speakers guide

7/29/2019 Speakers Guide

http://slidepdf.com/reader/full/speakers-guide 1/20

“ “ EXPLORE…

…DISCOVER

LLE E AAR R N N T T H H E E M M AAN N Y Y U U S S E E S S O O F F P P LLAAS S T T I I C C S S I I N N Y Y O O U U R R W W O O R R LLD D ! ! ” ”

www.careersinplastics.ca

www.careersinplastics.ca

Canadian Plastics Sector Councwww.cpsc-ccsp.ca

This project is funded by the GovernmenCanada´s Sector Council Program



SPEAKER’S GUIDE

INTRODUCTION

The Speaker’s Kit contains resource information intended to support a speaker or a

plastics worker who will be making a presentation to a class or group of students.

The resources parallel the materials available in the Student’s and Teacher’s

guides created by the Canadian Plastics Sector Council.

More specifically, the Speaker’s Kit contains background information on the

Canadian Plastics Sector Council and its goals, an overview of the plastics

industry, nine career profiles, along with a collection of handouts/power point

presentations offering general information about plastics. These may be used as

handouts or overheads. Tips on public speaking and questions to ask students

may also help in building the structure of a talk.

TIP: This guide is part of a career kit that includes a Student's Guide, a

Teacher's Guide, and an interactive website www.careersinplastics.ca that

together cover everything you need to know about plastics.

SPEAKERS!!

Visit www.careersinplastics.ca for

more resources such as Power

Point Presentations, downloadable

videos and links to plastic

information!

http://www.careersinplastics.ca/









SPEAKER’S GUIDE

CONTENTS

Section 1: Background Information .......................................................................................................... 4 The Plastics Industry ..................................................................................................................................... 5 Section 2: Putting Your Talk Together ...................................................................................................... 6 Delivery ......................................................................................................................................................... 7 Questions To Ask Students........................................................................................................................... 8 Section 3: Resources .................................................................................................................................. 9 What Are Plastics? (overhead) ................................................................................................................... 10 Methods Of Making Plastic Products (overhead)........................................................................................ 11

The Plastics Industry (overhead) ................................................................................................................ 12

The World Of Plastics (handout) ................................................................................................................. 13

Exploring Plastics (handout) ....................................................................................................................... 14

Let’s Make Plastics! (handout) .................................................................................................................... 15

Who Works In Plastics? (handout) .............................................................................................................. 16

Where Do You See Yourself In The Plastics Industry? (handout) .............................................................. 17

Appendix .................................................................................................................................................... 18

Questions For Students To Ask The Speaker ............................................................................................ 19

Feedback Form ........................................................................................................................................... 20

Fun

FactIn Canada, 44% of the

population has access to

plastic bag recycling throughcurbside programs, drop off

depots, or in-store take-back

bag programs.



SPEAKER’S GUIDE

SECTION 1: BACKGROUND INFORMATION

This section provides you with background information on the Canadian Plastics Sector Council, its goals

and projects. Students can be referred to the CPSC’s website (www.cpsc-ccsp.ca) for more information.

An overview of the plastics industry may help provide a framework of the entire industry for students,

along with where your company and your job fit into it. This guide can be used as reference material

when building your talk or as a handout for students during the talk.

There is similar material found in the Student’s guide, which has been created for student use with slightly

different wording.

The Canadian Plastics Sector Council

Who is the Canadian Plastics Sector Council?

If you want to learn more about what the Council does or remain up-to-date about plastics industry news,

please visit the Council's web site:

The Canadian Plastics Sector Council (CPSC) is a national, non-profit association that has been created

to explore and address emerging human resources issues in the plastics processing industry.

Established through the Sectoral Partnerships Initiatives program of Human Resources and Skills

Development Canada (HRSDC), the Council is a partnership of employers and employees in the

industry.

www.cpsc-ccsp.ca.

Mission

This package was specifically designed to help high school students learn more about the exciting world

of plastics and the range of challenging career opportunities it offers. Their career choices may lead to

the plastics industry, increasing the skilled labour force. From machine operators to chemical engineers,

the plastics industry needs people with all levels of education and skills.

The Canadian Plastics Sector Council (CPSC) wants to enhance the competitiveness of the Canadian

plastics sector nationally and internationally. This will be achieved with a focus on human resources

issues such as the setting of occupational standards, skills recognition, and career promotion. These

efforts are accomplished in consultation with various members of the plastics community.

