.
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Interdisciplinary Correlations:
English:

110.44 (b)(6)(A)(B)
…expand vocabulary through wide reading, listening and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, connotation and denotation of words, analogies, idioms, and technical
vocabulary.

110.44 (b)(7)(H)(I)
…use study strategies such as note taking, outlining, and using study-guide questions to
better understand texts;
…read silently with comprehension for a sustained period time.
Mathematical Models with Applications:

111.36 (c)(2)(A)(B)(C)
…interpret information from various graphs, including line graphs, bar graphs, circle
graphs, histograms, scatter plots, line plots, stem and leaf plots, and box and whisker
plots to draw conclusions from the data;
….analyze numerical data using measures of central tendency, variability, and
correlation in order to make inferences;
…analyze graphs from journals, newspapers, and other sources to determine the
validity of stated arguments;
Computer Science I:

126.22. (3)(c)(A)(B)
...discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods;
...demonstrate proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet;

126.22. (4)(c)(A)
...use local area networks (LANs) and wide area networks (WANs), including the Internet
and intranet, in research and resource sharing;

126.22. (6)(c)(B)
...implement methods for the evaluation of the information using defined rubrics.

126.22. (8)(c)(B)(C)
...demonstrate proficiency in, appropriate use of, and navigation of LANs and WANs for
research and for sharing of resources;
...extend the learning environment beyond the school walls with digital products created
to increase teaching and learning in the foundation and enrichment curricula;
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Teacher Preparation:
The teacher should review the presentation and make changes to suite their needs and
students’ abilities. The teacher may want to create a presentation as an example for the
students to use as a guideline. The teacher will need to decide how to present terminology
about automation and control devices and whether they will have one available on hand to show
students how it is used. The teacher may want to add special vocabulary that might be used in
the manufacturing companies in the town the school is in.
References:
Manufacturing textbooks available at the school.
TV programs may have current productions on manufacturing using computer controlled
devices: How stuff works, How it’s Made, Made in America.
Popular Science has new and innovative technologies as they are released.
Instructional Aids:
1. Automation Terms and Definitions handout.
2. PowerPoint presentation on Automation
3. Internet
4. Automation Project rubric
Materials Needed:
1. Microsoft PowerPoint
2. Automation Project handout for each student
3. Popular Science Magazine and other relevant magazines
4. Books on manufacturing from the library
Equipment Needed:
1. Computers with Microsoft PowerPoint and Internet access
2. Overhead projector
3. Printer
Learner Preparation: Basic understanding of what is meant by automation.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to explore the process of automation and control systems used in
automation.
ASK: Can you describe what an automated system is, and give us some examples of what it
would produce?
ASK: How do the control systems work to control automation?
ASK: Do you have to have a degree to be able to run an automated system?
ASK: Who designs automated systems?
SAY: Let us look at some of the terminology that is used with automated and controlled
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systems.
SHOW: Show Automation PowerPoint.
ASK: What is a product that you can research and present to the class that shows the process
for producing the product, how the control systems control the machines, and what kinds of
careers are there in that field?
SAY: For our assignment today, you are going to work as a team to research a product that you
will present to the class. You can use posters, PowerPoint, or models of the manufacturing
process. You will make a 3-5 minute team presentation to the class.
SHOW: The teacher should show a presentation that they have created as an example of what
they want to see in the presentation. By the teacher creating a presentation in the classroom
you will have better feel for what is available for the student to use and the amount of time you
want to allow the students to complete the project.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Identify the terms “automation” and “control
systems”.
A. What is an automated system?
B. What products are made with
automation?
C. What is a control system?
D. What is a design system?
E. Does it pay to automate?
F. How long can you use the equipment?
Teacher should review
presentation for terms.
II. Show the PowerPoint on Automation
A. Go over all the points listed above.
Begin PowerPoint
presentation on
Automation.
III. Present the vocabulary in your own way and
