Oswego Update Project

A Graduate Research ProjectUpdating Course Outlines in Technology Education

June 2004

“Materials Processing”

In collaboration with:

Developer:

Mr. Matthew Soboloski, Graduate Research, SUNY–Oswego, msoboloski@yahoo.com

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:

Jed Musch, Rome Free Academy, jmusch@romecsd.orgJason Loyd, Baldwinsville High School jlloyd@bville.orgRobert Shuman, Phoenix High School, rshuman@phoenix.k12.ny.us

Original Writing Team (1985):

Dr. Jack Brueckman, State University College at Buffalo (also 1989 revision)Dr. William Waite, State University College at Oswego (also 1989 revision)Mr. Joseph Botta, South Colonie Central High SchoolMr. Robert Jones, Amsdell Heights Junior High SchoolDr. Dennis Kroon, Farmingdale High School

Digitally available atwww.oswego.edu/~waite

Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing)

involve known, successful teachers as consultants to the process through a common interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature review

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

Overview of the Course

Course Goals

The student will understand how materials affect their lives and make living easier through technological transforming processes, and the selection process involved with applying a material to an application. Students will learn safe practices in using various tools and machines that touch a wide range of materials.

Course Description

This material processing course is designed to give the leaner a wide overview of materials and processes used to transform them. This course focuses on the classifying, properties, and processes of materials and the selection of those materials to be used in applications. Learners should be concerned with processes and materials used in metals, woods, plastics, ceramics, and composites. This course demonstrates unchanging processes used on different materials, as well as specific processes used on certain materials. This course also offers selection process of the use of materials in different applications. Special attention is given to safety in the work shop environment. Suggested teaching time is one semester on instruction. Major activities include reports, analysis of materials, hands on projects, minor hands on projects, and safe techniques used to process materials.

Course Skills, Knowledge, and Behaviors to be Developed

Changing materials into usable products requires the use of various tools and processes. Students should identify the basic processes of changing the shape and form of materials. Manufactured components result from the processes of forming, separating, combining, and conditioning. After taking this course students will be able to:

Identify materials and classify them into categories of processing methods. Analyze properties of materials to be used in processing techniques. Utilized diverse methods of materials processing. Explain processes used on all types of materials. Demonstrate safe laboratories techniques in the materials processing activities Learn good measuring skills when processing material, and the use of various measuring

devices. Apply processing techniques to a wide variety materials. Explain specific processes used in the industry of metals, woods, ceramics, composites,

and polymers. Identify materials used in technology systems to make life easier for man kind. Discuss the effects of materials on the environment.

