Oswego Update Project
A Graduate Research Project
Updating Course Outlines in Technology Education
June 2004
“Materials Processing”
In collaboration with:
Developer:
Mr. Matthew Soboloski, Graduate Research, SUNY–Oswego, msoboloski@yahoo.com
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu
Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov
Content Consultants:
Jed Musch, Rome Free Academy, jmusch@romecsd.org
Jason Loyd, Baldwinsville High School jlloyd@bville.org
Robert Shuman, Phoenix High School, rshuman@phoenix.k12.ny.us
Original Writing Team (1985):
Dr. Jack Brueckman, State University College at Buffalo (also 1989 revision)
Dr. William Waite, State University College at Oswego (also 1989 revision)
Mr. Joseph Botta, South Colonie Central High School
Mr. Robert Jones, Amsdell Heights Junior High School
Dr. Dennis Kroon, Farmingdale High School
Digitally available at
www.oswego.edu/~waite
Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS
Education Department to refresh and modernize existing Technology Education course
outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts
to Technology Education in the 1980s. These courses have proven to be very popular
and most durable for the profession. In fact, many have been used as course models in
other states.
Hundreds of sections are offered in New York state each year, according to the Basic
Educational Data System (BEDS). However, the objectives need to be revisited with a
current eye, successful teaching strategies need to be surveyed in the field,
bibliographies should be updated, and Internet resources added, as they were
unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by
doing)

involve known, successful teachers as consultants to the process through a common
interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature
review

include Internet resources both useful as general professional tools, and as specific
content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each
course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED
implementation goals, and Technology Education teachers in New York state. Course
outlines will be digitally reproduced and made available through appropriate Internet and
electronic media.
Dr. William Waite, Professor
SUNY Oswego, Dept. of Technology
School of Education
Overview of the Course
Course Goals
The student will understand how materials affect their lives and make living easier through
technological transforming processes, and the selection process involved with applying a material
to an application. Students will learn safe practices in using various tools and machines that touch
a wide range of materials.
Course Description
This material processing course is designed to give the leaner a wide overview of materials and
processes used to transform them. This course focuses on the classifying, properties, and
processes of materials and the selection of those materials to be used in applications. Learners
should be concerned with processes and materials used in metals, woods, plastics, ceramics,
and composites. This course demonstrates unchanging processes used on different materials, as
well as specific processes used on certain materials. This course also offers selection process of
the use of materials in different applications. Special attention is given to safety in the work shop
environment. Suggested teaching time is one semester on instruction. Major activities include
reports, analysis of materials, hands on projects, minor hands on projects, and safe techniques
used to process materials.
Course Skills, Knowledge, and Behaviors to be Developed
Changing materials into usable products requires the use of various tools and processes.
Students should identify the basic processes of changing the shape and form of materials.
Manufactured components result from the processes of forming, separating, combining, and
conditioning. After taking this course students will be able to:










Identify materials and classify them into categories of processing methods.
Analyze properties of materials to be used in processing techniques.
Utilized diverse methods of materials processing.
Explain processes used on all types of materials.
Demonstrate safe laboratories techniques in the materials processing activities
Learn good measuring skills when processing material, and the use of various measuring
devices.
Apply processing techniques to a wide variety materials.
Explain specific processes used in the industry of metals, woods, ceramics, composites,
and polymers.
Identify materials used in technology systems to make life easier for man kind.
Discuss the effects of materials on the environment.
Content Outline
Module 1.0 – Beginning Stages
1.1
History
1.1.1 erosion
1.1.2 humanity
1.1.3 protection
1.2
Environment
1.2.1 nonrenewable resources
1.2.2 renewable resources
1.2.3 recycling
1.2.3.1 energy conservation
 glass
 paper
 plastic
 tin
1.3
Impacts
1.3.1 toxic waste
1.3.2 biodegradable
1.3.3 land fills
1.4
The Design Process
1.4.1 concurrent engineering
1.4.2 time to market
1.4.3 rapid prototyping
1.4.4 stereo lithography
1.4.4.1 CAD
1.4.4.2 CAM
1.4.4.3 CAE
1.4.5 technical drawing
1.5
Material Selection
1.5.1 reliability of material
1.5.1.1 properties
1.5.1.1.1 mechanical
 hardness
 tensile
 compression
 ware
 stiffness
 shear
 impact
1.5.1.1.2 physical
 light
 heat
 electricity
 magnetic
1.5.1.1.3 chemical
 composition
 corrosion resistance
 flammability
1.6
1.7
Cost
1.6.1
1.6.2
1.6.3
1.6.4
processing
shipping
storing
waste
Standards & Specifications
1.7.1 standards
1.7.2 specifications
1.7.3 organizations
1.7.3.1 AISI
1.7.3.2 APA
1.7.3.3 SPE
1.7.3.4 NAHB
Module 2.0 – Classifying Materials
2.1
Metals
2.1.1 ferrous
2.1.2 nonferrous
2.2
Polymers
2.2.1 synthetic
2.2.1 natural
2.2.2.1 thermoplastics
2.2.2.2 thermo sets
2.3
Ceramics
2.3.1 natural
2.3.2 synthetic
2.3.3 glass
2.4
Composites
2.4.1 polymer composites
2.4.2 metal composites