What does the CPSC do?

Career awareness/promotion

The CPSC listens to the members of the plastics community to direct their projects. This means it works

for the people who hire workers! The CPSC is working to define career paths that lead people to

success in the plastics industry. It sets occupational standards, and recognizes job skills. A list of activity

areas currently being reviewed by CPSC include:

Labour market research

Training programs

Job competencies

Career development and continuing

education

Accreditation system

Qualification/recognition

unFact Motorola has developed a

cell phone made from

recycled water bottles.

http://www.cpsc-ccsp.ca/






SPEAKER’S GUIDE

THE PLASTICS INDUSTRY

The plastics industry is vast, offering a range of career opportunities to students. Students may need to

learn more about plastics, the industry itself, and plastics products in order to make a more informed

choice. The diagram below depicts 6 possible broad areas to pinpoint in the industry, though there are

many more!

Plastic Pipes and

Pipe Fitting

Bioplastics (derived from

renewable sources)

Foamed and Expanded Plastic

Products

Automotive

Industry Medicine

Other

Plastics

pipes for your plumbing

cups, plates,utensils

hypoallergenic plastic foam for

pillows

plastics for dashboards, side

panels, interior parts

bone replacements,

prosthesis

computer parts/accessories,

DVDs, iPods

For students, this means that a range of workers is required to run the machinery, design the plastics

products, make the machinery, manage the plants, and perform a multitude of other tasks. If they develop

skills, they will find jobs not only in the plastics industry, but in other areas as well, because these skills

are transferable.

A study of the plastics industry, entitled People in Plastics: Creating The Competitive Advantage, was

conducted to identify key labour market issues and human resources needs. The following information is

drawn from the study and highlights some of the key issues.

1. Growth in the plastics industry has outpaced other industries in Canada. New applications for

plastics will drive continuing growth well above average. This suggests that the need for

highly skilled plastics sector workers will grow.

2. The plastics industry is undergoing major structural change. New, more complex

technologies, including Programmable Logic Controller (PLC)-based machinery, are

replacing older equipment. Workers with higher skills and knowledge are needed.

3. There is a recognized acute shortage of highly skilled workers in the industry, which impacts

negatively on the productivity of Canadian firms.

4. Companies have to invest in training staff on an on-going basis to keep up with the changing

technology.

5. Most Canadian firms are small, family-owned operations that do not generally benefit from

economies of scale. While they could benefit most from increased levels of productivity, their

training budgets are limited.

6. The training institutes that offer full-time two-year programs have low enrolment even though

job placements are available.

7. Employers and employees want to work collaboratively to improve the industry and its

competitiveness in the global marketplace.

Tip: Students can find out more information on the industry or its products, at the Plastics Websitewww.careersinplastics.ca

Fun

Fact






SPEAKER’S GUIDE

SECTION 2: PUTTING YOUR TALK TOGETHER

So you are planning to visit a classroom? Great! Further information about careers in plastics will only

help students picture the opportunities available in the plastics industry. A speaker who is currently

working in the industry provides tangible examples of daily activities and products that will make the

career profiles come to life. To help you build a talk for high school students, consider two broad areas to

structure your talk: content and delivery.

CONTENT

WHAT DO I TALK ABOUT?

The basic messages from your talk should include information relevant to high school students:

what you do every day or what you produce

your educational background

how much money you make (or a range)

where does your job lead?

Product, material samples, or pictures of plastic products or machinery are an asset to your presentation,as they will give students a concrete example of your daily life. Anything relevant that you can bring into

the classroom will only improve your presentation. You may also want to ask the classroom teacher how

much the students have learned about plastics; this will help with decisions on the exact content of your

talk.

BUT WILL THEY LISTEN?

Research has provided us with a structure of how to build an interesting speech that captures any

audience, even high school students! A good presentation is well-organized and starts off with a bang,

flows into the main part or body of the talk, and brings everything together with a conclusion that leaves

the audience thinking. Consider three main areas to accomplish this:

1. Beginning: catch the audience’s interest

• ask a rhetorical question (how many plastics have you used today?)

• tell a short story (this weekend, I built a fence out of plastic wood...)