Content Outline

Module 1.0 – Beginning Stages

1.1 History1.1.1 erosion 1.1.2 humanity1.1.3 protection

1.2 Environment1.2.1 nonrenewable resources 1.2.2 renewable resources1.2.3 recycling

1.2.3.1 energy conservation glass paper plastic tin

1.3 Impacts1.3.1 toxic waste1.3.2 biodegradable1.3.3 land fills

1.4 The Design Process1.4.1 concurrent engineering1.4.2 time to market1.4.3 rapid prototyping1.4.4 stereo lithography

1.4.4.1 CAD1.4.4.2 CAM1.4.4.3 CAE

1.4.5 technical drawing

1.5 Material Selection1.5.1 reliability of material

1.5.1.1 properties1.5.1.1.1 mechanical

hardness tensile compression ware stiffness shear impact

1.5.1.1.2 physical light heat electricity magnetic

1.5.1.1.3 chemical composition corrosion resistance flammability

1.6 Cost

1.6.1 processing 1.6.2 shipping1.6.3 storing1.6.4 waste

1.7 Standards & Specifications 1.7.1 standards1.7.2 specifications1.7.3 organizations

1.7.3.1 AISI1.7.3.2 APA1.7.3.3 SPE1.7.3.4 NAHB

Module 2.0 – Classifying Materials

2.1 Metals2.1.1 ferrous2.1.2 nonferrous

2.2 Polymers2.2.1 synthetic2.2.1 natural

2.2.2.1 thermoplastics2.2.2.2 thermo sets

2.3 Ceramics2.3.1 natural2.3.2 synthetic2.3.3 glass

2.4 Composites2.4.1 polymer composites2.4.2 metal composites2.4.3 ceramic Composites

2.5 Woods2.5.1 hard woods2.5.2 soft Woods2.5.3 man made

Module 3.0 – General Processes

3.1 Separating3.1.1 sawing3.1.2 shearing3.1.3 chip removal 3.1.4 machining

3.2 Combining3.2.1 mechanical fastening 3.2.2 bonding3.2.3 mixing

3.3 Forming 3.3.1 casting3.3.2 molding3.3.3 extruding3.3.4 forging3.3.5 conditioning

Module 4.0 Individual Processes

4.1 Metals 4.1.1 welding4.1.2 brazing4.1.3 casting4.1.4 forging4.1.5 extrusion

4.2 Polymers 4.2.1 injection molding4.2.2 compression molding4.2.3 blow molding4.2.4 extrusion4.2.5 thermoforming4.2.5 thermo setting

4.3 Ceramics 4.3.1 rolling4.3.2 molding4.3.3 dies4.3.4 firing 4.3.5 dry axel pressing4.3.6 slip casting 4.3.7 glazing

4.4 Woods 4.4.1 cutting4.4.2 drilling4.4.3 sanding4.4.4 rougher4.4.5 joints4.4.6 finishing

4.5 Composite 4.5.1 compression molding4.5.2 vacuum bag4.5.3 matched die molding 4.5.4 lamination 4.5.6 filament winding 4.5.7 pull molding

General Instructional Strategies

1. FacilitiesThis course should be taught in a laboratory that is friendly to a wide variety of materials as outlined in the content. This requirement is designed to have the student to become familiar with as many different materials as possible. The students must have access to different processes needed for the selection of materials they are considering and may use. Laboratories such as metal based, wood, based, plastic based and are good choices for the type of equipment needed for the projects and experiences needed to obtain the objectives in this course.

2. Student projects It is recommended that students become responsive to all process through the use of a wide range of activities that utilize all possible tools and machines found in the laboratory. Such activities will help students recognize the method needed to process materials for major projects. One such activity would be, machining a board activity that utilizes all wood working machines in the room. Students could be required to hand in a board with specific dimensions. Student projects can be for individual needs. Group projects may be used and some projects are all reasonable for the purposes of this course. It is recommended that students come up with good designs and selection of materials for the purpose of the project. The instructor should work closely with the student encouraging them to pay attention to detail and consider different materials.

3. Major projects / minor projects / activities It is strongly recommended that students have a focus of at least one major project and possibly two if time and materials allow. These projects should use different materials for each. An example would be a major project made out of wood like a stool, and then a major project out made metal like a wine rack. Objectives not covered by these major projects should be covered by minor teacher preplanned activities of minor projects. Examples would include injection molding activities or a forging activity. The overall goal is to cover all objectives through hands on activities. The more objectives covered by an activity the more time will be saved.

4 Field tripsField trips are great for students to learn the processing techniques first hand. Experiences on field trips lead to life long memories of the content. Contact local industries and plan trips to explore the processing facilities. Most industries are more than happy to accommodate for tours of their plant.

Module 1Recognizing Materials

Performance Indicators/Supporting Competencies

Students will be able to: Explain how material processes began and has evolved through history. Explain why humans found it necessary to process materials at early stages. Give examples of renewable and nonrenewable resources. Develop a system of recycling to be used in the home and for future use. Recognize the importance of recycling and how it assists in energy conservation. Discuss the positive and negative impacts of land fills, toxic waist, and biodegradable

materials. Design a project to be made with analysis of good design techniques. Communicate ideas of design through drawing or sketching. Select materials to be used in different applications according to the materials properties. Estimate the cost of materials. Identify organizations that produce standards and specifications for materials.