2.4.3 ceramic Composites
2.5
Woods
2.5.1 hard woods
2.5.2 soft Woods
2.5.3 man made
Module 3.0 – General Processes
3.1
Separating
3.1.1 sawing
3.1.2 shearing
3.1.3 chip removal
3.1.4 machining
3.2
Combining
3.2.1 mechanical fastening
3.2.2 bonding
3.2.3 mixing
3.3
Forming
3.3.1 casting
3.3.2 molding
3.3.3 extruding
3.3.4 forging
3.3.5 conditioning
Module 4.0 Individual Processes
4.1
Metals
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
welding
brazing
casting
forging
extrusion
4.2
Polymers
4.2.1 injection molding
4.2.2 compression molding
4.2.3 blow molding
4.2.4 extrusion
4.2.5 thermoforming
4.2.5 thermo setting
4.3
Ceramics
4.3.1 rolling
4.3.2 molding
4.3.3 dies
4.3.4 firing
4.3.5 dry axel pressing
4.3.6 slip casting
4.3.7 glazing
4.4
Woods
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.4.6
4.5
cutting
drilling
sanding
rougher
joints
finishing
Composite
4.5.1 compression molding
4.5.2 vacuum bag
4.5.3 matched die molding
4.5.4 lamination
4.5.6 filament winding
4.5.7 pull molding
General Instructional Strategies
1. Facilities
This course should be taught in a laboratory that is friendly to a wide variety of materials
as outlined in the content. This requirement is designed to have the student to become
familiar with as many different materials as possible. The students must have access to
different processes needed for the selection of materials they are considering and may
use. Laboratories such as metal based, wood, based, plastic based and are good
choices for the type of equipment needed for the projects and experiences needed to
obtain the objectives in this course.
2. Student projects
It is recommended that students become responsive to all process through the use of a
wide range of activities that utilize all possible tools and machines found in the laboratory.
Such activities will help students recognize the method needed to process materials for
major projects. One such activity would be, machining a board activity that utilizes all
wood working machines in the room. Students could be required to hand in a board with
specific dimensions. Student projects can be for individual needs. Group projects may be
used and some projects are all reasonable for the purposes of this course. It is
recommended that students come up with good designs and selection of materials for the
purpose of the project. The instructor should work closely with the student encouraging
them to pay attention to detail and consider different materials.
3. Major projects / minor projects / activities
It is strongly recommended that students have a focus of at least one major project and
possibly two if time and materials allow. These projects should use different materials for
each. An example would be a major project made out of wood like a stool, and then a
major project out made metal like a wine rack. Objectives not covered by these major
projects should be covered by minor teacher preplanned activities of minor projects.
Examples would include injection molding activities or a forging activity. The overall goal
is to cover all objectives through hands on activities. The more objectives covered by an
activity the more time will be saved.
4
Field trips
Field trips are great for students to learn the processing techniques first hand.
Experiences on field trips lead to life long memories of the content. Contact local
industries and plan trips to explore the processing facilities. Most industries are more
than happy to accommodate for tours of their plant.
Module 1
Recognizing Materials
Performance Indicators/Supporting Competencies
Students will be able to:
 Explain how material processes began and has evolved through history.
 Explain why humans found it necessary to process materials at early stages.
 Give examples of renewable and nonrenewable resources.
 Develop a system of recycling to be used in the home and for future use.
 Recognize the importance of recycling and how it assists in energy conservation.
 Discuss the positive and negative impacts of land fills, toxic waist, and biodegradable
materials.
 Design a project to be made with analysis of good design techniques.
 Communicate ideas of design through drawing or sketching.
 Select materials to be used in different applications according to the materials properties.
 Estimate the cost of materials.
 Identify organizations that produce standards and specifications for materials.
Suggested Specific Instructional Strategies
1. Have students produce a time line of materials and when they were utilized what they
were used for.
2. Students could use stone or flint, to make an ancient tool or weapon used by early
humans to survive.
3. Students can produce a chart to show where, and how renewable and nonrenewable
resources come from.
4. Develop a flow chart that shows the recycling process, of glass, tin, plastic, and paper
5. Show a movie on recycling.
6. Develop a system of recycling to be used in the classroom or at home.
7. Use technical drawing tools to draw an orthographic and three view drawing of a project.
8. Complete a materials processing activity booklet with sketches, design processes,
problem statements, and constringent before projects are started.
9. Have students complete a materials list and cost sheet.
10. Get an annual book of ASTM standards, and have students look up standards &
specifications for materials. You could assign one material to each student and show a
Power Point on the methods used to test the materials.
Module 2
Classifying Materials
Performance Indicators/Supporting Competencies
Students will be able to:
 Select a metal and match it to its appropriate classification in the metal family
 Show the different natural and synthetic polymers
 Give examples of the three types of ceramics
 Show where metal, polymer, and ceramic composites are used
 Identify and explains the difference between hard and soft woods
 Break down a list of materials and classifies them in to proper headings.