• tip: Make sure your opening is related to your topic. Whatever you do, avoid starting your talk by

merely stating your job

2. Body: deliver a speech-focusing statement

• tell them what you are going to tell them (I’m a setup technician and you will learn what setup

technicians do); move your topic from general to specific

• give a general background (define plastics and the different types)

• once the stage is set, tighten the topic to focus on your area, job, or company

• this is the "meat" of your talk; in this you can describe, or define a process, etc; it can be

organized in chronological, climax (least to most important), or cause and effect (a series of

events) order

3. End:

• finish your story or answer your question in your conclusion (restate your introduction)

• ask the audience if they have any questions or comments



SPEAKER’S GUIDE

DELIVERY

Delivering a talk can be one of the most intimidating or rewarding experiences you encounter, especially

when the room is filled with high school students. You may be thinking "will they really be interested in

what I’m saying?" Organizing your talk is one thing, but sometimes the quality of a talk is in its delivery!

Basically, if you speak to their level, students will respond positively to how you talk and what you are

saying.

You may find that your throat goes dry, you shake, your heart beats faster... don’t worry, this is quite

normal. Your body is showing signs of psychosomatic or psychological symptoms of stress. If you can

understand the source of your anxiety and rely upon your strengths, you will be able to contain your

worries about the talk, instead of allowing your reaction to affect your delivery.

Below are a few tips to consider for delivering your speech. They are broken into the before, during, and

after of the talk.

TIPS FOR A GREAT TALK:

BB EE FF OO RR EE

Know the room: be familiar with the classroom where you will speak; you may even want to arrive a littleearly to check it out

Know the audience: chat with the students before your talk; this will give you a sense of what they are thinkingand let them get to know you

Know your material: it is your job to be organized and ready for the talk; it is the students’ job to listen. If youknow your material inside and out, you will prevent nervousness from creeping into yourtalk and you will be able to relax and enjoy. Practise your talk beforehand if you have thetime

Relax: a relaxed speaker who is enjoying him or herself is an interesting speaker.Ease tension by doing exercises or visualizing yourself giving your talk in a loud and clearvoice

Harness your nerves into positive energy:

harness your nervous energy and turn it into enthusiasm and positive energy; focus yourattention toward your message and your audience

DD UU RR II NN GG

Voice: speak clearly, and loudly; enthusiasm can be detected in your voice

Gestures: hand gestures and moving around the room are an animated way to focus your audience’sattention or make contact with them

Eye contact: maintain eye contact with your audience; this draws their attention in!

Enjoy: make jokes, tell stories, and speak to your audience. This also means explainingtechnical terms they may not understand or using simpler terms.

Don’t apologize: avoid apologizing; it may draw your audience’s attention to something they may not havenoticed

AA FF TT EE RR

Ask for feedback: where possible, ask your audience for feedback on your talk. Constructive input will onlyhelp you improve. Or just ask questions

Gain experience: the more talks you do, the more your confidence will build – this is the key to effectivespeaking



SPEAKER’S GUIDE

QUESTIONS TO ASK STUDENTS

Students may be reluctant to ask questions at the conclusion of your talk. Sometimes it is necessary to

draw them into a discussion to make them comfortable. This can be as simple as asking for a show of

hands or more involved by asking for input from one student. You may even

want to consider taking an interactive approach to your talk and ask or accept

questions throughout.

A few suggestions to encourage student participation are found below:

What are plastics? (a solid polymeric material)

Who knows where plastics come from?

What plastics have you used today?

Where are plastics made in Canada? (see website)

Do you need to be a chemist to run a plastics business? (no!)

Would you be able to get a summer job at a plastics plant? (yes!)

What is a polymer? (long-chain molecule built of monomers)

Who can name a type of plastic? How many of you own a MP3 player like an iPod?

Stop touching anything that is plastic. Can you do it for a whole day?

Who knows how plastic Coke bottles are made? (blow moulded)

Who likes to design/build/manage? (show of hands)

How many people does it take to design and make a car part? (10 or more)

How long does it take to make 20 Coke bottles?

How much oil does it take to make a dashboard?

How many Bic pens are in a barrel of oil?

Which takes more energy to produce, a plastic bag or a paper bag? (a paper bag)

Why is a mould the inverse of a bottle it makes? (the product is the reverse of the mould)

What do you have to do to get to the job you want?

How many of you plan to continue your education past high school?