Suggested Specific Instructional Strategies

1. Have students produce a time line of materials and when they were utilized what they were used for.

2. Students could use stone or flint, to make an ancient tool or weapon used by early humans to survive.

3. Students can produce a chart to show where, and how renewable and nonrenewable resources come from.

4. Develop a flow chart that shows the recycling process, of glass, tin, plastic, and paper5. Show a movie on recycling. 6. Develop a system of recycling to be used in the classroom or at home. 7. Use technical drawing tools to draw an orthographic and three view drawing of a project.8. Complete a materials processing activity booklet with sketches, design processes,

problem statements, and constringent before projects are started. 9. Have students complete a materials list and cost sheet. 10. Get an annual book of ASTM standards, and have students look up standards &

specifications for materials. You could assign one material to each student and show a Power Point on the methods used to test the materials.

Module 2

Classifying Materials

Performance Indicators/Supporting Competencies

Students will be able to: Select a metal and match it to its appropriate classification in the metal family Show the different natural and synthetic polymers Give examples of the three types of ceramics Show where metal, polymer, and ceramic composites are used Identify and explains the difference between hard and soft woods Break down a list of materials and classifies them in to proper headings.

Suggested Specific Instructional Strategies

1. Spread out a variety of materials and have students put them into their proper groups of metals, ceramics, composites, woods, and polymers.

2. Assign students to bring in different plastic products from home to be displayed in a classifying exhibit of synthetic and natural polymers.

3. Give students an activity to produce a thermo set and a thermoplastic product. Then have students reprocess the thermoplastic into a different product.

4. Class discussions on the various methods of classifying materials 5. Assign students to create a poster that classifies materials into groups, sub groups and

examples of materials. They may also want to include properties, characteristics of the material they are classifying.

Module 3General Processes

Performance Indicators/Supporting Competencies

Students will be able to: Describe the different processes used in material processing. Demonstrate different styles of the separating process. Demonstrate different styles of conditioning processes. Demonstrate different styles of separating processes. Demonstrate different styles of forming processes. Participates in the combining process for the unification of a material. Use a forming technique to produce a processed material. Develop safe working habits used in these processes.

Suggested Specific Instructional Strategies

1. Have students produce a processing board activity that lets them utilize all the different wood processing machines in the room. An example would. Would be to take a board and cut it to length, rip it to width, and plane it to thickness.

2. Have students mix cement or concrete, to be used in building a brick wall.3. Give students an activity that lets them produce a farm puzzle through the black smith

process of forging. 4. Select a variety of metal products and let students tell how they were processed. 5. Show movie on the general processes of metal, polymers, composites, woods, and

ceramics.6. Have students develop a classroom safety system with rules, and consequences.7. Assign students a general process and develop a report on the different materials and

ways the process can be obtained.8. Let students produce a product designed by them using a variety of material processing

techniques.

Module 4Individual Processes

Performance Indicators/Supporting Competencies

Students will be able to: Utilize safe processes related to metals including but not limited to welding, brazing,

casting, forging, extrusion, power metallurgy. Utilize safe processes related to woods including but not limited to cutting, drilling,

sanding, rougher, joints, and finishing. Utilize safe processes related to ceramics including but not limited to rolling, molding,

dies, firing, dry axel pressing, slip casting, and glazing. Utilize safe processes related to polymers including but not limited to injection

molding, compression molding, blow molding, extrusion, and thermoforming. Utilize safe processes related to composites including but not limited to compression

molding, vacuum bag, matched die molding, lamination, filament winding, and pull molding.

View processes used in ceramics including but not limited to rolling, molding, dies, blow molding, firing, dry axel pressing, slip casting, and glazing.

Use safe processes of wood that include cutting, drilling, sanding, rougher, joints, and finishing.

Discuss types of processes used in composites. Describe how composites make material stronger. Distinguishes between the process extrusion and how it is used in polymers, metals,

and ceramics.

