student handout: project #1 introduction to engineering...

St. Louis Community College at Florissant Valley: Gateway to Technology: An integrated study of Mathematics, English, Reading and Engineering/Tech

Student Handout: Project #1 Introduction to Engineering/Technology Careers

©2003 STLCC at Florissant Valley Gateway to Technology 1

Problem Scenario

Your team is in charge of communicating to high school juniors and seniors occupational differences of engineers, technologists, and technicians using a PowerPoint presentation.

These high school students will need brief information in the electrical, mechanical, fluids, thermal, optics, and materials areas to help them make suitable career choices. Information about job opportunities and career paths, salaries, physical ability requirements, education requirements, work environment, and other relevant information about these careers should also be included.

Graphics or data charts should be used to compare the benefits for technicians with two-year degrees with other jobs requiring four-year degrees. To locate information about these occupations, your team should consult state and federal publications and web sites, on-line databases, professional journals, and other sources. Each team will choose a different technical or engineering career area.

Objectives Research information about career options for

technicians, technologists, and engineers and develop a multimedia report (i.e., brochure, videotape, research report, presentation, etc.) suitable for high school juniors and seniors

Use computer software for page layout and design

Investigate and report information about technical career paths

Summarize characteristics or electrical, mechanical and other physical systems

Performance Expectations

Instructors will evaluate student teams and individual students on the project; the evaluation will include problem-solving and teaming skills used by students and student teams.

Students will have the opportunities for self-evaluation; peer evaluation, and team evaluation.

Individual instructors will test and grade students individually on content workshops and activities.

The team product (brochure, report, or other product) will be evaluated and graded by the faculty team.

The terms engineer, technologist, and technician are frequently used interchangeably; however, in the industrial/engineering field, they do not have the same meaning. Education requirements, job duties, salaries, and many other characteristics of these occupations vary widely.


Project 1—Team Career PowerPoint Presentation

Research three careers from the Engineering or Technology listings at Florissant Valley. These careers should be those that your team thinks will be vital ones in the 21st century. You may use career magazines, library materials, internet resources, field research, college brochures, whatever you wish. As a team present your findings in a short PowerPoint presentation that would be interesting to college or high school students (about 12-15 slides or so). Make sure that each person in the team has a part in the presentation. Look at these careers (perhaps an engineer, a technician and a technologist) from various perspectives. Some ideas are listed below.

1. Importance for future industry, business, medicine, etc.; trade unions/professional

affiliations

2. Education/training required

3. Demand in the job market

4. Salary and benefits

5. Duties, responsibilities, etc.; job hours

Some Career Links

America's Career Kit (http://www.acinet.org) This is a Department of Labor sponsored web page for working people. It contains information from every state in the US, including Missouri. FV Career Counseling http://www.stlcc.edu/fv/graphics/resources.html This site has numerous career links Department of Engineering and Technology at Florissant Valley http://www.stlcc.edu/fv/engtechThis site has much information about the career choices at FV.


http://www.stlcc.edu/fv/engtech

http://www.stlcc.edu/fv/graphics/resources.html


Creating A PowerPoint Presentation This lesson is designed to help you create an oral presentation using a powerful but easy-to-use feature of the Microsoft PowerPoint application. You can use an already drafted outline, put it into slides, overhead transparencies, or even a webpage in order to present your ideas to an audience. PowerPoint allows text, sound, clip art, animation, and movies to be integrated into a presentation.

Make a simple outline in Microsoft Word first. Organize the outline the way you want to present your material later in PowerPoint.

Create the presentation:1. Open PowerPoint from the Office Menu.

2. When the application opens, select AutoContent Wizard from the “Create a new presentation using:” dialog box. Click OK.

3. When the next window opens, from the left side options, select the first square, “Presentation type.” On the right side of the window you have a number of choices for types. Select one.

4. Go to the next square, “Output options, “ and unless you are making a webpage presentation, click the first choice, “Presentations, etc.”

5. Select the next square, “Presentation style,” and click on the type of presentation you want to make, on-screen or overhead transparencies. Also you can click an option to make handouts for your audience.

