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Motion-Time StudyA Teaching & Learning Activity

Presented by

W. L. “Pete” Brannan, Ed.D., DTEEngineering & Technology Education Teacher

Manufacturing Instructor

Rockdale Career Academy, Georgia

© 2001

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Four Classes Produced Lego Beach Buggies Using Three Different Assembly Methods

• Individual production

• Linear Assembly Line production

• Assembly Cell production

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LEGO Beach Buggy Kit, #6437

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Suggested Alternative Kits

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Georgia Performance Standards

• ENGR-FET3 – Students will explain the universal systems model.

• ENGR-FET4 – Students will apply mathematics and science to the solution of a technological problem.

• ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems.

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Georgia Performance Standards

• CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration.

• CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information.

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Georgia Performance Standards

• CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools.

• CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.

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Procedure

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Individual Production

• Each individual assembled one vehicle

• Two timed trials:– First was a timed “training” event, using

pictured directions in the kit– Second was a speed trial

• Second assembly time demonstrated improvement because of prior “training”

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Individual Assembly Results(In Seconds)

Low High AverageTrial 1 for “Training” 120 420 268

Period 1Trial 2 for Time 70 185 126

Trial 1 for “Training” 98 525 226Period 2

Trial 2 for Time 50 345 121

Trial 1 for “Training” 120 340 213Period 3

Trial 2 for Time 70 145 116

Trial 1 for “Training” 180 455 291Period 4

Trial 2 for Time 125 360 182

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Individual Assembly Results

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100

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600

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Low/High/Average by Class

Tim

e f

or

Ass

em

bly

of

On

e

Ve

hic

le (

in S

eco

nd

s)

Series1

Series2

Series3

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Linear Assembly Line Production

• Assembly teams of 7 to 10 people

• Parts were separated & stationed along assembly line

• Timed the assembly of 10 vehicles

• Calculated the time to assemble one vehicle

• Evaluated for production adjustments, then did it again

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Linear Assembly Line Results

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10152025303540

1 2 3 4 5 6 7 8 9 10

Assembly Groups

Ave

rag

e T

ime

pe

r V

eh

icle

(in

Se

con

ds)

Series1

Series2

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Nonlinear Assembly Cell Production

• Assembly teams of 3 to 5 people

• Parts were separated & clustered in the middle of a table, team around the table

• Timed the assembly of 5 vehicles

• Calculated the time to assemble one vehicle

• Evaluated for production adjustments, then did it again

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Nonlinear Assembly Team Results

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Assembly Teams

Ave

rag

e T

ime

pe

r V

eh

icle

(in

Se

con

ds)

Series1

Series2

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What did we learn?

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Production Questions

• What is meant by “Time is money!”?

• How is time a technological resource?

• How can we improve production efficiency?

• How do we reduce the average time per item produced?

• What do we do with the saved time?

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Production Questions• How do we increase the production volume

in a given period of time?

• Why would we change the order in which we perform tasks?

• Why/how would we combine tasks?

• What is a subassembly?

• Is there a “right number” of employees?

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Production Questions• Could we produce at the same rate with fewer

employees?

• Which assembly method resulted in the lowest production time per vehicle? Why?

• Compare the production experience between the linear assembly line and the nonlinear assembly cell. Identify and explain the strengths and weaknesses of each method.

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Production Questions• Is there value in individual production?

How? Why?

• What is the significance of observations and recorded data in production?

• How would we chart or diagram these three assembly methods?

• How would motion-time studies affect the profitability of a company?

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Production Questions

• Attendance• Punctuality• Task mastery• Task completion

• Team player• Leadership and ability

to follow leadership• Adaptability• Accountability

• How do the following work skills and traits affect employers and employees?

• How do they affect your performance at school?

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How did we learn?

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Learning Theories• Behaviorist - (Social Learning) students

learned on the job

• Constructivist - students developed new knowledge through a process of active construction

• Empiricist - students learned from that which they experienced

• Contextual - students learn from each other through cooperation, discourse, teamwork, and self-reflection

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Learning Descriptors:• Tactile - “hands-on,”

takes advantage of prior experience with playing with Lego's

• Visual - “eyes-on, ” instructions are not written, just pictures

• Reflective - thinking about what was learned

• Interdisciplinary - draws from information and skills acquired in several disciplines

• Cooperative - small group to whole group membership and participation

• Fun - self explanatory

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“This is the only class where we can sit on the

floor and play with Lego’s.”

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How do we know that we learned

what we learned?

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Measurement?

• Teacher and Administrative Observation

• Peer and Self Evaluation

• Reflection on Participation

• Student Application

• Student Portfolio Documentation

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The End