What courses do you need to take in high school to continue your education?

TIP: Ask a question to a specific student, rather than just leaving it open-ended. It is too

easy to hide in the crowd!

Fun

Fact

100 kilograms of plastic used in automobileconstruction replaces 200-300 kilograms ofother material, leading to reduced fuelconsumption—a savings of $1.8 million litres offuel over the lifespan of vehicles produced inCanada in one year.



SPEAKER’S GUIDE

SECTION 3: RESOURCES

In your talk with students, you may wish to provide them with further information on plastics, its uses, or

how products are made. This information mirrors activities found in the Student’s and Teacher’s guides.

To support your focus on careers in plastics, four

overheads based on the plastics handouts have been

provided for you. The handouts are also available in

Power Point format in the Speaker's Section of the

www.careersinplastics.ca website. You may want to check

with the teacher to compare what has been taught or

discussed in class with what you plan to deliver in your

talk. An overview of the types of jobs found in the industry,

along with a quick-reference matrix of careers highlights in

the Student’s guide are also provided in the section. The

Career Profiles will give you an indication of the type of

information provided to students and you may consider aligning your talk to these profiles. Again, any real

products or machinery that you can show or describe

to students, either in real life or as a picture, will onlyhelp to improve their understanding of the industry.

Tip: Visit the Speakers section of our Careers in

Plastics website at www.careersinplastics.ca to

view and download short video clips that describe

each of the above types of plastics.









SPEAKER’S GUIDE 1

WHAT ARE PLASTICS?

PPLLAASSTTIICCSS

Thermoplastics Thermoset

Plastics have many diverse properties... this

means plastics are used in a variety of ways!



SPEAKER’S GUIDE

METHODS OF MAKING PLASTIC PRODUCTS

DDEESSCCRRIIPPTTIIOONN PPRROODDUUCCTT

Ex t rus ion m ou ld i ng

T h e r m o f o r m i n g

Bl o w m o u l di n g

Ro ta t i ona l m ou ld i ng

I n j e ct i o n m o u l di n g

un

Fact New equipment in the plastics

industry is complex andcomputer controlled, requiring

operators to obtain on-going

education and experience.



SPEAKER’S GUIDE

DESIGNERS

RESIN SUPPLIERS COMPOUNDERS

ADDITIVE

SUPPLIERS

PROCESS ADMINISTRATION

MACHINERY DIES

& MOULDS

CAPTIVE

PROCESSORS

MARKETS

CUSTOM

PROCESSORS

THE PLASTICS INDUSTRY



SPEAKER’S GUIDE

THE WORLD OF PLASTICS

ALL ABOUT PLASTICS

Your GoreTex jacket, your iPod, your family car, your cell phone, the pen you write with, your shoes, for

example, are among the many products made of plastic. But really, what is plastic? A plastic is made of

polymers. It is solid in its finished state, but it can be shaped by flow during the manufacturing process.Let’s review the three parts of the definition:

• Plastics are made of polymers. The word polymer comes from the Greek word for "of many parts".A polymer is a long-chain molecule made of many smaller molecules, called monomers, linkedtogether. Different combinations of monomers make resins that are used in plastic products. Youcan learn about polymers in your science class. Today most plastics are made from oil and gas,but some plastics are now being made entirely from substances of vegetable origin, meaning theyare better for the environment!

• Most plastic products are solid – for example, the keys on your computer keyboard were formedas a plastic flowed into a mould and solidified into shape. Some plastics may be flexible or soft likeSilly Putty, but they are still considered to be solid. The properties of plastics are affected by thechemical makeup in their polymers; Teflon’s polymers, for example, contain fluorine.

• A plastic can be heated and allowed to cool in a mould to form a desired shape. Methods forgetting the plastic into a mould vary from injecting it to foaming it like a Styrofoam™ cup. Find outmore about methods of manufacturing.

A plastic can also be an elastomer, which displays the elastic properties of rubber. Natural rubber,

synthetic rubber, and chewing gum are all examples of elastomers. Some elastomers may be used for

cushions, padding, and insulation, while others are used for tires. For example, Silly Putty™ is a silicon

based polymer with elastomeric properties.

Whether a polymer is moulded into bottles, mixed to become an adhesive, or foamed into polystyrene

(e.g., Styrofoam™), the physical properties of the plastic are carefully considered for its particular use.