Suggested Specific Instructional Strategies
1. Spread out a variety of materials and have students put them into their proper groups of
metals, ceramics, composites, woods, and polymers.
2. Assign students to bring in different plastic products from home to be displayed in a
classifying exhibit of synthetic and natural polymers.
3. Give students an activity to produce a thermo set and a thermoplastic product. Then have
students reprocess the thermoplastic into a different product.
4. Class discussions on the various methods of classifying materials
5. Assign students to create a poster that classifies materials into groups, sub groups and
examples of materials. They may also want to include properties, characteristics of the
material they are classifying.
Module 3
General Processes
Performance Indicators/Supporting Competencies
Students will be able to:
 Describe the different processes used in material processing.
 Demonstrate different styles of the separating process.
 Demonstrate different styles of conditioning processes.
 Demonstrate different styles of separating processes.
 Demonstrate different styles of forming processes.
 Participates in the combining process for the unification of a material.
 Use a forming technique to produce a processed material.
 Develop safe working habits used in these processes.
Suggested Specific Instructional Strategies
1. Have students produce a processing board activity that lets them utilize all the different
wood processing machines in the room. An example would. Would be to take a board
and cut it to length, rip it to width, and plane it to thickness.
2. Have students mix cement or concrete, to be used in building a brick wall.
3. Give students an activity that lets them produce a farm puzzle through the black smith
process of forging.
4. Select a variety of metal products and let students tell how they were processed.
5. Show movie on the general processes of metal, polymers, composites, woods, and
ceramics.
6. Have students develop a classroom safety system with rules, and consequences.
7. Assign students a general process and develop a report on the different materials and
ways the process can be obtained.
8. Let students produce a product designed by them using a variety of material processing
techniques.
Module 4
Individual Processes
Performance Indicators/Supporting Competencies
Students will be able to:
 Utilize safe processes related to metals including but not limited to welding, brazing,
casting, forging, extrusion, power metallurgy.
 Utilize safe processes related to woods including but not limited to cutting, drilling,
sanding, rougher, joints, and finishing.
 Utilize safe processes related to ceramics including but not limited to rolling, molding,
dies, firing, dry axel pressing, slip casting, and glazing.
 Utilize safe processes related to polymers including but not limited to injection
molding, compression molding, blow molding, extrusion, and thermoforming.
 Utilize safe processes related to composites including but not limited to compression
molding, vacuum bag, matched die molding, lamination, filament winding, and pull
molding.
 View processes used in ceramics including but not limited to rolling, molding, dies,
blow molding, firing, dry axel pressing, slip casting, and glazing.
 Use safe processes of wood that include cutting, drilling, sanding, rougher, joints,
and finishing.
 Discuss types of processes used in composites.
 Describe how composites make material stronger.
 Distinguishes between the process extrusion and how it is used in polymers, metals,
and ceramics.
Suggested Specific Instructional Strategies
1. Students should select a material and deign a project by doing a material processing
activity booklet, then when it is approved the student can build the project in class work
periods using processes learned in class activities.
2. Students could select a material and write to a major manufacturer and ask for
information on the processing techniques used to transform the material from its raw form
to useable and workable materials.
3. Do small hands on activities that will introduce the student to processes used on
materials.
4. Metal fastening activities, such as spot welding, arc welding, mig welding, brazing, and
others.
5. Watch videos on the formation of materials from the raw from to useable raw materials.
6. Take field trips to local industries and tour the processing facilities.
7. Demonstrate all tools and machines in the laboratory and stress the safe and proper use
of each.
8. Arrange a visit to a printing shop, a clay studio, a foundry, and so on. Have students
prepare in advance some questions. (e.g., relating to materials used, safety
considerations, processes learned).
9. Invite a carpenter, welder, potter, or your district's safety officer to visit and discuss
personal experiences and issues related to safety and maintenance.
Bibliography
Creese, R. (1999). Introduction to manufacturing processes and materials.
New York, New York: Marcel Dekker.
Day, D. Jackson, A. Jennings, S. (2001). The Complete manual of woodworking. New York, New
York: Alfred A Knopf INC.
Ellwood, D. (2000). Engineering design: a materials and processing approach. Boston, Mass:
McGraw-Hill.
Flinn, R. Trojan K. (1994). Engineering materials and their applications. 4th Edition. New York,
New York: Wiley & Sons.
Helsel, L. Liu. P. (2001). Industrial materials. Tinley Park, Illinois: Goodheart-Willcox.
Kuang, Y. (2001). Modeling for casting and solidification processing. New York New York:
Marcel Dekker.
Sindo, K. (2002). Welding metallurgy. 2nd edition New York, New York. Wiley &Sons.
Richardson T. Lokensgard, E. (1997) Industrial plastics. Albany, New York: Delmar Publishing
Co.
Russell, B. (1998). CIM technology: fundamentals and applications. Tinley Park, Illinois:
Goodheart-Willcox.