Suggested Specific Instructional Strategies

1. Students should select a material and deign a project by doing a material processing activity booklet, then when it is approved the student can build the project in class work periods using processes learned in class activities.

2. Students could select a material and write to a major manufacturer and ask for information on the processing techniques used to transform the material from its raw form to useable and workable materials.

3. Do small hands on activities that will introduce the student to processes used on materials.

4. Metal fastening activities, such as spot welding, arc welding, mig welding, brazing, and others.

5. Watch videos on the formation of materials from the raw from to useable raw materials. 6. Take field trips to local industries and tour the processing facilities. 7. Demonstrate all tools and machines in the laboratory and stress the safe and proper use

of each.

8. Arrange a visit to a printing shop, a clay studio, a foundry, and so on. Have students prepare in advance some questions. (e.g., relating to materials used, safety considerations, processes learned).

9. Invite a carpenter, welder, potter, or your district's safety officer to visit and discuss personal experiences and issues related to safety and maintenance.

Bibliography

Creese, R. (1999). Introduction to manufacturing processes and materials. New York, New York: Marcel Dekker.

Day, D. Jackson, A. Jennings, S. (2001). The Complete manual of woodworking. New York, New York: Alfred A Knopf INC.

Ellwood, D. (2000). Engineering design: a materials and processing approach. Boston, Mass: McGraw-Hill.

Flinn, R. Trojan K. (1994). Engineering materials and their applications. 4th Edition. New York, New York: Wiley & Sons.

Helsel, L. Liu. P. (2001). Industrial materials. Tinley Park, Illinois: Goodheart-Willcox.

Kuang, Y. (2001). Modeling for casting and solidification processing. New York New York: Marcel Dekker.

Sindo, K. (2002). Welding metallurgy. 2nd edition New York, New York. Wiley &Sons.

Richardson T. Lokensgard, E. (1997) Industrial plastics. Albany, New York: Delmar Publishing Co.

Russell, B. (1998). CIM technology: fundamentals and applications. Tinley Park, Illinois: Goodheart-Willcox.

Walker, J. (2000). Modern metal working. Tinley Park, Illinois: Goodheart-Willcox.

Walker, J. (1996). Handbook of manufacturing engineering. New York, New York: Marcel Dekker.

William, D. ( 2004). Fundamentals of materials science and engineering: an integrated approach. 2 nd. .New York, New York: Wiley &Sons.

Wright, R. (2000).Manufacturing systems. Tinley Park, Illinois: Goodheart-Willcox.

Wright, R. (1999). Processes of manufacturing. Tinley Park, Illinois: Goodheart-Willcox.

Wright, R. (1996). Introduction to materials & processes. Albany, New York: Dept of Education

Specific Content Web Resources

http://www.industryview.com/industries.aspwww.clarkson.edu/camp/conference/index.htmwww.cranfield.ac.uk/sims/materials/processing/pegasus.cc.ucf.edu/~ampac/home.htmlhttp://www.irc.bham.ac.uk/http://www.technet.pnl.gov/dme/materials/index.stmhttp://www.engineeringtalk.com/indexes/categorybrowsemt.htmlhttp://www.powdertechnologyinc.com/docs/pages/processing.htmlhttp://www.glbelt.com/?src=overturehttp://home.earthlink.net/~tcaim/main.htmhttp://www.ceramics.com/http://www.imi.nrc.ca/english/html/Pole_de_RetD/section_materiaux_procedes.htmhttp://www.engineeringtalk.com/indexes/categorybrowsem.htmlhttp://www.dt.navy.mil/code60/code612/code612.htmhttp://www.materialsengineer.com/

DVD, VHS, and Other Instructional Technology Resources

Understanding Behavior-Based Safety Product Number: WW-020-PSG-8 Publisher: J.J. Keller & Associates, Inc. video $99.00, 30 min. Laboratory Safety Twelve Part "Element of Safety " Series of Videotape Programs Product Number: V000EOSVEL Publisher: MARCOM Group Ltd., $999.00, video, 147 min

Vacuum Bag Board Building with Tom Sullivan Composite Materials: Part ANTSC Basic Manufacturing Processes Video$611.00, video, 80min.