6. At the last square, “Presentation options, “you can type in the title of your presentation, your name and any other information you want to include in your presentation. Click the Finish button.

7. An outline of the presentation format will display. Now you can add your content.

For inserting your outline into the preformatted presentation: From the Insert menu, select Slides from Outline. When the dialog box opens, select your file

named “outline.doc” or “outline.” Look in Drive A if you do not readily see your file listed.

Your outline content will fill into the presentation format. You can view the presentation in several ways besides the outline. On the horizontal scroll bar in the lower left-hand corner of the window are several view buttons: “Slide View,” “Slide Sorter View,” “Notes Page View,” and “Slide Show View.”

To change the order of the slides or pages, you can drag & drop or delete them in the “Slide Sorter View.” To rearrange a page, do so just as you would in Word.

You can use the menu at the top of the PowerPoint window to add clip art, sounds (even your own voice-overs), animation graphics, or even movie clips to enhance your presentation.

Save your file as “slideshw.ppt” or “slideshow.”

EVALUATION (5 C’s—Clear, Coherent, Complete, Concise, and Correct):1. Clear and Concise (understandable, not wordy) 20%

2. Cohesive (organized and unified) 15%

3. Competent and complete (content) 50%



4. Correct standard English 15%



Criteria for Team Career Exploration PowerPoint Presentation (student designed):

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

Career Exploration Problem:

The team determined the problem and found information is needed to meet the requirements of the assignment.1 2 3 4 5

Content contains accurate and appropriate information1 2 3 4 5

Information is presented clearly enough for audience to understand.1 2 3 4 5

Teamwork is evident with individual work combined effectively.1 2 3 4 5

Career information is specialized for each team member's preferences1 2 3 4 5

Presentation:

Thesis statement gives main idea at beginning of presentation.1 2 3 4 5

Presentation is organized with not too much information or too little on each slide and in overall project.1 2 3 4 5

Information is presented in various visual ways like lists, tables, graphs in addition to sentences and short paragraphs.

1 2 3 4 5

Specific material borrowed form outside sources is documented.1 2 3 4 5

Presentation uses standard English grammar, mechanics, spelling, and sentence structure.1 2 3 4 5

Additional Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Instructor: ______________________

Total Points/Grade: __________



Student Handout: Project #2 Basic Electricity


Problem Scenario for Basic Electricity

You are a new engineering school graduate who wants to rehab a two-car garage room into a comfortable recreation room. You know you will be living here for a couple of years until you can afford something better. You want to make the place comfortable and fun to live in and entertain friends. You'll need a list of all the electrical items you want to use in the room. The power for the storage room is a single 120-volt line from a 20-amp circuit breaker on the main line. Two fluorescent lights (60 watts each) are in the garage now. Some of the items on the list can be..

TV/VCR

Microwave oven

refrigerator

toaster

stereo

Your team will investigate the power requirements of these appliances and develop a plan that will make the most effective use of the room's electrical circuit yet still meet local electrical codes. What kind of circuit is needed? The plan will indicate capital expenditures not to exceed $1,000 (or an amount decided by you?) and will predict monthly operational costs.

You will submit to your landlord (parents, etc) a comprehensive report describing the process necessary to complete the renovation, including time and cost projections as well as any foreseeable problems.

Performance Expectations Instructors will evaluate student teams and individual

students on the project; the evaluation will include problem-solving and teaming skills used by students and student teams.

Students will have opportunities for self-evaluation, peer evaluation, and team evaluation.


The team presentation will be evaluated and graded by the faculty team.

Objectives Investigate the power needed to support a

number of electrical appliances, and determine a plan to equip a recreation room using available electrical power and budget.

Measure voltage and current in an electrical circuit, and determine power in an electrical circuit.

Investigate Ohm's Law series and parallel circuits.


Background Information for Project 2

In a mechanical system, you have seen that the work done is the product of the force (F) applied in the direction of the motionand the distance (d) moved. Therefore, work (W) can be thought of as the product of a quantity that causes motion and the measure of the resulting motion.

