lesson 2: manufacturing

©2012 International Technology and Engineering Educators Association Foundations of Technology, Third Edition/ Technology, Engineering, and Design

Unit 5: Design

Lesson 2: Manufacturing

Lesson Snapshot Big Idea: Manufacturing technologies apply the properties of materials to ensure the desired function of a product. Teacher’s Note: Big ideas should be made explicit to students by writing them on the board and/or reading them aloud. For deeper understanding, have students write the Big Idea in their own Engineering Design Journal (EDJ), using their own words if they choose. Purpose of Lesson: Unit 5, Lesson 2 presents students with the classification and properties of materials, types of manufacturing and the impact of interchangeable parts on the manufacturing industry. Lesson Duration: Eight (8) hours. Activity Highlights Engagement: Students are given samples of various materials and asked to categorize the materials and explain how they generated their categories. The explanation allows teachers to assess prior knowledge related to classification of materials and material properties. Exploration: Students further explore material properties to clarify their classifications from the Engagement and conduct basic material testing (elongation under tensile force), indicating properties depicted on a stress vs. strain graph. A material testing simulator is found at http://core.materials.ac.uk/search/detail.php?id=3227. Students reflect about whether any of their categories from the Engagement should be modified or the materials in one category moved to another based on the test results. Students will be asked to use material property data in the Extension. Explanation: The teacher delivers a presentation (Presentation 5.2.1) on the physical properties of materials, material performance, material categories, and classification of material properties. The teacher facilitates a discussion on how the information presented compares to the student generated categories and discussion on properties from the Engagement and Exploration. The teacher relates the importance of material selection to manufacturing and the different types of manufacturing, emphasizing the impact of the interchangability of parts. Extension: Students apply material properties to design and model an interchangeable part that can be used in two different manufactured products. Enrichment: Students research an everyday thing at the “How Everyday Things Are Made,” web site and prepares an oral report to the class about their research. Evaluation: Student knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries.


Unit 5: Design


Lesson Overview

Lesson Duration Eight (8) hours.

Standards/Benchmarks Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007)

STL 19 Understanding of and abilities to select and use manufacturing technologies

M Materials have different qualities and may be classified as natural, synthetic, or mixed.

O Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production.

P The interchangeability of parts increases the effectiveness of manufacturing processes.

Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1 The Nature of Science Issues in Technology

● Scientific laws, engineering principles, properties of materials, and construction techniques must be taken into account in designing engineering solutions to problems. (AAAS 3C/M8** (BSL))

Habits of Mind Communications Skills

● Use tables, charts, and graphs in making arguments and claims in oral, written, and visual presentations. (AAAS 12D/H7)

Mathematics: Principles and Standards for School Mathematics (NCTM, 2000) 2 Measurement Standard Understand measurable attributes of objects and the units, systems, and processes of

measurement ● make decisions about units and scales that are appropriate for problem situations

involving measurement. (NCTM-12M)

1 Material reprinted from Benchmarks for Science Literacy (AAAS, 1993, 2009) with permission from Project 2061, on behalf of the American Association for the Advancement of Science, Washington, DC. 2Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content nor the validity of these alignments


Learning Objectives Students will learn to:

1. Classify materials as natural, synthetic, or mixed based on the mechanical, thermal and electrical properties of the material.

2. List 3 products that are manufactured using each of the following manufacturing systems: customized production, batch production, and continuous production.

3. Select a manufactured product and explain how the interchangeability of parts increases the effectiveness of manufacturing processes.

4. Explain that scientific laws, engineering principles, properties of materials, and construction techniques must be taken into account in designing engineering solutions to problems.

5. Use tables, charts, and graphs in making arguments and claims in oral, written, and visual presentations.

6. Make decisions about units and scales that are appropriate for problem situations. 7. Contribute to a group endeavor by offering useful ideas, supporting the efforts of

others, and focusing on the task. 8. Work safely and accurately with a variety of tools, machines, and materials. 9. Actively participate in group discussions, ideation exercises, and debates.