Manufacturing Insights: rapid tooling, rapid parts. Presented By: Society of Manufacturing Engineers ISBN / Part Number:VT513 $110.00, video, 60min.

Fundamental Manufacturing Processes, Composite Materials & Manufacturing (2002) Amazon.com Sales Rank (VHS): 85,325, $110.00, 60 min.

Fundamental Manufacturing Processes: Cutting Tool Materials (1996) Amazon.com Sales, video, $255.00, 60 min.

Empires of American Industry: Andrew Carnegie and the Age of Steel (2001ASIN: B000006QW3 Amazon.com Sales, VHS, $24.95, 60min.

Industry & The Environment (1999) ASIN: 6305534969 Amazon.com Sales, VHS, $22.95, 60min.

Empires of Industry - Timber! (2001) ASIN: 0767014952 Amazon.com Sales VHS, $24.95, 60min.

Empires of Industry: Dupont Dynasty (2002) ASIN: B000067J9I Amazon.com Sales, VHS, $24.95, 60min.

Wood a miracle resource $28.99, VHS, 14min.

Appendices

General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of TechnologySuffolk Technology Education Association

SUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at : www.emsc.nysed.gov , Go to MST icon)

Content Standards Performance Standards

Modules Within This Course

Standard 1“Analysis, Inquiry, and Design”

Mathematical analysis

1.3 Impacts, 1.4 The Design Process, 1.5 Material Selection, 1.6 cost,1.7 Standards & Specifications

Scientific inquiry 1.1History, 1.2 Environment, 1.4 The Design Process, 1.5 Material Selection, 1.6 Cost, 1.7 Standards & Specifications, 2.1 Metals, 2.2 Polymers, 2.3 Ceramics, 2.4 Composites, 2.5 Woods, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Engineering design

1.2 Environment,1.3 Impacts, 1.4 The Design Process, 1.5 Material Selection, 1.6 cost, 1.7 Standards & Specifications, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Standard 2“Information Systems”

Retrieve 1.1History, 1.4 The Design Process, 1.5 Material Selection, 1.6 cost, 1.7 Standards & Specifications, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Process 1.1History, 1.4 The Design Process, 1.6 cost, 1.7 Standards & Specifications, 3.1Separating, 3.2 Combining, 3.3 Forming, , 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Communicate 1.4 The Design Process, 2.1 Metals, 2.2 Polymers, 2.3 Ceramics, 2.4 Composites, 2.5 Woods, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Impacts 1.2 Environment, 1.3 Impacts, 1.7 Standards & Specifications, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Limitations 1.2 Environment, 1.4 The Design Process, 1.5 Material Selection, 1.6 cost, 1.7 Standards & Specifications, , 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Ethics 1.3 Impacts, 1.4 The Design ProcessStandard 3

“Mathematics”Mathematical reasoning

1.4 The Design Process, 1.5 Material Selection, 1.6 cost 1.7 Standards & Specifications

Number and numeration

1.4 The Design Process, 1.6 cost, 1.7 Standards & Specifications

Operations 1.4 The Design Process, 1.5 Material Selection, 1.6 cost, 1.7 Standards & Specifications

Modeling 1.1History, 1.4 The Design ProcessMeasurement 1.2 Environment, 1.4 The Design Process, 1.5

Material Selection, 1.7 Standards & Specifications, , 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Uncertainty 1.2 Environment, 1.4 The Design Process, 1.5 Material Selection, 1.6 cost

Patterns 1.3 ImpactsStandard 4

“Science”Physical setting 1.1History, 1.2 Environment, 1.3 Impacts, 2.1

Metals, 2.2 Polymers, 2.3 Ceramics,2.4 Composites, 2.5 Woods

Living environment

1.1History, 1.2 Environment, 1.3 Impacts

Standard 5“Technology”