F F W=Fd

d

This concept can be applied in an electrical system as well. The quantity that causes motion is the voltage difference and the measure of the motion is the charge. Therefore, work in an electrical system can be calculated by:

Work = (voltage difference) x chargeW = Vq, where V = voltage difference and

q = charge

Electric motors transform electrical energy into mechanical energy to perform tasks. Motors may turn fans to move air, operate pumps to move fluids, and turn metalworking machines such as lathes, mills, and drills. Therefore, the purpose of most electrical devices is to convert electrical work into other forms ofwork or energy, such as energy of motion, heat, light, or sound.

The motion of charge through conductors will transform some of the electrical energy into heat. In devices such as toasters, ovens, and hair dryers, the heat is wanted and is useful. In other devices such as an incandescent light bulb, computers, and televisions, the heat is an unwanted byproduct caused by the operation of the device.

In electrical systems, the amount of electrical energy used isimportant. In fact, the bills that we receive from the electric company are based on the energy that we use. In many electrical systems, however, not only is the energy used important, but so is the rate at which the energy is delivered. All electrical devices are rated on the rate of use of electrical energy. This rate is calledpower (P) and is measured in watts.

Power = work/time

Power = (voltage x charge)/time

Power = voltage x charge/time

Power = voltage x current



ENG: 101-5GT Assignment for Basic Electricity Project

Internal Proposal Report

A proposal is a process/problem-based report, usually five to six sections including a memo-type heading. You will want to include the overall dollar budget.

Parts of a Proposal:

HEADING:TO:FROM:DATE:SUBJECT: (similar to a title) Proposal for ………….

INTRODUCTION:Present main idea of report and summarize proposal in one paragraph. (Paragraph)

PROBLEM:Summarize problem to be solved in one or two paragraphs. Explain the present state of the space and what electricity and electric use is in it now. Be specific in your descriptions.

SOLUTION OR RECOMMENDATION:Explain process you are planning to carry out to solve problem (what you want to do with the present space). You will want to include the following:LIST OF ITEMS TO BE INSTALLED AND SPECIFICATIONS: you'll need to list the items and the volts, amps, power, etc. (List or Table)LIST OF ELECTRICAL REFITTINGS NEEDED: tell what needs to be done to be able to use the above items. (Table)COSTS: In this section you explain what the cost of each expense is and how the overall amount fits within the budget. A table is a good feature to use here. Introduce it with a sentence or two. (Table)SCHEDULE/TIMETABLE: In this section you show how much time your proposed process will take and on what schedule it will be completed. (Table)

CONCLUSION:Tell what you above proposal will accomplish and why it is a good idea to follow through with it. You may want to explain when budgeted costs may change, for example, in 60-90 days. (One short paragraph)

EVALUATION: by teaching team according to student team-created rubric



Criteria for Electric Project Proposal (student designed)


Electricity Problem:1. The student has determined the facts of a problem and what additional information is needed to

understand it.1 2 3 4 5

2. The student develops reasons to support the answers.1 2 3 4 5

3. The student makes a proposal for solution of the problem based on the answers.1 2 3 4 5

4. The student’s problem solving employs the appropriate information or facts.1 2 3 4 5

5. The student’s problem solving shows an understanding of the concepts or topics in the electricity unit. 1 2 3 4 5

Written Proposal Assignment:

6. Each paragraph in the proposal starts with a topic sentence.1 2 3 4 5

7. The organization of the proposal is clear and easy to follow.1 2 3 4 5

8. The proposal’s content fulfills all the requirements of the project.1 2 3 4 5

9. The proposal is concise (not wordy) and explained in clear paragraphs, lists and tables.1 2 3 4 5

10. The proposal is neatly typed.1 2 3 4 5

11. The spelling, punctuation, and grammar are in acceptable standard English.1 2 3 4 5

12. Overall, the student’s solution of the problem demonstrates his or her full potential in applying this skill.1 2 3 4 5

Additional Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Total Points/Grade: __________



Student Handout: Project #3 Simple Machines

A general misconception is that machines can decrease the amount of work required to complete a specific task. Work in science deals with force and distance.