Student Assessment Tools and/or Materials Assessment Instrument - Quiz (Pre/Post Content Knowledge Questions.) 1. Materials can be classified as

a. natural, plastic, and leather b. natural, synthetic, and mixed c. metal, synthetic, and leather d. metal, plastic , and leather 2. Materials are classified according to the properties of a. mechanical, radiant and nuclear b. thermal, radiant and electrical c. thermal, radiant and nuclear d. mechanical, thermal and electrical 3. Manufacturing production systems can be classified as a. customized, batch and continuous b. natural, batch and continuous c. customized, synthetic and continuous d. customized, batch and natural 4. The effectiveness of the manufacturing process was increased by the introduction of a. custom made parts b. batch production methods c. interchangeable parts d. natural materials 5. When designing engineering solutions to problems, which of the following is NOT taken

into account? a. scientific laws b. CAD systems c. engineering principles d. properties of materials


Quiz (Pre/Post Content Answers)

1. b 2. d 3. a 4. c 5. b

Assessment Instrument - Brief Constructed Response (BCR) Students are expected to reflect on, and write a one paragraph response to one of the following statements. Multiple statements are included here to provide more flexibility to the teacher when assessing students. Materials have different qualities and may be classified as natural, synthetic, or mixed.

Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production.

The interchangeability of parts increases the effectiveness of manufacturing processes.

BCR Rubric

Category Below Average Average Excellent Understanding Response

demonstrates an implied, partial, or superficial under-standing of the text and/or the question.

Response demonstrates an understanding of the text.

Response demonstrates an understanding of the complexities of the text.

Focus Lacks transitional information to show the relationship of the support to the question.

Addresses the demands of the question.

Exceeds the demands of the question.

Use of Related Information

Uses minimal information from the text to clarify or extend meaning.

Uses some expressed or implied information from the text to clarify or extend meaning.

Effectively uses expressed or implied information from the text to clarify or extend meaning.


Assessment Instrument – Engineering Design Process and Best Material for the Job Rubric

Category Below Average Average Excelent

Defining a Problem Rephrases the problem with limited clarity.

Rephrases the problem clearly.

Rephrases the problem clearly and precisely.

Brainstorming Contributes few or implausible ideas.

Contributes a plausible idea.

Contributes multiple plausible ideas.

Researching and Generating ideas

Contributes ideas, but without documented research. Produces incomplete sketches. Does not present a concept.

Contributes one plausible idea based on documented research. Produces marginally accurate pictorial and orthographic sketches of design concepts.

Contributes multiple plausible ideas based on documented research. Produces accurate pictorial and orthographic sketches of design concepts.

Identifying Criteria and Specifying Constraints

Does not restate the criteria clearly and fails to identify constraints.

Restates the criteria clearly and identifies several constraints.

Restates the criteria clearly and precisely and identifies many constraints.

Exploring Possibilities

Inadequately analyzes the pluses and minuses of a variety of possible solutions.

Satisfactorily analyzes the pluses and minuses of a variety of possible solutions.

Thoroughly analyzes the pluses and minuses of a variety of possible solutions.

Selecting an Approach

Selection of solution is not based on consideration of criteria and constraints.

Selects a promising solution based on criteria and constraints.

Selects a promising solution based on a thorough analysis criteria and constraints.

Developing a Design Proposal

Design proposal is inadequate and lacking pertinent information.

Design proposal is adequate, containing all pertinent elements.

Design proposal is accurate and comprehensive.

Making a Model or Prototype

Prototype meets the task criteria to a limited extent.

Prototype meets the task criteria.

Prototype meets the task criteria in insightful ways.

Testing and Evaluating the Design using Specifications

Testing and evaluation processes are inadequate.

Testing and evaluation processes are adequate for refining the problem solution.

Testing processes are innovative.

Refining the Design

Refinement based on testing and evaluation is not evident.

Refinements made based on testing and evaluation results.

Significant improvement in the design is made based on prototype testing and evaluation.


Creating or Making it Finished solution (product) fails to meet specifications.

Finished solution (product) meets specifications.

Finished solution (product) exceeds specifications.

Communicating Processes and Results

Solution presented with limited accuracy. Limited supporting evidence on how the solution meets the task criteria.

Solution presented accurately. Some supporting evidence on how the solution meets the task criteria.

Solution presented concisely with clarity and accuracy. Extensive supporting evidence on how the solution meets the task criteria.

Scale of 1:4

The student presents a model that is much larger or much smaller than a 1:4 scale

The student presents a model that is built to an approximate scale of 1:4

The student presents a model that is built to an exact scale of 1:4

Material Selection

The student recommends a material for the part and does not include any justification.

The student recommends a material for the part and justifies his/her material selection by specific reference to the type of wear and tear the part will have to withstand.

The student recommends a material for the part and justifies his/her material selection using data and specific reference to the type of wear and tear the part will have to withstand.