Plastics are materials with a seemingly limitless range of characteristics and colours. Most importantly,

plastics or polymers are inert, meaning they do not react easily with other chemicals, can be both thermal

and electrical insulators, are lightweight, and vary in strength.

PPLLAASSTTIICCSS

Thermoplastics

• can be heated and reformed repeatedlyand, therefore, can be recycled.

• many household containers are

thermoplastics; other thermoplastics are

nylons (ropes), polycarbonates,

thermoplastic polyurethanes and

acetals.

Thermoset

• form strong chemical bonds after they areheated and cannot be reformed as they will

scorch.

• a polyester shirt is a thermoset plastic;

other thermoset plastics include epoxies

(paints), polyurethane (foams) and

henolics electrical wall switch late .



SPEAKER’S GUIDE

EXPLORING PLASTICS

A GUIDE TO A FEW DIFFERENT TYPES OF PLASTICS

The properties of a certain plastic are important when the plastics team is choosing the right one for a new

plastics product they are designing for manufacture. Will it be strong enough? Does it need to resist heat?

Will it shatter when dropped? Consider a few important properties:

impact strength• ability to resist shocks

gas barrier• amount of gas passing

through a material

heat seal strength• ability to fuse to a surface

with heat and pressure

tear strength•

resistance to tearing

heat resistance

• highest temperature before it loses its properties

dimensional stability• change of shape due to humidity

or temperature change

coefficient of friction• degree of friction on its surface

elongation•

% of length increase before breakage when material is pulled

tensile strength

• ability to be pulled before breaking apart

machinability• usability in machinery

water vapour barrier• amount of moisture passing

through a material

usage temperatures•

range of temperature at which material can be used

Each plastic or "resin" type has unique properties that make it suitable for particular applications.

Properties are often a reflection of the bonds within and between the plastic’s polymers. Sometimes, the

polymers are cross-linked, which means a stronger, but often more expensive, product There are more

than 40 basic families of plastics; the most common ones are found in the table below.

TYPE PROPERTIES USE

Polyethylene terephtalate(PETE)

soft and transparent good gas barrierreacts with ammonia

carbonated drink bottles

High-density Polyethylene(HDPE)

floats on water

hard (difficult to scratch withfingernail)feels crinklydensity 0.94-0.96 g/cm3

ice cream containers, bleach

bottles, coating for wires andcables, toy pails

Polyvinyl chloride (PVC) sinks in waterdensity 1.38-1.45 g/cm3fairly easy to cutgood chemical resistancelow gas barrier

rigid PVC is hard and stiff

bottles for cooking oil, windowcleaner, liquid detergent

Low-density polyethylene(LDPE)

floats on waterdensity 0.92 – 0.94 g/cm3waxy feelflexible, softer than HDPE

grocery and garbage bags

Polypropylene (PP) floats on waterhigh resistance to heat andchemicals

good elongationbrittle at low temperaturesdensity 0.90 g/cm3

yogurt containers, fast-foodmicrowave trays, margarinetubs

Polystyrene (PS) sinks in waterrigid: hard and stiff,characteristic ring when tappedexpanded: white, crumbles when cut

food containers, pen barrels,

meat trays, disposable cups,insulation, packing material



SPEAKER’S GUIDE 1

LET’S MAKE PLASTICS!

A QUICK REFERENCE GUIDE TO THE METHODS OF MAKING PLASTIC PRODUCTS

DD

EE

SS

CC

RR

IIPP

TT

IIOO

NN

PP

RR

OO

DD

UU

CC

TT

Ex t rus ion m ou ld i ng

• an extruder processes a continuous flow of molten plastic forced

through a shaped opening called a die, and the shaped plastic is

cooled. The shape of the opening affects the shape of the

products; a long, thin slit produces a sheet while a ring opening

can produce a pipe.

long, continuous objects – tubes,rods, or sheets that can be further shaped into packaging trays, cups,fridge liners

T h e r m o f o r m i n g

• a plastic sheet, probably formed by extrusion, is heated and put

under pressure while on a mould. The sheet softens and takes the

shape of the mould. This is used for simple-design products andhas low equipment costs compared to other methods.

disposable dishes, home computers,canoes, snowmobile components,plastic windshields