Even though holding a five-gallon bucket full of water may be difficult, you are not doing work in science because no distance is involved. When you lift or move the bucket, however, you are doing work.

We find that machines can only make the work we do easier, but they can never decrease the work that we do. In industry, having an understanding of work and simple machines allows us to use these devices efficiently without wasting energy.

Problem Scenario for Simple Machines

Some fifty-pound boxes (2’x2’x2’) need to be unloaded from trucks and moved to a second-floor storage area. Eight-hundred boxes need to be moved.

One solution is to walk them up a narrow flight of stairs. A second possibility is for you to develop human-powered simple machines to make this project more comfortable for the three employees responsible for the move. A large window is located approximately fifteen feet above the ground.

Examine three alternatives for lifting the boxes. Levers, lifts and pulley systems are among the choices you might consider. What equipment is currently used for lifting?

This problem addresses the topics of force, acceleration, velocity, displacement, work, energy, and power. It also builds upon the discussion of power in the electronics problem #2.



1. Instructors will evaluate student teams and individual students on the project; the evaluation will include problem-solving and teaming skills used by students and student teams.

2. Students will have opportunities for self-evaluation, peer evaluation, and team evaluation.

3. Individual instructors will test and grade students individually on content workshops and activities.

4. The team presentation will be evaluated and graded by the faculty team.

Objectives Investigate the mechanical advantage of simple

machines, and devise a plan for moving bulk materials from a storage basement to a loading dock.

Measure/calculate length, area, volume, and force in SI and US Customary systems.

Apply the conservation of energy to the operation of the simple machine.

Determine the amount of work done by a simple machine.

Make an oral presentation supported by visuals.


Types of Simple Machines

GearTwo tooth-edged wheels fit together so that one wheel will turn the other. A gear may also have a screw or a tooth-edged shaft instead of another wheel.Examples: clock, bicycle, drill, automobile

Inclined PlaneThe inclined plane is the simplest machine because nothing moves except you to make it work. Other terms for an inclined plane are slope and ramp. An incline plane is used to change the distance and effort involved in doing work, such as lifting loads. Examples: Ramp, staircase, sink drain

WedgeA wedge is an inclined plane turned on its side or two inclined planes joined back to back. But instead of helping you move things to a higher level, a wedge helps you split or push things apart. Examples: knife blade, axe, zipper

ScrewThe screw is really an inclined plane wrapped around a shaft or cylinder with a wedge at the tip. Screws are used in many different places to hold things together.Examples: bolt, spiral staircase

LeverA lever is a stick that is free to pivot or move back and forth at a certain point. Levers are very common because just about anything that has a handle on it has a lever attached. The point on which the lever moves is called the fulcrum. By changing the position of the fulcrum, you can gain extra power with less effort. Examples: see-saw, hammer, door on hinges, bottle opener

Wheel and AxleA wheel and axle is really two machines in one: a larger wheel connected by a smaller cylinder (axle), which is fastened to the wheel so that they turn together. Wheels make it easy to move an object across the ground because they cut down on the amount of friction between what is being moved and the surface it is pulled against. When the axle turns, the wheel moves farther than the axle, but less force is needed to move it. The axle doesn’t move as far, but more force is needed to move it.Examples: wagon, car, door knob, sink faucet

PulleyThe pulley is really a wheel with a groove around the outside edge and an axle with a rope or chain attached. A pulley affects the direction of motion to work with gravity so it makes work easier.Examples: flag pole, crane, mini-blinds

SpringA spring is a resilient coil that can be compressed or extended.Examples: fish scale; pogo stick, clocks and watches, piston engines, shock absorbers



Simple Machines Presentation Assignment

Problem-Solving Report Oral Presentation (PowerPoint--Multimedia)

As you work on the problem for Project #3, come up with three alternative solutions using simple machines.Make a working outline of your presentation in Microsoft Word. Fill in subsections as you complete the research and work needed for solving the problem. Then you can import your outline into PowerPoint slides. Use a report format using sections like the following:

IntroductionState your thesis idea (hypothesis with three alternatives) for solving the simple machines problem in one sentence. This is the main purpose for writing this report. You should also include a short summary (one or two sentences only) of the problem.