Walker, J. (2000). Modern metal working. Tinley Park, Illinois: Goodheart-Willcox.
Walker, J. (1996). Handbook of manufacturing engineering. New York, New York: Marcel Dekker.
William, D. ( 2004). Fundamentals of materials science and engineering: an
integrated approach. 2nd..New York, New York: Wiley &Sons.
Wright, R. (2000).Manufacturing systems. Tinley Park, Illinois: Goodheart-Willcox.
Wright, R. (1999). Processes of manufacturing. Tinley Park, Illinois: Goodheart-Willcox.
Wright, R. (1996). Introduction to materials & processes. Albany, New York: Dept of
Education
Specific Content Web Resources
http://www.industryview.com/industries.asp
www.clarkson.edu/camp/conference/index.htm
www.cranfield.ac.uk/sims/materials/processing/
pegasus.cc.ucf.edu/~ampac/home.html
http://www.irc.bham.ac.uk/
http://www.technet.pnl.gov/dme/materials/index.stm
http://www.engineeringtalk.com/indexes/categorybrowsemt.html
http://www.powdertechnologyinc.com/docs/pages/processing.html
http://www.glbelt.com/?src=overture
http://home.earthlink.net/~tcaim/main.htm
http://www.ceramics.com/
http://www.imi.nrc.ca/english/html/Pole_de_RetD/section_materiaux_procedes.htm
http://www.engineeringtalk.com/indexes/categorybrowsem.html
http://www.dt.navy.mil/code60/code612/code612.htm
http://www.materialsengineer.com/
DVD, VHS, and Other Instructional Technology Resources
Understanding Behavior-Based Safety Product Number: WW-020-PSG-8 Publisher: J.J. Keller &
Associates, Inc. video $99.00, 30 min.
Laboratory Safety Twelve Part "Element of Safety " Series of Videotape Programs Product
Number: V000EOSVEL Publisher: MARCOM Group Ltd., $999.00, video, 147 min
Vacuum Bag Board Building with Tom Sullivan Composite Materials: Part ANTSC Basic
Manufacturing Processes Video$611.00, video, 80min.
Manufacturing Insights: rapid tooling, rapid parts. Presented By: Society of Manufacturing
Engineers ISBN / Part Number:VT513 $110.00, video, 60min.
Fundamental Manufacturing Processes, Composite Materials & Manufacturing (2002)
Amazon.com Sales Rank (VHS): 85,325, $110.00, 60 min.
Fundamental Manufacturing Processes: Cutting Tool Materials (1996) Amazon.com Sales, video,
$255.00, 60 min.
Empires of American Industry: Andrew Carnegie and the Age of Steel (2001ASIN: B000006QW3
Amazon.com Sales, VHS, $24.95, 60min.
Industry & The Environment (1999) ASIN: 6305534969 Amazon.com Sales, VHS, $22.95, 60min.
Empires of Industry - Timber! (2001) ASIN: 0767014952 Amazon.com Sales VHS, $24.95, 60min.
Empires of Industry: Dupont Dynasty (2002) ASIN: B000067J9I Amazon.com Sales, VHS,
$24.95, 60min.
Wood a miracle resource $28.99, VHS, 14min.
Appendices
General Web Resources
Academy of Applied Science (AAS)
American Association for the Advancement of Science
American Chemical Society (ACS)
American Society of Mechanical Engineers (ASME)
ASEE EngineeringK12 Center
Association for Career and Technical Education (ACTE)
Council on Technology Teacher Education (CTTE)
Dr. Waite's SUNY Oswego Academic Web Site
Einstein Project
Electronic Industries Foundation
Epsilon Pi Tau Honorary Fraternity in Technology
Florida Technology Education Association
For Inspiration and Recognition of Science and Technology (FIRST)
Four County Technology Association (Rochester Area)
Future Scientists and Engineers of America (FSEA)
History of Education - Selected Moments of 20th Century
History of Science Society
Inner Auto
Innovation Curriculum Online Network
Institute for Electrical and Electronic Engineers (IEEE)
International Society for Technology in Education
International Technology Education Association
JETS
Journal of Technology Education
Journal of Technology Education
KISS Institute for Practical Robotics (KIPR)
Microsoft Educator Resources
Mohawk Valley Technology Education Association
Montgomery Public Schools
NASA - Education Program
Nassau Technology Educators Association
National Academy of Engineering
National Academy of Engineering: TECHNICALLY SPEAKING
National Aeronautics and Space Administration (NASA)
National Renewable Energy Laboratory (NREL)
National Research Council
National Science Foundation
National Society of Professional Engineers
New York State Technology Education Association
Niagara County & Western New York TEA
Ohio State University
Oswego Technology Education Association
Project Lead The Way
Sills USA
Society for Philosophy and Technology
Society for the History of Technology
Suffolk Technology Education Association
SUNY Oswego Dept of Technology
Teacher Certification Office NYS
TECH CORPS
Tech Learning
Techne Journal
Technology for All Americans Project (standards)
Technology Student Association
Technology Student Association (TSA)
