MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level
1
ADVANCED MANUFACTURING
SECONDARY CURRICULUM GUIDE
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level
2
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
Advanced Manufacturing Curriculum Guide – Secondary Level
MSCC
3
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
2nd Semester (15 shrs)
English Composition II
Social Science Elective
Manufacturing Production Processes*
Manufacturing Power & Equipment Systems*
Power Distribution & Control Systems
3rd Semester (15 shrs)
Computer Fundamentals
Manufacturing Materials*
The Manufacturing Enterprise*
Advanced Principles of Mechanical Systems
Program Elective (1)
4th Semester (15 shrs)
Manufacturing Equipment Maintenance & Operation*
Manufacturing Capstone: Engineering Design &
Problem Solving*
CNC Milling Applications
Program Electives (2)
* 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.
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Advanced Manufacturing Curriculum Guide – Secondary Level
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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.
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Advanced Manufacturing Curriculum Guide – Secondary Level
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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 handson 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.
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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
operation procedures, control systems as well as leadership abilities in the field.
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Advanced Manufacturing Curriculum Guide – Secondary Level
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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.
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Advanced Manufacturing Curriculum Guide – Secondary Level
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;
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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
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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
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
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)
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o Computer-Aided Manufacturing (CAM)
o Computer-Integrated Manufacturing (CIM)
o Programmable Logic Controllers (PLC’s)
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
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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.
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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 child’s 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 ¼-20 flat washers,
nuts, bolts, lock washers, the Internet, an electronic portfolio, Dollar Store
items for QC activity, packaging materials, and the textbook.
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Assessment Strategies:
Student’s 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.
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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.
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 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 steel—a 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);
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o Describe the role and function of manufacturing in a capitalist society (i.e.,
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
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pencil, an adjustable wrench, a milk carton, a bicycle, cardstock, raw
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.
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Advanced Manufacturing Curriculum Guide – Secondary Level 19
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.
Estimated Duration:
It is estimated that this module will require 7 – 10 hours of classroom and
laboratory time for the average student to complete.
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.
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Advanced Manufacturing Curriculum Guide – Secondary Level 20
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.
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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.
Estimated Duration:
It is estimated that this module will require 5 – 7 hours of classroom and
laboratory time for the average student to complete.
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);
o Complete career searches, job application forms, and a personal resume;
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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
portfolios and activities.
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Advanced Manufacturing Curriculum Guide – Secondary Level 23
DESIGN FOR MANUFACTURING
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #2
Department: Advanced Manufacturing (Secondary)
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;
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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
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
Protective equipment

Hazards and inspections

Hazardous materials

Materials handling
 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
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
Drawing and drafting

Sketching

Computer aided 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 everyone’s responsibility

Prevention vs. rework

Monitoring quality

Isolating root causes

Case studies
Cost control systems
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
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
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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.
Estimated Duration:
It is estimated that this module will require 8 – 12 hours of classroom and
laboratory time for the average student to complete.
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:
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 29
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 child’s 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, child’s 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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 30
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.
Estimated Duration:
It is estimated that this module will require 8 – 12 hours of classroom and
laboratory time for the average student to complete.
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 31
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 32
MSCC
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.
Estimated Duration:
It is estimated that this module will require 5 – 7 hours of classroom and
laboratory time for the average student to complete.
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 need
be) and identify a recommendation for change (safety, process,
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 33
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 34
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.
Estimated Duration:
It is estimated that this module will require 15 – 20 hours of classroom and
laboratory time for the average student to complete.
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 35
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 36
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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 child’s 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 child’s toy that can be rapid prototyped to produce a
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 37
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 38
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.
Estimated Duration:
It is estimated that this module will require 7 – 12 hours of classroom and
laboratory time for the average student to complete.
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,
Advanced Manufacturing Curriculum Guide – Secondary Level 39
MSCC
o Ask students to select one of the following technology areas and
prepare a formal presentation for the class: Lean manufacturing, Justin-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.
Advanced Manufacturing Curriculum Guide – Secondary Level 40
MSCC
MANUFACTURING PRODUCTION
PROCESSES
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #3
Department: Advanced Manufacturing (Secondary)
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
manufacturing.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 41
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