ProblemDescribe the problem in depth. You may want to include drawings and diagrams of the storage building and its physical features as well as the boxes that have to be moved there. The drawing tools in Word allow you to do some simple drawings. Try to describe the physical limitations for the three employees having to move the boxes. You should have one-two paragraphs in addition to your visuals.

ProcessIn this section you will have three parts, each of which is a solution to the problem. Show your formulas and computations as you work on each alternative. Use the terminology and formulas to describe force, acceleration, velocity, displacement, work, energy, and power. Draw or use clip art for each machine. Make diagrams as necessary. Excel charts and graphs may be helpful. You may want to use the animation features of PowerPoint as you explain each alternative.

Alternative OneAlternative TwoAlternative Three

Preferred AlternativeExplain which alternative solution you would use and tell why.



ConclusionYou may want to explain what you learned about simple machines in this project. You may also tell how your learning may help you in a future career as an engineer or technician.



Simple Machines Project Evaluation Criteria (student designed)

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = StrongProblem Solving

1. The student first determines the facts of a problem and what additional information is needed to understand it.1 2 3 4 5

2. The student develops reasons to support alternative solutions and assesses the supporting and refuting reasons to identify the most effective alternative.1 2 3 4 5

3. The student’s problem solving employs the appropriate and accurate calculations 1 2 3 4 5

4. The student’s problem solving shows an understanding of the concepts in the simple machines unit.1 2 3 4 5

Presentation

5. The topic of the presentation meets the requirements of the assignments.1 2 3 4 5

6. The presentation is well organized and cohesive. 1 2 3 4 5

7. The presentation indicates an understanding of the simple machines.1 2 3 4 5

8. The presenter delivers ideas in a clear and concise fashion1 2 3 4 5

9. The presenter speaks clearly and in a loud voice and maintains eye contact with the audience.1 2 3 4 5

10. The presenter and the presentation use correct standard English sentence structure, mechanics, grammar and spelling.1 2 3 4 5




Student Handout: Project #4 Recycled Design Project

Reduce waste; Reuse products over and over again: Recycle used materials creatively

Background Information for Reduce, Reuse, & Recycle

Source: http://www.EPA.gov"Each year, Americans generate millions of tons of trash in the form of wrappings, bottles, boxes, cans, grass clippings, furniture, clothing, phone books, and much, much, more. Durable goods (tires, appliances, furniture) and nondurable goods (paper, certain disposable products, clothing) account for several million tons of the solid waste stream. Container and packaging waste is a significant component of the nation’s waste stream as well. This material includes glass, aluminum, plastics, steel and other metals, and paper and paperboard. Yard trimmings such as grass clippings and tree limbs are also a substantial part of what we throw away. In addition, many relatively small components of the national solid waste stream add up to millions of tons. For example, one percent of the nation’s waste stream can amount to about two million tons of trash each year."

"Individual consumers can help alleviate America's mounting trash problem by making environmentally aware decisions about everyday things like shopping and caring for the lawn. Across the country, many individuals, communities, and businesses have found creative ways to reduce and better manage their trash through a coordinated mix of practices that includes source reduction. Empty cans and jars can be reused to store many items, such as nails or thumbtacks. The baking soda bought to bake a cake also can be used to scrub kitchen counters. The container that began its life as a plastic milk jug can be washed and reused to water plants, create an arts and crafts project, or be transformed. Eventually, the milk jug can

be recycled to create a new plastic product. Reusing products is just one way to cut down on what we throw away."


Objectives Determine shape and size of chair to be

created from recycled materials, including plastics.