The Learning Institute of Technology Education (LITE)
TIES Magazine
U.S. Department of Education
Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology
(Complete text of standards available on line at : www.emsc.nysed.gov , Go to MST icon)
Content Standards
Performance
Standards
Modules Within This Course
Standard 1
“Analysis, Inquiry, and
Design”
Mathematical
analysis
Scientific inquiry
Engineering
design
1.3 Impacts, 1.4 The Design Process, 1.5
Material Selection, 1.6 cost,1.7 Standards &
Specifications
1.1History, 1.2 Environment, 1.4 The Design
Process, 1.5 Material Selection, 1.6 Cost,
1.7 Standards & Specifications, 2.1 Metals, 2.2
Polymers, 2.3 Ceramics, 2.4 Composites, 2.5
Woods, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics,
4.4 Woods, 4.5 Composite
1.2 Environment,1.3 Impacts, 1.4 The Design
Process, 1.5 Material Selection, 1.6 cost, 1.7
Standards & Specifications, 3.1Separating, 3.2
Combining, 3.3 Forming, 4.1 Metals, 4.2
Polymers, 4.3 Ceramics, 4.4 Woods, 4.5
Composite
Standard 2
“Information Systems”
Retrieve
Ethics
1.1History, 1.4 The Design Process, 1.5 Material
Selection, 1.6 cost, 1.7 Standards &
Specifications, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.1History, 1.4 The Design Process, 1.6 cost,
1.7 Standards & Specifications, 3.1Separating,
3.2 Combining, 3.3 Forming, , 4.1 Metals, 4.2
Polymers, 4.3 Ceramics, 4.4 Woods, 4.5
Composite
1.4 The Design Process, 2.1 Metals, 2.2
Polymers, 2.3 Ceramics, 2.4 Composites, 2.5
Woods, 3.1Separating, 3.2 Combining, 3.3
Forming, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.2 Environment, 1.3 Impacts, 1.7 Standards &
Specifications, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.2 Environment, 1.4 The Design Process, 1.5
Material Selection, 1.6 cost, 1.7 Standards &
Specifications, , 3.1Separating, 3.2 Combining,
3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.3 Impacts, 1.4 The Design Process
Mathematical
1.4 The Design Process, 1.5 Material Selection,
Process
Communicate
Impacts
Limitations
Standard 3
“Mathematics”
reasoning
Number and
numeration
1.6 cost 1.7 Standards & Specifications
1.4 The Design Process, 1.6 cost, 1.7
Standards & Specifications
Operations
1.4 The Design Process, 1.5 Material Selection,
1.6 cost, 1.7 Standards & Specifications
1.1History, 1.4 The Design Process
1.2 Environment, 1.4 The Design Process, 1.5
Material Selection, 1.7 Standards &
Specifications, , 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.2 Environment, 1.4 The Design Process, 1.5
Material Selection, 1.6 cost
1.3 Impacts
Modeling
Measurement
Uncertainty
Patterns
Standard 4
“Science”
Physical setting
Living
environment
1.1History, 1.2 Environment, 1.3 Impacts, 2.1
Metals, 2.2 Polymers, 2.3 Ceramics,2.4
Composites, 2.5 Woods
1.1History, 1.2 Environment, 1.3 Impacts
Standard 5
“Technology”
Engineering
design
Tools, resources,
and technological
processes
Computer
technology
Technological
systems
History of
technology
Impacts
Management
1.3 Impacts, 1.4 The Design Process,
1.5 Material Selection, 1.6 cost, 1.7 Standards &
Specifications, 3.1Separating, 3.2 Combining,
3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.1History, 1.5 Material Selection, 1.6 cost, 2.1
Metals, 2.2 Polymers, 2.3 Ceramics,
2.4 Composites, 2.5 Woods, 3.1Separating, 3.2
Combining, 3.3 Forming, 4.1 Metals, 4.2
Polymers, 4.3 Ceramics, 4.4 Woods, 4.5
Composite
1.4 The Design Process, 4.1 Metals, 4.2
Polymers, 4.3 Ceramics, 4.4 Woods, 4.5
Composite
1.3 Impacts, 1.4 The Design Process,
3.1Separating, 3.2 Combining, 3.3 Forming
1.1History, 1.3 Impacts, 2.1 Metals, 2.2
Polymers, 2.3 Ceramics, 2.4 Composites, 2.5
Woods
1.1History, 1.2 Environment, 1.5 Material
Selection, 1.7 Standards & Specifications,
3.1Separating, 3.2 Combining, 3.3 Forming , 4.1
Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods,
4.5 Composite
1.4 The Design Process, 1.5 Material Selection,
1.6 cost, 3.1Separating, 3.2 Combining, 3.3
Forming, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
Standard 6 –
“Interconnectiveness:
Common Themes”
Systems thinking
1.2 Environment, 3.1Separating, 3.2 Combining,
3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3
Models
Magnitude and
scale
Equilibrium and
stability
Patterns of
change
Optimization
Ceramics, 4.4 Woods, 4.5 Composite
1.4 The Design Process, 4.1 Metals, 4.2
Polymers, 4.3 Ceramics, 4.4 Woods, 4.5
Composite
1.2 Environment, 1.3 Impacts, 1.6 cost ,
3.1Separating, 3.2 Combining, 3.3 Forming, 4.1
Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods,
4.5 Composite
1.3 Impacts, 1.4 The Design Process,
1.5 Material Selection, 1.7 Standards &
Specifications, 3.1Separating, 3.2 Combining,