Casting metal
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 42

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

Turning
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 43
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 44
o Ultrasonic Machining: Uses sound vibrations
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
Advanced Manufacturing Curriculum Guide – Secondary Level 45
MSCC
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.
Estimated Duration:
It is estimated that this module will require 15 – 20 hours of classroom and
laboratory time for the average student to complete.
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.).
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 46
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.).
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 47
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 48
MSCC
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.
Estimated Duration:
It is estimated that this module will require 15 – 20 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 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
above)
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 49
o Use the Internet and other resources and reference materials to identify
manufacturing process data;
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
tools/patterns, MIG welder, arc welder, TIG welder, oxy/acetylene torch,
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 50
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 51
MSCC
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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);
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 52
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 53
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 54
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.
Estimated Duration:
It is estimated that this module will require 15 – 20 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 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., strength—ball hitch, hardness—anvil,
wear resistance—door latch, ductility—nail, toughness—hammer, and
impact resistance—chisel);
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
this Module:
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 55
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: Strength—ball
hitch, hardness—anvil, wear resistance—door latch, ductility—nail,
toughness—hammer, and impact resistance—chisel;
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 56
MANUFACTURING POWER
& EQUIPMENT SYSTEMS
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #4
Department: Advanced Manufacturing (Secondary)
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 57
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 58

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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 59

Hydraulics

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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 60
 Manufacturing equipment, tool set-up, safety, operation, and review
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 61

Calibration :adjusting a measuring tool to a known standard

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 (PLC’s)

PLC operation

PLC design

PLC applications

PLC timers and counters

PLC sequencers

Related relays

Interfacing
 Manufacturing project
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 62
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
Estimated Duration:
It is estimated that this module will require 17 – 22 hours of classroom and
laboratory time for the average student to complete.
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
systems including: Guards, interlocks, simultaneous control devices,
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 63
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 National
Challenge where they will demonstrate the ability to solve problems
Advanced Manufacturing Curriculum Guide – Secondary Level 64
MSCC
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_Vehi
cle.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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 65
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.
Estimated Duration:
It is estimated that this module will require 17 – 22 hours of classroom and
laboratory time for the average student to complete.
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 Ohm’s 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;
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 66
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 67
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 68
MSCC
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.
Estimated Duration:
It is estimated that this module will require 17 – 22 hours of classroom and
laboratory time for the average student to complete.
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
(worksheet);
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 69
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
acting actuator, a wedge, hydraulic hose, and misc. materials;
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 70
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 71
MSCC
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
(PLC’s). Additionally, students will use CNC to perform given automated milling
and turning procedures on a mill, a lathe, and/or other automated equipment.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 72
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
PLC’s 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, PLC’s 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,
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 73
o Program a CNC lathe to make a chess piece, and after enough
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 74
MANUFACTURING MATERIALS
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #5
Department: Advanced Manufacturing (Secondary)
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 75
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 76

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 material’s flashpoint
 Manufacturing Materials and Testing Processes
o Materials

Metal

Properties of metals

Metal types and uses
o Natural metals
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 77

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
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Advanced Manufacturing Curriculum Guide – Secondary Level 78

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
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Advanced Manufacturing Curriculum Guide – Secondary Level 79
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
Advanced Manufacturing Curriculum Guide – Secondary Level 80
MSCC
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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 metal—lead 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 materials—such 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);
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Advanced Manufacturing Curriculum Guide – Secondary Level 81
o Demonstrate knowledge of manufacturability in relation to metals (i.e.,
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 (Poisson’s 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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 82
welders chip hammer hanging from the center. The chip hammer
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 83
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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.
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o Identify the properties that must be considered when selecting a nonmetallic 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 non-metallic
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;
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o Students work in teams to build a scale model bridge or tower using
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 86
MSCC
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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;
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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.
MSCC
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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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 89
THE MANUFACTURING ENTERPRISE
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #6
Department: Advanced Manufacturing (Secondary)
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 a
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 90
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 91
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
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
Methods of controlling quality: Informed workers, knowledge
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 93
o Elements of planning

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
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Advanced Manufacturing Curriculum Guide – Secondary Level 94