Assemble chair using recycled materials Use measuring devices Investigate recycling opportunities Estimate cost and time of reproducing

product Write an email report memo

http://www.EPA.gov/


Problem Scenario

Waste management is one of the critical challenges of the twenty-first century. Landfills are growing and taxing our resources while recycling has not lived up to its promise. This project is a recycling challenge. Students are asked to construct a chair capable of supporting an adult weighing 250 pounds. The chair must be constructed of common waste materials. Metal and wood products are unacceptable as part of the design. The students should also design a chair that is aesthetically pleasing and comfortable. The final project will be judged on the following criteria:

Does the chair support the required 250-pound weight? Yes or No (20 points)

On a scale of 1to 20 (with 20 being most) how aesthetically pleasing is the chair?

What is the weight of the chair compared to other designs? (15 points for the lightest chair)

Does the written email report detail the design process, the cost, and testing of the chair? Is it well written? Are sketches included (25-point scale)

Is the oral presentation clear and complete? (20-point scale)



Instructors will evaluate student teams and individual students on the project; the evaluation will include problem-solving and teaming skills used by students and student teams.

Students will have opportunities for self-evaluation, peer evaluation, and team evaluation.


The student project and short email report will be evaluated and graded by the faculty team.


Vocabulary of Recycling(www.epa.gov)

Biodegradable -describes material that can be broken down naturally by microorganisms into simple, stable compounds.

BTU (British Thermal Unit) - A measurement of the amount of heat needed to raise the temperature of one pound of water by one degree Fahrenheit at or near 39.2 degrees F.

Buy Recycled- Purchasing products and packaging made from post-consumer materials.

Compost- Decayed organic materials which decompose into humus.

Contamination- process by which something is made impure.

Decompose- To break down, change form by the action of living things or microorganisms.

Earth Day- a day set aside (April 22 in the USA) to promote a healthy environment and a peaceful, just, sustainable world.

Environment- The natural world around us, including the air, water, land, animal, plants, etc.

Environmentalism-Advocacy of the preservation or improvement of the natural environment; the movement to control pollution.

Landfill- a secure site for the environmentally sound burial of solid waste in which the waste is buried between layers of earth to build up low-lying land.

Litter- is unsightly, unsanitary, unappealing waste products that can be hazardous or degrade the quality of life by corrupting the environment.

Microorganism- Organisms that are too small to be seen with the naked eye.

Natural Resources- naturally occurring assets such as plants, animals, minerals, water, air, etc.

Organic- derived from living organisms, or having a carbon base; or when referring to agricultural products.

Pre-Consumer- describing materials that are diverted from the waste stream that are generated during manufacturing

Pollution- harmful substances deposited in the air, water or land leading to impurity or unhealthful conditions

Post-Consumer - describing materials that are collected for recycling after having been purchased by a consumer that would have otherwise been incinerated or taken to a landfill.

Recycle-To process in order to regain material for human use

Returnable Container- a beverage container able to be returned for a money deposit.

Waste- garbage or other material that is not used anymore.

Waste Stream- The entire process that solid waste goes through from generation to disposal or recycling.

Yard Waste- leaves, grass clippings and other organic materials that are collected from yards.


http://www.epa.gov/


All About Plastic

Source: http://www.obviously.com/recycle/ (Internet Consumer Recycling Guide)With a little bit of care much plastic can be recycled, and collection of plastics for recycling is increasing rapidly. Plastic recycling faces one huge problem: plastic types must not be mixed for recycling, yet it is impossible to tell one type from another by sight or touch. Even a small amount of the wrong type of plastic can ruin the melt. The plastic industry has responded to this problem by developing a series of cryptic markers (See above graphic), commonly seen on the bottom of plastic containers. These markers do not mean the plastic can be recycled, these makers do not mean the container uses recycled plastic. Despite the confusing use of the chasing arrow symbol, these markers only identify the plastic type.

Virtually everything made of plastic should be marked with a code. Not all types can actually be recycled. Types 1 and 2 are widely accepted in container form, and type 4 is sometimes accepted in bag form. Code 7 is for mixed or layered plastic with virtually no recycling potential.