3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
1.1History
1.4 The Design Process, 1.5 Material Selection,
1.6 cost, 3.1Separating, 3.2 Combining, 3.3
Forming, 4.1 Metals, 4.2 Polymers, 4.3
Ceramics, 4.4 Woods, 4.5 Composite
Standard 7 “Interdisciplinary
Problem Solving”
Connections
Work habits
Skills and
strategies
1.4 The Design Process, 1.5 Material Selection,
1.7 Standards & Specifications, 2.1 Metals, 2.2
Polymers, 2.3 Ceramics, 2.4 Composites, 2.5
Woods
1.2 Environment
1.1History,1.3 Impacts, 1.4 The Design Process,
1.5 Material Selection, , 3.1Separating, 3.2
Combining, 3.3 Forming, 4.1 Metals, 4.2
Polymers, 4.3 Ceramics, 4.4 Woods, 4.5
Composite
Appendix B - Examples of Assessment Materials
Test Questions for Materials Processing
By Module
Module 1 Beginning Stages
1. An example of erosion is?
A. an Indian forming materials to
protect them selves.
B. nature forming material ie.
water running over rocks for
ages.
C. processes used during the
colonial period.
D. materials processing in
factories
2. Humanity has been processing materials
for how long?
A. since the beginning of man.
B. since the industrial revolution.
C. since the iron Age.
B. since the discovery of fire.
3. Man primarily started to process materials
for the purposes of…
A. farming
B. gathering
C. protection
D. shelter
4. An example of materials processing in the
ancient world is:
A. the bow and arrows
B. fire
C. mastodons
D. erosion
5. Materials processing can have positive
and negative consequences. One
example of a negative consequence
caused by materials processing
technology is:
A. the snail darter
B. population control
C. air pollution from metal
processes
D. floods
6. How the use of materials processing
technology affects our water supply is an
impact on:
A. technology
B. the environment
C. manufacturing
D. history
7. Technologists work with many different
types of natural materials. The material
that should not be listed as a natural
material is:
A. wood
B. metal
C. plastics
D. ceramics
8. The two sources of materials are
nonrenewable and:
A. solar
B. mechanical
C. renewable
D. fossil fuel
9. Energy sources that have a never-ending
supply are referred to as:
A. renewable
B. unlimited
C. expendable
D. limited
10. Energy sources that have a supply that
is always being replaced are referred to
as:
A. renewable
B. unlimited
C. expendable
D. limited
11. An example of an UNLIMITED supply of
energy is:
A. oil
B. wood
C. wind
D. human muscle power
12. One way to conserve energy is:
A. recycling
B. don’t use as much as you want to
C. garbage removable
D. land fills engineering
13. Materials that can be recycled are:
A. plastic, glass, tin, wood
B. wood, iron, glass, plastic
C. glass paper plastic, tin
D. wood, metal, composites,
ceramics
14. A system that uses computers to control
the functions of materials processes is:
A. Computer Aided Design (CAD)
B. Computer Aided Drafting (CAD)
C. Computer Integrated
Manufacturing (CIM)
D. Computer Business Office
15. A system used by engineers and
designers to create technical drawings
is:
A. Computer Aided Design (CAD)
B. Computer Controlled Robotics
C. Computer Integrated
Manufacturing (CIM)
D. Computer Business Office
16. Engineers who decide the size, shape,
and materials that go into a new product
work in the:
A. consumer oriented service
department
B. production department
C. design department
D. research and development
department
17. Providing chip clearance so chips of
material do not interfere with the
positioning and machining of the work
piece is an example of:
A. good tooling design
B. quality control principle
C. done in continuous production
D. needed for CIM
18. Machine tool operation that is controlled
by numerical commands from a
computer:
A. CAD
B. CIM
C. CNC
D. CAD/CAM
19. A device that acts only as a holding
device for production lines is a:
A. fixture
B. jig
C. template
D. toggle switch
20. Uses one computer system to control
many functions of the processing
system.
A. CAM
B. CIM
C. CAD
D. CNC
21. The designer draws the part on a CAD
system. The information is sent to a
machine which makes the part. In this
application, a laser "draws" the design in
a bath of liquid resin. What process is
this known as?
A. overhead milling
B. friction cutting
C. center braising
D. stereo lithography
22. Materials selected to resist rust in the
automobile industry is known as:
A. composition
B. corrosion resistance
C. flammability
D. shear strength
23. Materials used in guard rails to protect
cars from going off the road are high in
what strength:
A. ware
B. stiffness
C. shear
D. impact
24. Which material would be selected for its
good electrical conductivity property?