Cycle time: Maximum time allowed for a station to complete
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 95
 Packaging and distributing products
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
Advanced Manufacturing Curriculum Guide – Secondary Level 96
MSCC
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
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;
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Advanced Manufacturing Curriculum Guide – Secondary Level 97
o Hire and train employees for the various roles necessary to produce the
product—emphasizing 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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 98
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 99
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 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 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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 100
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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 101
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.
Estimated Duration:
It is estimated that this module will require 20 – 25 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 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.
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Advanced Manufacturing Curriculum Guide – Secondary Level 102
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
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Advanced Manufacturing Curriculum Guide – Secondary Level 103
worker contracts, plastic vacuum former, most manufacturing equipment
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 104
MSCC
MANUFACTURING EQUIPMENT
MAINTENANCE & OPERATION
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #7
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;
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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
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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
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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
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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
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Advanced Manufacturing Curriculum Guide – Secondary Level 109
MODULE #25: ADVANCED MACHINING
Students will understand advanced machining techniques used for material
separation and removal and other techniques used in manufacturing systems.
Estimated Duration:
It is estimated that this module will require 35 – 40 hours of classroom and
laboratory time for the average student to complete.
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).
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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
pockets—with 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.
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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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 112
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.
Estimated Duration:
It is estimated that this module will require 10 – 12 hours of classroom and
laboratory time for the average student to complete.
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.
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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
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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.
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Advanced Manufacturing Curriculum Guide – Secondary Level 115
MODULE #27: EQUIPMENT SELECTION
Students will understand and develop equipment selection and specification skills
that help them make appropriate decisions in a production system.
Estimated Duration:
It is estimated that this module will require 5 – 8 hours of classroom and
laboratory time for the average student to complete.
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
inspecting motorized machinery;
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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 company’s 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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 117
MANUFACTURING CAPSTONE:
ENGINEERING DESIGN
& PROBLEM SOLVING
COURSE SYLLABUS
ADVANCED MANUFACTURING COURSE #8
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 118
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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
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
Changes in technology

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
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

How have similar problems been solved in the past?

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
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o Product design in manufacturing