Plastic Containers (milk, soap, juice, fresh pasta, water, etc.)All plastic containers you purchase should be marked with a large and clear recycling code . This code must be molded into the plastic and located on the bottom surface of the container. Ideally the entire container should be made of the same plastic to avoid confusion, but often the caps are of a different type. Caps should be separately marked, but few are. Note that most caps are NOT of the same type as the bottle they sit on.

Grocery sacks, produce bags, and other packagingPlastic grocery and produce sacks are commonly, but not always, made from plastic types 2 or 4. These bags are often collected in barrels at grocery stores, and turned into plastic lumber.

Other Plastic ItemsAny product made of a single plastic type should be marked -- after all the product may one day break or be replaced. This includes toys, plastic hangars, trash cans, shelves, baskets, rain ponchos, and many other products. Many products, such as compact discs, video tapes, and computer discs, are made from mixed materials which can't be recycled unless first disassembled. The plastic types were defined by the Society of the Plastics Industry (SPI):

Type 1 - PETE Polyethylene Terephthalate (PET) Soda & water containers, some waterproof packaging.Type 2 - HDPE High-Density Polyethylene Milk, detergent & oil bottles. Toys and plastic bags.Type 3 - V Vinyl/Polyvinyl Chloride (PVC) Food wrap, vegetable oil bottles, blister packages.Type 4 - LDPE Low-Density Polyethylene Many plastic bags. Shrink wrap, garment bags. Type 5 - PP Polypropylene Refrigerated containers, some bags, most bottle tops, some carpets, some food

wrap.Type 6 - PS Polystyrene Throwaway utensils, meat packing, protective packing.Type 7 - OTHER Usually layered or mixed plastic. No recycling potential - must be landfilled.

Types 1 and 2 are commonly recycled. Type 4 is less commonly recycled. The other types are generally not recycled, except perhaps in small test programs. Common plastics polycarbonate (PC) and acrylonitrile-butadiene-styrene (ABS) do not have recycling numbers.

Understand that plastic recycling is really in infancy. The process is messy and inefficient. Numerous problems exist. For example plastic from a "blow mold" (the neck of the bottle is narrower than the body) has a slightly different structure from the exact same plastic used in an "injection mold" (where the opening is the widest part of the product). Because of low processing temperatures plastic is highly vulnerable to contamination by food, labels and different plastics.

Much recycled plastic ends up as low grade plastic lumber.


http://www.obviously.com/recycle/


Assignment Project #4 Recycled Design Project

Design a chair using recycled materials such as plastic, cardboard, etc. Determine its size, shape, and the type of products that will be used. Explain the process you used to create the chair. Use various measuring devices mathematical calculations for size, endurance, etc. Investigate related recycling opportunities, for example, companies that are making similar recycled products. Estimate the cost of the finished product and the time it took to make it.

HEADINGWrite a correct memo heading for this short report:

TO: FROM:DATE:SUBJECT:

INTRODUCTIONDescribe problem in a short introductory paragraph

BODYWrite a body paragraph with the content needed to describe your creation. Explain the design process: shape and size of chair, which recycled materials were used, and how it was assembled. Tell which measuring devices and mathematical formulas were used and for what reasons. Show any calculations used. Describe any similar recycling opportunities that are currently being used. List estimated cost and time to reproduce the product. You may want to attach a sketch, jpeg photo, etc., of the actual product.

CONCLUSIONWrite a sentence or two telling what you learned from this project.

EMAILPut the report into e-mail format and send it to your instructors. See syllabus for email addresses.



Criteria for Evaluation for Design Project Email Memorandum (Student Designed)


Design Project:1. The student has explained the project in terms of problem solving and has clearly described its results.