Bl o w m o u l di n g

• pre-formed plastics from either extruder or injection machines are

blown with air into a metallic mould where they cool. Different

plastics layers can be used in a product with several extruders

arranged to feed each layer in sequence into a blow-mould

apparatus .

hollow, relatively thick-walled, articles such as bottles or gasoline tanks

Ro ta t i ona l m ou ld i ng

• a thermoplastic resin is heated in a mould placed in an oven whilebeing slowly rotated in 3 dimensions simultaneously. The mould is

moved to a cooling station and the product is released. The

complete cycle takes 30-60 minutes.

hollow containers, automobile

bumpers, boat fenders, boats and canoes, shipping containers, plastic balls

I n j e ct i o n m o u l di n g

• under high pressures, an injection unit melts and injects a plastic

into a mould. The plastic cools in the mould and the mould’s

moving parts open to release the final product. This is a high

volume method; so one mould may make 1,000,000 products.

Therefore moulds need to be strong and durable, but they are

also expensive to make.

CDs, steering wheels, circuit boards,telephones

Intelligent plastic film used to cover ready-made

meals can detect the presence of bacteria in

the food underneath and generate a warning

sign directly on the package.

Fun

Fact



SPEAKER’S GUIDE 1

WHO WORKS IN PLASTICS?

A GUIDE TO THE CAREERS AVAILABLE TO YOU IN THE PLASTICS INDUSTRY

A career in plastics offers many opportunities for professional development, career growth, and even

travel. For example, you may need to conduct research or visit technical labs in the United States or

Europe, or visit processing plants around the world. Many Canadian-trained engineers and technicians

manage and service installations in Mexico, Saudi Arabia, Nigeria, and other countries. Once you’ve

entered the plastics work force, certain jobs will lead you to new positions as you gain experience andskills.

DESIGNERS

Design moulds, parts tomanufacture plasticproducts

• plastic part designer • mould designer • engineering technician • mechanical engineer

RESIN SUPPLIERS

Manufactured mostly frompetrochemicals

COMPOUNDERS

Mix the resin and additives• materials handler • materials engineer • chemical engineer

ADDITIVE

SUPPLIERS

Used to modify properties ofPlastics (e.g. carbon, glass,Kevlar)

PROCESS

Make sure the process issafely and efficiently done

• process engineer • manufacturing engineer

ADMINISTRATION

Ensure the business isrunning safely andeffectively

• plastic process trainer • health and safety

inspector• quality assurance

inspector

MACHINERY DIES

& MOULDS

Make moulds, dies andprocessing equipment

• mould maker • plastic engineering

technician• machine operators • set-up technician

• maintenance technician

CAPTIVE

PROCESSORS

Make products they marketthemselves

• machine operator • set-up technician• maintenance technician

MARKETS

Automobile,construction,

packaging, etc.

CUSTOM

PROCESSORS

Make products for otherbusinesses under contract

• machine operator • set-up technician• maintenance technician • plastic part assembler



SPEAKER’S GUIDE 1

WHERE DO YOU SEE YOURSELF IN THE PLASTICS INDUSTRY?

With so many careers to choose from in the Plastics Sector, use this matrix to find quick information on

various careers. The career profiles provide more in depth information on the careers highlighted.

Salary information will vary due to the many factors, including province of residence, experience,

employer, and specific job responsibilities. The salary indicated for each profile should be treated as a

guideline only and depends on the level of competence, experience, and the plastics processes involved.

CCAARREEEERR DDEESSCCRRIIPPTTIIOONN SSKKIILLLLSS SSAALLAARRYY / / YYRR.. EEDDUUCCAATTIIOONN

Machine Operator

operates plasticsprocessing equipment,and monitors plasticsprocessing operation

construct/build $19,000 – $50,000 -depending on level ofcompetence andplastics processinvolved

High school diploma +work experience

Material

Handler

Material Handler takesinventory, packagesgoods, moves materials,products or wastes

construct/build $26,000 – $40,000 yr -depending on level ofcompetence andplastics processinvolved.