A. plastic
B. wood
C. copper
D. iron
25. A material selected to be used on the
space shuttle for its high resistance to
heat and cold temperatures is:
A. iron
B. glass
C. ceramics
D. plastics
26. Plastics is used in the manufacturing
industry because of its:
A. low cost to produce
B. low cost to process
C. the durability of material
D. All of the above
27. Wood is used in structures because of
its low atomic bond. This means it is
easy to:
A. process
B. catch on fire
C. warp
D. contract moisture
28. Organizations that test and set
standards for materials include all of the
following accept:
A. AISI
B. APA
C. SPE
D. TSA
32. Processes of plastics are concerned with
two types of materials:
A. thermoplastics, thermo sets
B. synthetic, natural
C. hard, soft
D. sets, remolding
33. The term Synthetic means:
A. natural
B. made from wood
C. formed by molding
D. man made
34. Three sub classifications of Ceramics
are:
A. natural, synthetic, glass
B. polymer matrix, metal matrix,
ceramic matrix
C. clay, glaze, pull mold
D. diamond, granite, flint
35. Three sub classifications of composites
are all accept:
A. polymer composites
B. metal composites
C. ceramic composites
D. wood composites
Module 3 General Processes
29. _______ is resistance to cutting or
slicing forces.
A. elastic limit
B. Shear strength
C. Toughness
D. Fusibility
36. Material processing is known as:
A. changing the shape, size and/or
characteristics of a material
B. changing the electrical
composition of a material
C. changing the properties of
materials
D. changing the strength of
materials
30. Two major classifications of metals are:
A. ferrous, nonferrous
B. hard, soft
C. alloys, polymers
D. matrix, synthetic
37. Forming material includes the process of
rolling, casting, stamping, forging, and:
A. drilling
B. welding
C. extrusion
D. grinding
Module 2 – Classifying Materials
31. An example of a synthetic polymer is:
A. wood
B. paper
C. rubber
D. plastic
38. The material process of removing part
of the industrial material to change its
shape is known as:
A. forming material
B. separating material
C. combining material
D. conditioning material
39. Separating material to change its shape
includes cutting, sawing, shearing,
drilling, and:
A. drilling
B. welding
C. extrusion
D. grinding
40. The manufacturing process of fastening
industrial materials together is known
as:
A. forming materials
B. separating materials
C. combining materials
D. conditioning materials
41. Combining material to change its size
and shape includes mixing, soldering,
brazing, coating, welding, mechanical
fasteners, and:
A. drilling
B. adhesives
C. extrusion
D. grinding
42. What process changes the internal
structure of the material to improve its
quality?
A. forming materials
B. separating materials
C. combining materials
D. conditioning materials
43. To change the internal structure of
material uses the conditioning
processes of thermal, chemical or:
A. mechanical
B. separating
C. filing
D. coating
44. In material processing, the changing of
shape of material with pressure is:
A. separating
B. casting
C. forming
D. combining
45. Using sound waves to change a material
is known as?
A. harmonic lithography
B. mechanical processing
C. thermal conditioning
D. acoustic processing
Module 4 Individual l Processes
46. Processes of metals include welding,
brazing, casting, forging and
A. extrusion
B. glazing
C. firing
D. blow molding
47. A process to make small plastic through
forcing the material into a mold is:
A. thermo forming
B. thermo setting
C. injection molding
D. forging
48. One process used on metals to
combine two separate pieces is:
A. lamination
B. filament winding
C. pull molding
D. welding
49. A process used on wood just before
finishing is:
A. cutting
B. drilling
C. sanding
D. rougher
50. A mechanical process used to change
the physical appearance of wood as well
as combine the material is a:
A. smooth edge
B. joint
C. weld
D. filler
Answer key
1. B
2. A
3. C
4. A
5. C
6. B
7. C
8. C
9. B
10. A
11. C
12. A
13. C
14. C
15. A
16. C
17. A
18. B
19. A
20. B
21. D
22. B
23. D
24. C
25. C
26. D
27. A
28. D
29. A
30. A
31. D
32. A
33. D
34. A
35. D
36. A
37. C
38. B
39. D
40. C
41. B
42. D
43. A
44. C
45. D
46. A
47. C
48. D
49. C
50. B
Final Exam Blueprint
Module
Number
Title
1
Beginning
Stages
Classifying
Materials
General
Processes
Individual
Processes
2
3
4
Number
of
Questions
28
Knowledge
Comprehension
Application
Upper
Level
10
10
5
4
6
5
0
0
0
11
5
5
0
0
5
0
5
0
0
Evaluation Rubric
Project Development: Student Assessment
Student:
________________
You will be assessed using the following criteria:
Objectives
Brainstorming
and research
5 points
Individual or
group
sharing of
ideas
+
+
5 points
Organization skills
and recording of
ideas
+
+
Thumbnails &
Working
Drawings
Pencil/Ink
formula
mechanical/
CAD format
+
Organization skills
and recording of
ideas Layout and
positioning of
drawings
+
Mockups
Material used
related to
composites
+
Attention to details
+
Final Project
Material
selections
and supply
list
+
Tools and
production methods
+
Comments:
15 points
Evaluation of ideas
upon completion of
gathering thoughts
through more in
depth research
material
Final layout of
thumbnails, working
drawings including
line structure,
dimensions, details
and notes
Final production of
mockup including
shape, form, function,
harmony, and balance
Final production of
project in relations to
the SAFE concept of
simple, appropriate,
functional, and
feasible
Total Points:
25 points
for each
objective
Design and process a material in to a product using current material processing technologies.