discuss how it could be used in the students’
presentation.
Teacher presents
PowerPoint and
expands on it.
.
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IV. Teacher presents the Automation Project
assignment on how a product is manufactured using
control systems.
A. Student teams research products to find
one to present.
B. The team should decide who will play what
role in this project.
C. The team should present the project to the
teacher for approval.
D. Objectives that must be covered in the
project are as follows:
1. Applications of process control and
automation systems
2. Career opportunities in this process
3. Design concepts for producing the
project
4. Fields related to the process
5. Emerging issues
E. The presentation may be made with
posters, PowerPoint, models or a
combination of these and must have:
1. Title page
2. Introduction page
3. Design process for the product
4. Roles of each team member
5. Journal entries
6. Determination as to longevity of
project
7. Reference page
8. Career opportunities of this type
processing
9. Other related fields to this type
processing and what they produce
F. Team presentation will be 3-5 minutes
Teacher introduces the
assignment,
establishes standards
and due date.
IV. Divide students into teams and then:
A. Hold discussion on automation.
B. Brainstorm design ideas for team
presentation.
C. Appoint leader and present ideas.
D. Develop a timeline for project.
Teacher assists
students organize into
appropriate teams for
the project.
Teacher needs to
remind students of
copyright issues and
permission to use
pictures. Google
Images is a good
resource for finding
pictures.
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V. Student teams make presentations to the class
A. Teams will present 3 to 5 minutes
B. Activity will be graded with rubric.
C. Describe how their team functioned to do
the project
1. team skills
2. leader’s role
3. communication
4. problem solving
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Teacher encourages
students in giving their
presentation.
The teacher asks the
students about how
they functioned as a
team and what that
means.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher must explain the PowerPoint presentation on Automation as they go through the
lesson. The teacher should not just read it or let the students read it. Explain and give personal
examples as they go. As students are brain storming ideas for their presentation, walk around
the class and help to guide the students’ discussion.
Independent Practice (LSI Quadrant III):
Students should be monitored while they are doing research and preparing the presentation to
ensure they are on task.
Summary
Review (LSI Quadrants I and IV):
Question: What have we learned about automation and control systems?
Answer: The students should come up with the fact that we use control systems to
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manufacture nearly everything in our lives, that there are many different ways that machines are
controlled to manufacture products and there is a high demand for design engineers to create
new machines for new products each day.
Evaluation
Informal Assessment (LSI Quadrant III):
Watch the students in their team discussion to evaluate how much they have learned.
Formal Assessment (LSI Quadrant III, IV):
The formal assessment will be the evaluation of the presentation on Automation they designed
and made and the rubric provided with this lesson.
Extension
Extension/Enrichment (LSI Quadrant IV):
Ask the students to start looking for scholarships that are available from manufacturing
companies and other sources for careers in this area.
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Terms and Definitions
Automation
Absolute Coordinates: A coordinate system using the Cartesian coordinate planes (x,
y, z) to draw with. Absolute coordinate values are based on the origin (0,0,0). To enter
an absolute X, Y, Z coordinate, specify a point by entering its X and Y values in the
format X, Y, Z. Use absolute X, Y, Z coordinates when you know the precise X and Z
and Y and Z values of the location of the point.
Actuator: A motor or transducer that converts electrical, hydraulic, or pneumatic
energy to affect motion.
Artificial Intelligence: A machine’s ability through sensors and software to make
decisions.
Assembly Constraint: Specifies the relative placement or position of two parts or
subassemblies and defines a geometric relationship or condition between them. There
are four assembly constraints: Mate, flush, angle, and insert. Like part modeling
constraints, assembly constraints eliminate degrees of freedom.
Automatic Tool Changer: A device that allows for quick tool change in a machine
process.
Automation: When most or all of the machines/processes run with little or no human
control; to perform work without the aid of people.
Axis: A line or a linear solid edge, an axis of an arc, a cylinder, cone or torus, a work
axis, or two point entities. AMWORKAXIS is the reference line of a coordinate system