High school diploma

MaintenanceTechnician

keeps moulds and otherequipment runningsmoothly

construct/build $27,000 – $47,000 High school diploma +2-yr college

Set-up

Technician

Set-up Technician installsmoulds and tools in aplastic company

construct/build $35,000 – $50,000 -depending uponcompetence level andplastics processinvolved

High school diploma

Plastics Part

Designerdesigns plastics parts andmechanisms

design/create$40,000 – $60,000/yr

High School diploma +college degree

Injection Moulding

ProcessingTechnician

An injection mouldingprocess technician sets up

and services injectionmoulds and programsinjection mould machines

construct/build $30,000 - $50,000 -depending on

competence level andplastics processinvolved.

High school diploma +work experience

Quality Assurance

Technician

A Quality Assurancetechnician monitors andimproves the processused to manufacture aproduct

construct/build$35,000-$50,000 -depending on level ofcompetence

High school diploma +college diploma inrelated field + relatedwork experience

Quality Control

Technician

A Quality ControlTechnician is responsiblefor monitoring the qualityof the products againsttheir specifications

construct/build$35,000-$50,000 -depending on level ofcompetence

High school diploma +college diploma inrelated field + workexperience

Engineers

Engineers design, developand analyse uses forplastics or new products,along with the processesused to make plasticmaterials

design/create +construct/build

$40,000 - $100,000 -depending on level ofcompetence anddiscipline of work,(e.g.electrical, structural)

High school + B.Eng.

Abbreviations: B.Eng. – Bachelor of Engineering; yr. - year



SPEAKER’S GUIDE 1

Fun

Fact

Scientists are developing a new way to heal brokenbones that starts with the injection of a liquid plastic atthe site of a break. The plastic hardens within a week,allowing the patient to have normal use without needinga cast! The material also encourages the bone to regrowand eventually breaks down once the bone is repaired.

APPENDIX

There may be an opportunity for students to prepare questions prior to your talk on plastics, or perhaps

you want feedback. It is a challenge to involve students in a discussion, especially if the speaker is new to

the classroom. A guideline for the types of questions they may ask a speaker would help in their thinking.

This could be copied by the teacher prior to the speaker arriving in the classroom. The feedback forms

give students the chance to give praise and constructive suggestions on the talk itself.

Students appreciate the opportunity to give input as they are often the recipients of feedback in a

classroom.

P P l l a a s s t t i i c c s s a a r r e e

e e v v e e r r y y w w hhe e r r e e ! !



SPEAKER’S GUIDE 1

QUESTIONS FOR STUDENTS TO ASK THE SPEAKER

In order to make sure that you’ve learned the information required from a

speaker, at times it is necessary to ask questions for clarification or for

information on something that was not brought up in during the talk. You may

also have questions about your particular situation, or else you could ask for

ideas from the speaker.

Below are a few suggestions for questions you could ask a speaker after

his/her talk. You will likely be able to add many more to the list!

AAB B O O U U T T P P LLAAS S T T I I C C S S C C AAR R E E E E R R S S AAB B O O U U T T P P LLAAS S T T I I C C S S

• Could I get a summer job with you?

• What is an apprenticeship program in your

plant?

• Where are the plastics manufacturers near

us?

• Where are the plastics training centres near

us?

• How much money does a person in your job

make?

• What do you like about your job?

• What do you find challenging about your job?

• What do you do every day?

• Do you do the same thing every day or is your

job varied?

• If I was working in your job and wanted a

promotion, what would be the next job I would

get?

• What should I do to get your job?

• Where can I find more information?

• Do I need to take a chemistry course to work

in plastics?

• What is a resin?

• What is an extrusion machine? (or ask about

other plastics processing methods)

• What type of plastics manufacturing method

does your company use?

• What type of resin or plastic does your

company use?

• What type of machinery do you operate?

• What affects the properties of plastics?

• What properties are important in the product

you make?

• If I have a plastic product like a cup, how can I

tell which type of plastics has been used to

make it?

• What is the difference between blow moulding

and thermoforming?

• Are plastics environmentally friendly?

• What process is used to make car bumpers?

• What is the strongest plastic you know?

• How do you make a coloured plastic?

Remember to thank the speaker for answering your question. They are in your class on their own

time to help you learn more about plastics!



FEEDBACK FORM

HOW DID YOU ENJOY THE TALK ON PLASTICS?

Please complete this survey on the content and delivery of the plastics talk. Both praise and constructive

criticism are important in order to keep improving my talk.

Circle a face to indicate your rating of each aspect of the talk:

What should be continued in my next talk? What could be added in my next talk?

speakers guide

Documents