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
Advanced Manufacturing Curriculum Guide – Secondary Level 122
MSCC
MODULE #28: PROGRAMMABLE LOGIC
CONTROLLERS & AUTOMATION
Students will understand the principles, capabilities, and fundamental operating
procedures Programmable Logic Controllers (PLC’s) and automated systems.
Additionally, students will use algebra, geometry, and physics fundamentals to
understand the parameters within which these systems must operate.
Estimated Duration:
It is estimated that this module will require 20 – 25 hours of classroom and
laboratory time for the average student to complete.
Module Competencies:
Upon completion of this module, the student will:
o Understand an be able to describe how PLC’s 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 PLC’s;
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;
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Advanced Manufacturing Curriculum Guide – Secondary Level 123
o Use resource manuals and technical materials to comprehend the PLC
operation and programming;
o Describe the input and output devices commonly used in a PLC
applications;
o Demonstrate understanding of PLC’s by completing a hardware interface
between a PLC and a child’s 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 PLC’s;
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
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“see” a product jam and stop the conveyor in the appropriate 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.
Student’s 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.
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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.
Estimated Duration:
It is estimated that this module will require 35 – 45 hours of classroom and
laboratory time for the average student to complete.
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,
Advanced Manufacturing Curriculum Guide – Secondary Level 126
MSCC
o Demonstrate the ability to develop technological instrumentation that can
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
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two automated systems and appropriate sensors (i.e., light, heat,
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.
Student’s 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.
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Advanced Manufacturing Curriculum Guide – Secondary Level 128
APPENDIX A
ADVANCED MANUFACTURING
ASSESSMENT GUIDE
&
ASSESSMENT TOOLS
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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
Advanced Manufacturing Curriculum Guide – Secondary Level 130
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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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 131
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
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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.
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
20 15 10 5 0
specifications.
Team Function/Collaboration: The team functioned at a
high level—with 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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 132
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
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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
elaboration—when appropriate.
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.
Effectiveness: Presentation was effective. The intended
message was clearly delivered through the presentation.
TOTAL POINTS
20 15 10 5 0
20 15 10 5 0
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 133
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
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Safety: Demonstrated knowledge of appropriate safety
practices and practiced using safe operating procedures.
20 15 10 5 0
Quality: Produced products and projects of high quality
while completing assigned tasks.
20 15 10 5 0
Accuracy: Accurately completed assigned tasks within
timeframes established by the instructor.
20 15 10 5 0
Operational Procedures: Demonstrated accurate and
appropriate use of the machine, tool, or process.
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
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 134
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
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Function: Does the product meet original design
parameters and does it perform the intended function
appropriately?
Quality: Does the completed product meet or exceed
written or implied manufacturer or consumer standards.
20 15 10 5 0
20 15 10 5 0
Accuracy: Accurately completed assigned tasks associated
with the design problem within timeframes established by
20 15 10 5 0
the 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.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 135
1. On a scale of 1 to 10, rate the performance of your device, product, or
system?
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 136
MSCC
STUDENT EVALUATION CHECKLIST:
ELECTRICAL POWER
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to electrical power.
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
U
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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.
Circuit Analysis
Calculate series resistance given each load’s resistance.
Use Ohm’s 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
breaker.
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MSCC
STUDENT EVALUATION CHECKLIST:
MECHANICAL SYSTEMS
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to mechanical systems (levers, pulleys, gears, etc.).
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
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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.
Advanced Manufacturing Curriculum Guide – Secondary Level 138
MSCC
STUDENT EVALUATION CHECKLIST:
FLUID POWER
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to electrical power.
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
U
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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 Pascal’s 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;
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MSCC
STUDENT EVALUATION CHECKLIST:
CONTROL SYSTEMS
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to control systems.
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
U
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Control Systems
Describe the function of programmable logic controllers
(PLC’S) 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.
Advanced Manufacturing Curriculum Guide – Secondary Level 140
MSCC
STUDENT EVALUATION CHECKLIST:
MEASUREMENT
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to measurement and measuring tools/techniques.
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
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Basic Measurement
Describe how to use a tape measure to measure a length.
Use a Metric machinist’s rule to measure an outside length of a part.
Use a decimal inch machinist’s rule to measure a length.
Use a machinist’s 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.
Advanced Manufacturing Curriculum Guide – Secondary Level 141
MSCC
STUDENT EVALUATION CHECKLIST:
COMPUTER NUMERICAL CONTROL (CNC)
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to computer numerical control and automated
machining.