Interchangeability of Part

The student designs and models a part that could be used in two different models/products but function may be a concern.

The student designs and models a part that could be used in two different models/products and properly function.

The student designs and models a part that could be used in two different models/products and properly function. The student represents how the part fits within the two products through drawings or a physical model.

Learning Objective Summary

Learning objective summary (one page maximum) indicates student unrelated knowledge related to the design challenge.

Learning objective summary (one page maximum) indicates student knowledge related to standards addressed in the design challenge.

Learning objective summary (one page maximum) indicates student in depth knowledge related to standards addressed in the design challenge.


Standards Addressed: For your learning objective summary, explain each standard using supporting details you learned from the lesson.

• Materials have different qualities and may be classified as natural, synthetic, or

mixed. (STL 19M) • Manufacturing systems may be classified into types, such as customized production,

batch production, and continuous production. (STL 19O) • The interchangeability of parts increases the effectiveness of manufacturing

processes. (STL 19P) Resource Materials

Note: Books, periodicals, pamphlets, and websites may provide teachers and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, by ITEEA.

Audiovisual Materials Suggested Internet video searches:

• Tensile strength test • Rebar strength test • Aluminum tensile test

Robotakun. (n.d.). Tensile Strength Test. Retrieved from http://www.youtube.com/watch?v=ClLowisIpPQ&feature=related

Koury Engineering. (n.d.). Rebar Strength Test. Retrieved from http://www.youtube.com/watch?v=CXdJSEb_DLc&feature=fvw

Mechanical Laboratory. (n.d.). Aluminum Tensile Test. Retrieved from http://www.youtube.com/watch?v=hD_NJaZIpT0&feature=related

Print Materials Katsioloudis, P. (2010). Understanding Materials, The Technology Teacher. Groover, M. P. (2001). Fundamentals of Modern Manufacturing: Materials, Processes,

and Systems (2nd ed.).Wiley. ISBN 0471400513. Brandt, D. A., Warner, J.C. (2009). Metallurgy Fundamentals, Ferrous and

Nonferrous, (5th ed.), The Goodheart-Willcox Company, Inc. ISBN 97781605250793.

Internet Search Terms and Suggested Sites

• Tensile strength • Elongation • Interchangeable parts

UK Centre for Materials Education. (n.d.). Tensile Testing Simulation. Retrieved from

http://core.materials.ac.uk/search/detail.php?id=3227 UK Centre for Materials Education. (n.d.). Learning Resources. Retrieved from

http://outreach.materials.ox.ac.uk/LearningResources/Resourcesunderdevelopment/Tensile%20Testing%20Resource.doc

Automation Creations, Inc. (n.d.). MatWeb, Material Property Data, Retrieved from

http://www.matweb.com/


Alliance for Innovative Manufacturing at Stanford. (n.d.). How Everyday Things Are Made. Retrieved

from http://manufacturing.stanford.edu/

Required Knowledge and/or Skills Students should be able to search for information on the Internet, how to use word processing and presentation software. They should be able to use simple hand tools to construct small models. They should also know the steps of the engineering design process.


Unit 5: Design


5-E Lesson Plan

Day 1 Engagement The students are given various samples of materials and asked to categorize the materials and record the information in their EDJs. Different kinds of wood and metal can be found around most technology education labs, while plastics and glass can be found in recycling bins and fiber materials can be borrowed from the FACS teacher or purchased from a local craft store. Students explain how they generated the categories for the various samples. The explanation allows teachers to assess prior knowledge related to classification of materials and material properties. Day 2-3 Exploration The students further explore material properties to clarify their classifications from the engagement and conduct basic material testing (elongation under tensile force), and indicate properties depicted on a stress vs. strain graph. (File 5.2.1) A material testing simulator is found at http://www.whystudymaterials.ac.uk/teachers/tensile.asp. Students should reflect if any of their categories from the engagement should be modified or the materials in one category moved to another based on the test results. Students will be asked to use material property data in the extension. The teacher notes are found at http://outreach.materials.ox.ac.uk/LearningResources/Resourcesunderdevelopment/Tensile%20Testing%20Resource.doc. Day 4 Explanation The teacher involves students in the following discussions as they contribute their experiences from the Engagement and Exploration activities along with any prior knowledge they may have about the subject. Topics that will be important during the Extension activity include the physical properties of materials, material performance, material categories, classification of material properties and the importance of material selection to manufacturing, the different types of manufacturing, and the impact of the interchangeability of parts (Presentation 5.2.1).

1. The physical properties of the material are generally a basic reason for selecting the material for the needed product performance.

2. The performance of a product frequently requires various behaviors and thus types of properties.

3. Often a compromise among the needed properties must be made to be consistent with the processing selected and the structural state desired or possible.

4. Materials can be categorized as the following: a. Metals-materials that are normally combinations of metallic elements. These

elements when combined usually have electrons that are non-localized, and as a consequence, have generic types of properties. Metals usually are good


conductors of heat and electricity. Also, they are quite strong, but malleable, and tend to have a lustrous look when polished.

b. Ceramics-ceramics are generally compounds between metallic and nonmetallic elements and include such compounds as oxides, nitrides, and carbides. Typically they are insulating and resistant to high temperatures and harsh environments.

c. Plastics-plastics or polymers are generally organic compounds based upon carbon and hydrogen. They are very large molecular structures. Usually they are low density and are not stable at high temperatures.

d. Semiconductors-semiconductors have electrical properties intermediate between metallic conductors and ceramic insulators. Also, the electrical properties are strongly dependent upon small amounts of impurities.

e. Composites-composites consist of more than one material type. Fiberglass, a combination of glass and a polymer, is an example. Concrete and plywood are other familiar composites.

5. Properties of materials can be classified into: a. Mechanical: tensile strength, fracture toughness, fatigue strength, creep

strength, hardness, etc. b. Electrical: conductivity or resistivity, ionic conductivity, semiconductor

conductivity, etc. c. Magnetic: magnetic susceptibility, Curie temperature, Neel temperature,

saturation magnetization, etc. d. Optical and Dielectric: polarization, capacitance, refractive index, absorption,

etc. e. Thermal: coefficient of thermal expansion, heat capacity, thermal

conductivity, etc. 6. Manufacturing systems may be classified into processes and types. Processes include

primary, where raw materials are turned into standard stock and, secondary, where standard stock is turned into finish products. Types of manufacturing include: customized production, batch production, and continuous production. The teacher explains batch, customized and continuous manufacturing and defines each.

The interchangeability of parts increases the effectiveness of manufacturing processes. Days 5-8 Extension The student applies material properties to design and model an interchangeable part which can be used in two different manufactured products. They should keep the part simple so they know what type of material they are seeking (wood, metal, plastic, etc.). The student, using matweb, http://www.matweb.com/ , researches various material properties for three materials and compares the advantages and disadvantages given the design of the interchangeable part. It is helpful if the students review their notes to determine which characteristics they are seeking in a material. MatWeb has so many materials listed, it is easy to be overwhelmed unless students have an idea what types of materials (wood, metal, plastic, etc.) they are look for (File 5.2.2).


Enrichment The student researches an everyday thing at the “How Everyday Things Are Made,” web site and prepares an oral report to the class about their research. http://manufacturing.stanford.edu/. Evaluation The student’s knowledge, skills and attitudes are assessed using selected response items, brief constructed response items, performance rubrics, and Engineering Design Journal entries. The rubrics are presented in advance of the activities to familiarize students with the expectations and performance criteria. They are also reviewed during the activities to guide students in the completion of assignments. The teacher may wish to develop a collection of annotated exemplars of student work based on the rubrics. The exemplars will serve as benchmarks for future assessments and may be used to familiarize students with the criteria for assessment.


Unit 5: Design


Laboratory-Classroom Preparation

Teacher Preparation Review the materials to determine the appropriate times to allocate to the viewing or reading of the materials. Instructors should ensure that the students have access to the appropriate Internet resources, in particular if print-based materials are not available for students to read. Prepare the room for multimedia presentations, including showing DVDs. It may be advantageous to read several reviews of the resources used to gain additional perspectives on the authors’ messages. In addition, instructors should collaborate with the English Language Arts, Social Studies, and Literature instructors to integrate these literary resources into this course. The laboratory should provide for a flexible, resource-rich learning environment that allows presentations, demonstrations, small group discussions, design work, computer work, research, prototyping, and testing. The room should include individual work areas as well as areas for small groups to meet and work. Students should have access to research resources including the library and the internet. The room should be set-up for multimedia presentations including digital projectors, document cameras, sound systems, and DVD and videotape players. Computers in the classroom should be internet ready and have word processing, spreadsheet, and presentation software. Although not required, CAD software for design work is recommended. Tools/Materials/Equipment Below is a list of supplies and equipment needed to teach this course, assuming a class of 25 students. Optional/additional supplies required for Enrichment Activities are indicated. Where possible and appropriate, merchants are listed that support ITEEA; however, materials may often be obtained from alternative and/or local sources. Additionally, these materials are based upon the lessons in the course and make no assumptions for classrooms with access to specialized equipment (e.g., fabrication equipment). If the student has access to specialized equipment, the teacher may wish to incorporate the use of it into the lessons, and additional supplies may be necessary (as well as safety procedures).

• Computer w/Internet access • Material samples such as:

Low carbon steel Tool steel Stainless steel Brass Copper Aluminum Pine Oak Maple Balsa Birch Poplar Leather Cotton Silk Linen PVC (pipe) PET/PETE (soda bottle) HDPE (milk jug) Polystyrene (coffee cup) Clay

• Modeling tools Knives Rolling pins Trowels

• Modeling materials Clay Soft wood Paper/cardboard


Laboratory-Classroom Safety and Conduct Note: Safety is of paramount importance to every classroom. While this Guide contains some general safety guidelines, it does not address the specific tools, equipment, and working spaces found in any specific classroom. Teachers must provide comprehensive safety guidelines to students based upon individual classrooms.

1. Students use tools and equipment safely, maintaining a safety level for themselves

and others in the laboratory-classroom. 2. Students demonstrate respect and courtesy for the ideas expressed by others in the

class. 3. Students show respect and appreciation for the efforts of others.

Teacher Resource Presentation 5.2.1 Material Properties / Types of Manufacturing Student Resources

File 5.2.1 Material Testing File 5.2.2 The Best Material for the Job Design Brief

Assessment Resources File 5.2.3 Selected Response Items File 5.2.4 Brief Constructed Response Items File 5.2.5 The Best Material for the Job Design Brief Rubric


Student Name: ________________________

Unit 5: Design


File 5.2.1: Material Testing

In order to select the appropriate material for a product, Engineers and designers must look at the properties of the material to determine if it will perform as needed. For example, an engineer would not use rubber for the beam on a bridge because it is too elastic (easily deformed) under loads. There are specific procedures scientists, engineers and researchers use to test materials to determine certain properties. Material properties can be looked up in textbooks, and online. One form of testing that is used to determine a material’s physical properties related to loads when applied in the form of tension (pulling) is called tensile testing. A material sample is placed in a machine, which applies a force and stretches the material until it breaks. The data collected from the machine creates a stress vs. strain graph. From this graph, engineers can determine the elastic limit (the amount of force the material can withstand before permanently deforming), the maximum strength and the failure force. Navigate to the simulated tensile testing site: http://www.whystudymaterials.ac.uk/teachers/tensile.asp. Click on “Start Testing”. Choose a type of carbon steel and select start to begin creating a stress vs. strain graph. After experimenting, describe what is happening to the test sample for each of the graphs pictured below. Email or return this completed document to your teacher. Graph Portion #1: Graph Portion #2:

σ

ε

Description of what is happening to test sample:

σ

ε

Description of what is happening to test sample:


Unit 5: Design


File 5.2.2: The Best Material for the Job Design Brief Manufactured devices are made up of a number of parts. These parts are made of various materials. To determine which material is best, a designer must consider, among other things, strength, mass/weight, availability and cost. Background: Manufacturing Company X has decided to try to optimize the production of all of their manufactured products. In order to optimize the company operation, they have hired you to assist in the design of an interchangeable part which can be used on multiple products. Design Problem: Design and model an interchangeable part which can be used on two different products. Specifications:

1. The model will be represented as a physical model at 1:4 scale or CAD drawing (such as Google sketch up, etc.) or paper orthographic drawing on graph paper.

2. The material recommendation for the part must be included and justified with research from www.matweb.com

3. The part must be able to be used in two different models or two entirely different products.

Deliverables:

1. Each student must complete an Engineering Design Folio documenting the process. 2. Each student must submit a model or drawing of the interchangeable part. 3. Each student must submit a learning objective summary for the project.

This rubric will be used to evaluate your extension activity:

Category Below Average Average Excellent




































Refining the Design




Creating or Making it

Finished solution (product) fails to meet specifications.







Scale of 1:4





Material Selection













• Materials have different qualities and may be classified as natural, synthetic, or mixed. (STL 19M)

• Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. (STL 19O)

• The interchangeability of parts increases the effectiveness of manufacturing processes. (STL 19P)

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3. Research and Generating Ideas In the space below, document your research. Be sure to include proper citations at the end of your notes.

Citations/References:

Notes:


4. Identifying criteria and specifying constraints What are the criteria and constraints?

Materials List

5. Exploring possibilities

Reflect on your brainstorm ideas and research notes. Generate any additional designs which you feel meet the criteria and constraints in the space below.


6. Selecting an Approach a. Enter the constraints of the project in the first column. b. Score each sketch for each constraint. + = 3 pts., √=2 pts., - = 1 pt. c. Total the columns and circle the highest score.

Constraint Sketch 1 Sketch 2 Sketch 3

Total

7. Developing a Design Proposal

Take your highest scoring sketch and create working drawings (sketches with dimensions, so that you could build your project). Attach your working drawings to this sheet.


8. Making a model or prototype In the space below, document (using digital pictures) your construction of the model/prototype and/or include your CAD drawings to scale. Be sure to include a picture of the final model/prototype.


9. Testing and Evaluating the Design, using specifications As you create your solution, you will perform tests to make sure that the solution is meeting the needs of the given problem. If you solution does not work, you may need to repeat the previous steps of the Engineering Design Process, until you find a functional design. In the space below, document the type of test you conducted and the results. Test Performed Test Results

Math Application (Measurement): As you construct a model of your interchangeable part, accurate measurement will be extremely important. You will need to determine the units to measure with and how accurate those measurements must be. (If your parts must be bolted to a larger project, then the holes on both your parts MUST line up properly with the project.) If your teacher has calipers, micrometers or other precision measuring devices in the classroom, you may be instructed how to use them.

10. Refining the Design

Based on your tests, propose refinements to the design and construction of the design problem in the space below.

11. Creating or Making It If time allows, modify your model/prototype as proposed in refining the design. What additional steps would be necessary to produce this solution for mass market production?


12. Communicating processes and results Prepare a PowerPoint presentation depicting your design process and your final solution. Email the PowerPoint to your instructor or present it in class.

13. Communicating processes and results Insert your energy flow diagram in the space below:


Student Name: ________________________

Unit 5: Design


File 5.2.3: Selected Response Items

Assessment Instrument - Quiz (Pre/Post Content Knowledge Questions.) 1. Materials can be classified as

a. natural, plastic, and leather b. natural, synthetic, and mixed c. metal, synthetic, and leather d. metal, plastic , and leather 2. Materials are classified according to the properties of a. mechanical, radiant and nuclear b. thermal, radiant and electrical c. thermal, radiant and nuclear d. mechanical, thermal and electrical 3. Manufacturing production systems can be classified as a. customized, batch and continuous b. natural, batch and continuous c. customized, synthetic and continuous d. customized, batch and natural 4. The effectiveness of the manufacturing process was increased by the introduction of a. custom made parts b. batch production methods c. interchangeable parts d. natural materials 5. When designing engineering solutions to problems, which of the following is NOT taken

into account? a. scientific laws b. CAD systems c. engineering principles d. properties of materials


Student Name: ________________________

Unit 5: Design


File 5.2.4: Brief Constructed Response Items Students are expected to reflect on, and write a one paragraph response to one of the following statements. Include a strong topic sentence with good supporting details to support your answer. Your teacher will assign a statement to you. Materials have different qualities and may be classified as natural, synthetic, or mixed. Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. The interchangeability of parts increases the effectiveness of manufacturing processes.

BCR Rubric Category Below Average Average Excellent

Understanding Response demonstrates an implied, partial, or superficial under-standing of the text and/or the question.

Response demonstrates an understanding of the text.

Response demonstrates an understanding of the complexities of the text.

Focus Lacks transitional information to show the relationship of the support to the question.

Addresses the demands of the question.

Exceeds the demands of the question.

Use of Related Information

Uses minimal information from the text to clarify or extend meaning.

Uses some expressed or implied information from the text to clarify or extend meaning.

Effectively uses expressed or implied information from the text to clarify or extend meaning.


Student Name: ________________________

Unit 5: Design


File 5.2.5: Interchangeable Part Material

This rubric will be used to evaluate your extension activity: Category Below Average Average Excellent




































Refining the Design




Creating or Making it Finished solution (product) fails to meet specifications.







Scale of 1:4




Material Selection














• Materials have different qualities and may be classified as natural, synthetic, or mixed. (STL 19M)

• Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. (STL 19O)

• The interchangeability of parts increases the effectiveness of manufacturing processes. (STL 19P)

lesson 2: manufacturing

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