based on two axes: X and Y.
Bottlenecks: A point in a production line where parts back up and are delayed.
Brainstorming: When groups of people talk about their ideas.
Break-Even Analysis: A report used to calculate the break-even point.
CAM: Computer-aided manufacturing; controlling several processes at one time with
computers.
CIM: Computer-integrated manufacturing.
Circular Interpolation: The controlled movement of multiple axes which results in a
tool traveling through all the theoretical points along a programmed arc path.
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Closed Loop Control: Control achieved by feedback (i.e., by measuring the degree to
which actual system response conforms to desired system response and utilizing the
difference to drive the system into conformance).
CNC: Computer Numerical Control (acronym); a form of numerical control that uses a
dedicated computer as the tool controller.
Code: In NC programming, the same word, typically used for G and M words, also a
general term for a set of programming instructions.
Combining: Process used to add one part to another.
Combining Tools: Add one part to another using tools.
Compressing: A process that squeezes materials into desired shapes.
Contact Sensors: A sensor that identifies when the manipulator on the robot comes in
contact with an object.
Continuous Manufacturing: Making a large number of one product using mass
production.
Continuous Path: A method of programming a robot that will move the manipulator
through a constant path. Example applications are caulking, gluing, welding and spray
painting.
Controller: A system of hardware and software that controls the operation of a
machine, such as a robot or NC machine tool. For motion control, it may use either nonserve techniques, which control end points only, or a servo control of the path and
speed.
Controller Box: Computer hardware that houses the electronics to interpret part
programs and send them to the CNC machine.
Coordinate System: A method by which an assemblage of values is used to define a
point in space.
Cylindrical Configuration System: A robot design that is based on a robot that will
move about a cylindrical axis.
Design Analysis: Determines if a product will function as intended.
Ethics: Is concerned with standards, rules or guidelines for morally or socially
approved conduct such as being honest or trustworthy or acting in the best interest of a
society. Ethics addresses questions about morality — that is, concepts such as good
and bad, noble and ignoble, right and wrong, justice and virtue.
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Handshake: The electrical connection between the computer and the interface; the
ability to communicate.
Honesty: Honesty refers to a facet of moral character and denotes positive, virtuous
attributes such as integrity, truthfulness, and straightforwardness along with the
absence of lying, cheating, or theft. Fair and just, free of deceit and untruthfulness,
sincere.
Integrity: Moral excellence or having a sense of honesty and truthfulness in regard to
the motivations for one’s actions. Integrity has to do with consistency of actions, values,
methods, measures, principles, expectations and outcomes.
Leadership: Is stated as the process of social influence in which one person can enlist
the aid and support of others in the accomplishment of a common task.
Mill: An abbreviated term for milling machine; a machine tool, usually numerically
controlled, capable of automatically drilling, reaming, tapping, milling, and boring
multiple faces of a part.
Milling Machine: Horizontal or vertical device that uses a cutter to remove material in
the X, Y, or Z axis to a precision measurement.
Non-Contact Sensor: A sensing device that detects the absence or presence of an
object within a certain distance; sometimes called a Proximity Sensor.
Operation Process Chart: A chart listing all the processes needed to make a product.
Production Engineering: Planning which manufacturing system will be used to make
a product.
Program: A set of detailed operation instructions for a mechanical or electronic device.
Quality Control: A formal program of monitoring product quality by applying statistical
process control methods.
Rapid Prototyping: In the manufacturing arena, productivity is achieved by guiding a
product from concept to market quickly and inexpensively. Rapid prototyping was
commercially introduced in 1987 with the development of Stereo Lithography. Rapid
prototyping technology automates the fabrication of a prototype part from a threedimensional CAD drawing. This physical model conveys more complete information
about the product earlier in the development cycle. The turnaround time for a typical
rapid prototype part can take a few days. Conventional prototyping may take weeks or
even months, depending on the method used. Other terms applied to rapid prototyping
technology include desktop manufacturing, automated fabrication, tool-less
manufacturing, or free-form fabrication.
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Rapid Traverse: A rapid movement of a CNC machine used to quickly maneuver the
cutting tool while not cutting.
Simulation Software: A program that allows the user to observe an operation through
simulation without actually running the program. Simulation software is used widely to
design equipment so that the final product will be as close to design specs as possible
without expensive in process modification.
Stepper Motor: An electric motor with windings arranged in such a fashion to allow the
motor to rotate a minimum of 1/200 of a revolution upon command from the drive
circuitry.
Work Habits: An acquired pattern of work behavior that often occurs automatically.
Work routines that are repeated regularly.
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Automation Project
Objectives:
1) Students will work in a team to make a 3-5 minute presentation. The presentation
will be on how a product is manufactured using control system, for example,
how cars are put together by robotic machines. Some products are manufactured
entirely by machines, while others are created with a combination of machines
with control devices and humans. You will determine the process for a single
product and demonstrate to the class how the product is made. You will describe
how control systems control machines to make the product. You will also tell us
about careers in the design and operation of these systems. Is there a future
application for the system you are researching, or, when the product dies do the
machines die?
2) Your presentation must have title page.
3) Introduction page should detail how you will present your information.
4) The design process for the product should be explained.
5) The roles of each of your team members should be detailed.
6) The presentation may use posters, PowerPoint, models or combination of these.
7) Your presentation should include journal entries of how you researched your
facts and determined the product design process, along with your determination
of the project’s longevity.
8) A reference page for where you found your information should be included.
9) You should present career opportunities of this type processing.
10) Are there other related fields to this type processing and what do they produce?
11) You will be graded according to the rubrics.
The teacher will tell you when you present your project.
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Automation Project Rubric
Task Statement: Automation Project
Task Assignment: The students are to work in a team to research and present how a product is made using manufacturing control systems and career
information that is related to this process. They should show the design process and provide information on how their team worked together.
Criteria Concepts/Skills to be
Assessed
Did the team have enough
slides for 3-5 minute
presentation – did they
transition smoothly?
Novice
1
No slides were created for
presentation
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
0-5 slides created;
5-10 slides created;
slides transitioned
slides transitioned
adequately
smoothly from slide to
slide
Exemplary
4
10-15 slides created;
slide transition added to the
aesthetics of presentation
(Possible 30 points)
Did the presentation cover
the process, careers, and
controls?
(2-8 points)
Design process, careers,
and controls were not
clear
(8-16 points)
Design process,
careers, and controls
were evident in
presentation
(16-20 points)
Design process was
strong, several careers
listed, several controls
shown
(20-30 points)
Design process was well
thought-out, multiple
careers listed, various types
of controls shown
(Possible 15 points)
Did students show
references?
(1-4 points)
1 reference shown
(4-8 points)
2 references shown
(8-10 points)
3 references shown
(10-15 points)
4 references shown
(Possible 15 points)
Did the students work as a
team?
(1-4 points)
10% of team members
contributed to the
research, discussion, and
presentation
(4-8 points)
25% of team members
contributed to research,
discussion, and
presentation
(8-10 points)
50% of team members
contributed to research,
discussion, and
presentation
(10-15 points)
100% of team members
contributed to research,
discussion, and
presentation
(Possible 25 points)
Overall presentation - design
process, PPT, delivery,
additional materials such as
poster and models
(1-10 points)
Team presentation
contained most of the
presentation objectives
(10-14 points)
Team presentation
contained all of the
presentation objectives
(14-16 points)
Team presentation
contained all
presentation objectives
and also a poster
(16-25 points)
Team presentation
contained all presentation
objectives and also a poster
and model
(8-10 points)
(10-15 points)
(1-4 points)
(4-8 points)
(Possible 15 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
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Points
Earned
Total Points:________
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