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
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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.
Verify the accuracy of a mill setup produce parts.
Advanced Manufacturing Curriculum Guide – Secondary Level 142
MSCC
STUDENT EVALUATION CHECKLIST: ROBOTICS
Student’s Name:
 Pre-instructional Observation  Post-instructional Observation  Other
Competencies
Check the box in the left-hand column that represents the student’s
demonstrated ability related to robotics and flexible/automated systems.
S = Superior Level Performance
I = Intermediate Level Performance
U = Unacceptable Level of Performance
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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 robot’s 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
and a MEASURE command.
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 143
TECHNICAL PROBLEM SOLVING SKILLS CHECKLIST
Write each learner’s 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 can’t 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
LEARNER’S NAME
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 144
APPENDIX B
ADVANCED MANUFACTURING
INSTRUCTOR GUIDES, WORKSHEETS,
ACTIVITIES, & PROGRAMMING GUIDES
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Advanced Manufacturing Curriculum Guide – Secondary Level 145
Instructor’s 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 to
MSCC
Advanced Manufacturing Curriculum Guide – Secondary Level 146
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 5-10
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.
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Advanced Manufacturing Curriculum Guide – Secondary Level 147
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 (don’t 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?
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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.
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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 today’s 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 PLC’s 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;
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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 student’s
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 151
MSCC
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
No other group can beat them at their activity (+2)
o
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!
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Advanced Manufacturing Curriculum Guide – Secondary Level 152
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.
Advanced Manufacturing Curriculum Guide – Secondary Level 153
MSCC
MANUFACTURING LOG BOOK
Use the space below to record course information as directed by your instructor.
____
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Advanced Manufacturing Curriculum Guide – Secondary Level 154
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”
310 PRINT
320 FOR X = 1 TO Y
330 PRINT TAB(8); X “GEAR”;: INPUT A(X)
340 NEXT X
350 PRINT
360 PRINT TAB(8); “REVERSE”;: INPUT R
370 PRINT : PRINT
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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
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:”
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Advanced Manufacturing Curriculum Guide – Secondary Level 156
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 ½ 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$, 1) + “Y” THEN 190
END
Advanced Manufacturing Curriculum Guide – Secondary Level 157
MSCC
Module #15 Mechanical Advantage Worksheet #2
Program Two
Directions: Using the BASIC programming language, key in the program below
to determine the mechanical advantage (MA) of a ten-speed bicycle. Using
student input, the program will calculate the mechanical advantage in each of the
10 speeds of a ten-speed bicycle by comparing the distance the pedal travels to
the distance the rear wheel travels.
5
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HOME : REM CLEAR SCREEN
PRINT TAB(5); “DETERMINING MECHANICAL ADVANTAGE”
PRINT TAB(8); “ OF 10-SPEED BICYCLE”
PRINT
PRINT TAB(5); “-MEASURING DISTANCE TRAVELED-“
PRINT : PRINT
PRINT “10-SPEED BICYCLES PROVIDE 10 SPEEDS”
PRINT
PRINT “BY COMBINING TWO DIFFERENT SPROCKETS ON”
PRINT
PRINT “THE PEDAL ASSEMBLY WITH FIVE DIFFERENT”
PRINT
PRINT “SPROCKETS ON THE REAR WHEEL ASSEMBLY”
PRINT : PRINT
PRINT “PRESS SPACEBAR TO CONTINUE”
GET Z$: 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
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Advanced Manufacturing Curriculum Guide – Secondary Level 158
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$,1) = “Y” THEN 370
END
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Advanced Manufacturing Curriculum Guide – Secondary Level 159
Module #15 Mechanical Advantage Worksheet #3
Program Three
Directions: Using the BASIC programming language, key in the program below
to calculate the ratio of pedal radius to rear wheel radius and the ratio of each
pedal sprocket to each rear sprocket. Using student input, the program will
multiples together the mechanical advantages determined by each comparison to
find the total mechanical advantage.
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HOME : REM CLEAR SCREEN
PRINT TAB(5); “DETERMINING MECHANICAL ADVANTAGE”
PRINT TAB(8); “OF 10-SPEED BICYCLES”
PRINT TAB(6); “USING NUMBER OF SPROCKET TEETH”
PRINT TAB(6); “AND RADIUS OF PEDAL AND WHEEL”
PRINT : PRINT
PRINT “THIS METHOD OD DETERMINING MECHANICAL”
PRINT
PRINT “ADVANTAGE BASED ON BICYCLING MEASUREMENTS”
PRINT
PRINT “SHOULD PRODUCE RESULTS SIMILAR TO”
PRINT
PRINT “MEASURING DISTANCE TRAVELLED”
PRINT : PRINT
PRINT “PRESS SPACEBAR TO CONTINUE”
PRINT Z$: 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)
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360 FOR C = 1 TO 5 PRINT TAB(3); “HOW MANY TEETH ON REAR
SPROCKET” ; C; “C”; :INPUT S©
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
Advanced Manufacturing Curriculum Guide – Secondary Level 161
MSCC
Procedures to Create Stress/Strain Graphs
using ASCII (.TXT) files
Procedures for Excel
1.
2.
Conduct the tensile tests and record or save the data.
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.
Select the stress and strain columns from the excel spreadsheet. Be sure
they are highlighted.
Select the bar graph icon in excel called “chart wizard.”
Select an X Y Scatter graph. Then select the subgroup entitled “scatter
with data points connected by lines”.
Select “next.”
Select “series.”.
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.
Select “next.”
Type in the title for the graph.
Type in the labels for the X and Y axes.
Select “next.”
Select “Save as a separate graph.”
Select “finish.”
3.
4.
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9.
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14.
1141 Steel
Load/Def. Diagram
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Series1
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Def. (in.)
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0.83
0.68
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0.3
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0.24
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0.14
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0.1
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0.06
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0.02
0.02
0
0
0.01
Load (lbs.)
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