Assessment:
Projects will be evaluated using the following criteria:
1. The student has clearly researched information
to develop ideas for a product.
0-20 points
2. The student has demonstrated ability to creatively
brainstorm multiple ideas on how to produce a product
(Brainstorming notes, thumbnail sketches, etc.).
0-15 points
3. The final design meets appropriate criteria and constraints.
0-25 points
4. The final product reflects a high degree of craftsmanship
and appropriate aesthetic qualities.
0-25 points
5. The final product performs as intended.
0-15 points
Appendix C - Students with Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action
Plan, and The Compact for Learning, has made a strong commitment to integrating the education
of students with disabilities into the total school program. According to Section 100.2(s) of the
Regulations of the “Commissioner of Education, “Each student with a handicapping condition as
such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of
programs and services set forth in this Part to the extent that such programs and services are
appropriate to such student’s special educational needs”. Districts must have policies and
procedures in place to make sure that students with disabilities have equal opportunities to
access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the
curricula content requirements of a high school diploma. Most students who require special
education attend regular education classes in conjunction with specialized instruction and/or
related services. The students must attain the same academic standards as their non-disabled
peers to meet graduation requirements, and, therefore, must receive instruction in the same
content area, at all grade levels. This will ensure that they have the same informational base
necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with
disabilities who are participating in their classes. Instructional techniques and materials must be
modified to the extent appropriate to provide students with disabilities the opportunity to meet
diploma requirements. Information or assistance is available through special education teachers,
administrators, the Committee on Special Education (CSE) or student’s Individualized Education
Program (IEP).
1
Strategies for Modifying Instructional Techniques and Materials.
1. Students with disabilities may use alternative testing techniques. The needed testing
modification must be identified in the student’s Individualized Education Program
(IEP). Both special and regular education teachers need to work in close cooperation
so that the testing modifications can be used consistently throughout the student’s
program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are
specific, and some students with disabilities will need continuous reinforcement to
learn them. It would be helpful to provide a list of these key words in the special
education teacher in order to provide additional reinforcement in the special
education setting.
3. Assign a partner for the duration of a unit to a student as an additional resource to
facilitate clarification of daily assignments, timelines for assignments, and access to
daily notes.
4. When assigning long-term projects or reports, provide a timeline with benchmarks as
indicators for completion of major sections. Students who have difficulty with
organizational skills and time sequence ma need to see completion of sections to
maintain the organization of a lengthy project or report.
2
Infusing Awareness of Persons with Disabilities Through Curriculum.
In keeping with the concept of integration, the following subgoal of the Action Plan was
established.
In all subject areas, revisions in the syllabi will include materials and activities related to
generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for
information, the use of libraries, and increasing student awareness of and information about
the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are
available to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons
with disabilities. Teachers are encouraged to include other examples as may be appropriate
to their classroom or the situation at hand.
Appendix E - Student Leadership Skills
Development of leadership skills is an integral part of occupational education in New York
state. The New York State Education Department states that “each education agency should
provide to every student the opportunity to participate in student leadership development
activities. All occupational education students should be provided the opportunity to
participate in the educational activities of the student organization(s) which most directly
relate(s) to their chosen educational program”.
Leadership skills should be incorporated in the New York state occupational education
curricula to assist students to become better citizens with positive qualities and attitudes.
Each individual should develop skills in communications, decision making/problem solving,
human relations, management, and motivational techniques.
Leadership skill may be incorporated into the curricula as competencies (performance
indicators) to be developed by every student or included within the suggested instructional
strategies. Teachers providing instruction through occupational educational curricula should
familiarize themselves with the competencies. Assistance may be requested from the State
adviser of the occupational student organization related to the program area.
Students who elect to become active members in student leadership organizations
chartered by NYSED have the advantage of the practical forum to practice leadership skills in
an action-oriented format. They have the potential for recognition at the local, state, and
national level.
More information in Technology Education can be found at the Technology Education
Student Association web site at:
http://www.tsawww.org
Appendix E – Other
Name _____________________________ Date _____________
Instructions:
Answer the following questions during the lesson presentation or as a
part of a textbook assignment.
IV.
Material Processing
Changing materials into usable products requires the use of
various tools and processes. Students should identify the basic
processes of changing the shape and form of materials.
Manufactured components result from the processes of forming,
separating, combining, and conditioning.
1. Forming material:
2. Separating material:
3. Combining material:
4. Conditioning material: