manufacturing and production differentiating between two similar products technology education mr....

Manufacturing and ProductionManufacturing and Production

Differentiating Between Two Similar Products

Technology Education

Mr. Welcome

ObjectivesObjectives

By the end of this unit students will be able to:

• Understand differences between similar products• Set up a testing apparatus that accurately and fairly

tests products• Present their testing materials and products to the

class with all relevant information that gave them concrete evidence that one product is better than another

Differences Between Similar Differences Between Similar ProductsProducts

We have all seen products that look the same but for some reason one is

cheaper than the other.

Why is that?


Let us take a piece of furniture from Bob’s Discount furniture and Raymour and

Flanagan's……

Which is Cheaper? What about that furniture makes it cheaper to sell? Why

would you want to sell cheaper furniture?


Now let’s talk about food products… Let’s compare Burger King to

McDonalds

Which is Cheaper? What about that food makes you want to buy it and

eat it?


Now let’s talk about food products… Let’s compare Popcorn. Jiffy Pop, Pop Secret, Stop

and Shop Brand, Orville Redenbachers

Which would you assume to be Cheaper? What about it makes you want to buy it and eat it? Which do you think is better

based on your experiences eating it?


This discussion brings me into our first project.

In GROUPS OF 2 or ON YOUR OWN, you must select a product whether

food, sporting goods, clothing, paper goods, etc.


The Product must have at least 3 competitors in the real world. Use the

examples discussed before like popcorn where there are many different companies that make

popcorn. YOU CANNOT USE POPCORN AS YOUR PRODUCT since I will be

using it as an example throughout this project.


Once I have approved the product selected you must start to think about how you want

to compare and what about that product you want to compare. For example, with the popcorn, I would weigh each bag and

record their weights before popping to compare to what the bag says it should weigh. Next, I would put each individual

bag into the microwave for the same amount of time. I would then weigh each bag again and record the weight. Finally I

would see which one had the fewest unpopped kernels left.


The popcorn which had the most weight before popping and had the fewest

unpopped kernels after microwaving would seem to be the best value. Then

we compare prices and see which one is a good buy and which one isn’t. You must

also take into account butter content, taste, logo, design of bag and box, where it is manufactured and produced, and how

many come in a box.

Setting Up Your TestSetting Up Your Test

You can’t just find a product and just compare it without doing the appropriate research. Look up reviews of the product online, take those into consideration. The test must also be equal. Each product must be tested in the exact same way with the exact same conditions. Think of every aspect that might change your test making it not fair.

PresentationPresentation

Each student is required to present their thorough testing comparisons as well as their findings to the class. This presentation will be no less than 5 minutes and no more than ten minutes. Be prepared to answer questions as you will be graded on your knowledge of the product.

GradingGrading

• Sketches and Initial Drawings are a separate grade worth 100 points

• See Attached Rubric• Remember that there is no fooling

around in the lab• Always wear your safety glasses or

you will be removed from class

GradingGrading• Project was done professionally• Project used a functional product

comparison goal• Project had accurate and

informational findings • Presentation was done

knowledgably • Student shows above average

effort • Student shows above average

safety skills

100 Points

GradingGrading

75 points

• Project was done professionally• Project used a functional

product comparison goal• Project wasn’t done correctly

and doesn’t have accurate findings

• Presentation was done knowledgably

• Student shows average effort• Student shows average safety

skills

GradingGrading

• Project wasn’t done professionally• Project used a functional product

comparison goal• Project wasn’t done correctly and

doesn’t have accurate findings• Presentation wasn’t done

knowledgably • Student shows below average effort• Student shows below average safety

skills

50 points

GradingGrading

• Project wasn’t done professionally

• Project didn’t use a functional product comparison goal

• Project wasn’t done correctly and doesn’t have accurate findings

• Presentation wasn’t done knowledgably

• Student shows no effort• Student shows little to no safety

skills

0 points

manufacturing and production differentiating between two similar products technology education mr....

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