1 2 3 4 5

2. The student’s project makes use of, recycled materials. 1 2 3 4 5

3. The student develops an appropriate design process for the assignment, which follows the assignment directions.1 2 3 4 5

4. The student’s problem solving employs accurate information or facts.1 2 3 4 5

5. The student’s problem solving shows an understanding of measurement concepts. 1 2 3 4 5

Memorandum:

6. The memo starts with a purpose statement.1 2 3 4 5

7. The organization of the memo is clear and easy to follow. It is paragraphed appropriately with an introduction, a body and a conclusion.1 2 3 4 5

8. The content of the memo covers the design process of the assignment.1 2 3 4 5

9. The memo is concise (not wordy) and uses appropriate terminology.1 2 3 4 5

10. The memo is neatly typed and spaced attractively. It has been sent to instructors via email for evaluation.1 2 3 4 5

11. The spelling, punctuation, and grammar are in acceptable standard English. Sentences are correct and varied.1 2 3 4 5




Final Career Report (Microsoft Word)

Put together an individual one-two page career report with an attached résumé for a final project in the Gateway to Technology program. In this report you will decide on a technical or engineering career that you can pursue. Use some outside sources to support your ideas and document them accordingly in the text. It should be in report format with several sections such as the following:

IntroductionWrite your thesis statement explaining what career path you plan to follow. You may want to summarize how you came to this decision. (One paragraph)

Description of CareerTell the name of the career you are interested in. You may want to give alternate names for this career if applicable. What education (degrees, certificates, etc.) is required for this career? What local schools include the program? (You may want to mention all in-state schools but perhaps also some in nearby states). How many years of college will be required for this career? What types of jobs are available for this career? What are the average salaries and benefits for this career? Can you interview someone who is already in this career? You may want to find some web sites and text references on this career, just as you did in your Oral Report #1. Graphs and charts are very useful here. You can include any other applicable information in this section. (One-three paragraphs)

Career PlanUsing the information you just listed above, make a plan for your own pursuit of this career. Include necessary courses to get into programs at both the community college and four-year college level. You may want to use tables and/or lists in this section. (one-two paragraphs)

Opportunities for Internships, Scholarships, Co-ops, etc.Research opportunities for various internships, scholarships, co-ops, and apprenticeships that are available for this career. What local companies offer them? What are the requirements for each? How do you apply for them? Do you need references? Who will you ask to be a reference? You can use a table or list here also. What are the benefits of an internship? Explain what valuable work experience or new skills you can learn and how it can help you with your career--get special experience in a real work environment, network with professionals, obtain work references for future employment, and perhaps even get a permanent job offer. You will want to do some research with both college advisor/counselors and department faculty. (One-two paragraphs).

AttachmentsInclude an updated résumé with this report. It should include everything from this semester and be one page only.

ConclusionYou may want to predict how this career decision will affect your life. How has the Gateway to Technology program helped you in this career choice?



Criteria for Final Career Report (student designed)

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = StrongWritten Career Report:

1. The report starts with a clear thesis statement. 1 2 3 4 5

2. The report is organized and easy to follow. It is paragraphed appropriately with an introduction, body paragraphs and a conclusion. It uses headings that help the reader follow its pattern of organization.1 2 3 4 5

3. The content of the report covers the assignment requirements and is accurately expressed.1 2 3 4 5

4. The report is concise (not wordy) and uses appropriate, correct vocabulary with varied sentences.1 2 3 4 5

5. The report is neatly word-processed and spaced well on the page.1 2 3 4 5

6. Any outside resources are cited and documented accurately, avoiding plagiarism.1 2 3 4 5

7. The spelling, punctuation, and grammar are in acceptable standard English. The report uses correct sentence structure. 1 2 3 4 5

Attached Resume:

8. The heading of the resume contains the individual’s name, address, phone number and email address, if applicable.1 2 3 4 5

9. The objective is clearly written as a phrase rather than a complete sentence.1 2 3 4 5

10. The individual’s education up to the present is covered effectively. 1 2 3 4 5

11. The resume focuses on the contributions and experiences relevant to a job search.1 2 3 4 5

12. The resume is neatly typed and attractively spaced on the page.1 2 3 4 5

13. The spelling, punctuation, and grammar meet standard English expectations..1 2 3 4 5

Additional Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Total Points/Grade: __________


student handout: project #1 introduction to engineering...

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