Engineering design

1.3 Impacts, 1.4 The Design Process,1.5 Material Selection, 1.6 cost, 1.7 Standards & Specifications, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Tools, resources, and technological processes

1.1History, 1.5 Material Selection, 1.6 cost, 2.1 Metals, 2.2 Polymers, 2.3 Ceramics, 2.4 Composites, 2.5 Woods, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Computer technology

1.4 The Design Process, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Technological systems

1.3 Impacts, 1.4 The Design Process, 3.1Separating, 3.2 Combining, 3.3 Forming

History of technology

1.1History, 1.3 Impacts, 2.1 Metals, 2.2 Polymers, 2.3 Ceramics, 2.4 Composites, 2.5 Woods

Impacts 1.1History, 1.2 Environment, 1.5 Material Selection, 1.7 Standards & Specifications, 3.1Separating, 3.2 Combining, 3.3 Forming , 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Management 1.4 The Design Process, 1.5 Material Selection, 1.6 cost, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Standard 6 – “Interconnectiveness: Common Themes”

Systems thinking 1.2 Environment, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Models 1.4 The Design Process, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5

Composite Magnitude and scale

1.2 Environment, 1.3 Impacts, 1.6 cost , 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Equilibrium and stability

1.3 Impacts, 1.4 The Design Process,1.5 Material Selection, 1.7 Standards & Specifications, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Patterns of change

1.1History

Optimization 1.4 The Design Process, 1.5 Material Selection, 1.6 cost, 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Standard 7 - “Interdisciplinary Problem Solving”

Connections 1.4 The Design Process, 1.5 Material Selection, 1.7 Standards & Specifications, 2.1 Metals, 2.2 Polymers, 2.3 Ceramics, 2.4 Composites, 2.5 Woods

Work habits 1.2 EnvironmentSkills and strategies

1.1History,1.3 Impacts, 1.4 The Design Process, 1.5 Material Selection, , 3.1Separating, 3.2 Combining, 3.3 Forming, 4.1 Metals, 4.2 Polymers, 4.3 Ceramics, 4.4 Woods, 4.5 Composite

Appendix B - Examples of Assessment Materials

Test Questions for Materials ProcessingBy Module

Module 1 Beginning Stages

1. An example of erosion is? A. an Indian forming materials to

protect them selves. B. nature forming material ie.

water running over rocks for ages.

C. processes used during the colonial period.

D. materials processing in factories

2. Humanity has been processing materials for how long?

A. since the beginning of man.B. since the industrial revolution.C. since the iron Age. B. since the discovery of fire.

3. Man primarily started to process materials for the purposes of…A. farming B. gatheringC. protectionD. shelter

4. An example of materials processing in the ancient world is:

A. the bow and arrowsB. fireC. mastodonsD. erosion

5. Materials processing can have positive and negative consequences. One example of a negative consequence caused by materials processing technology is:

A. the snail darterB. population controlC. air pollution from metal

processes D. floods

6. How the use of materials processing technology affects our water supply is an impact on:

A. technologyB. the environmentC. manufacturingD. history

7. Technologists work with many different types of natural materials. The material that should not be listed as a natural material is:

A. woodB. metalC. plasticsD. ceramics

8. The two sources of materials are nonrenewable and:

A. solarB. mechanicalC. renewableD. fossil fuel

9. Energy sources that have a never-ending supply are referred to as:

A. renewableB. unlimitedC. expendableD. limited

10. Energy sources that have a supply that is always being replaced are referred to as:

A. renewableB. unlimitedC. expendableD. limited

11. An example of an UNLIMITED supply of energy is:

A. oilB. woodC. windD. human muscle power

12. One way to conserve energy is: A. recyclingB. don’t use as much as you want to C. garbage removableD. land fills engineering

13. Materials that can be recycled are:A. plastic, glass, tin, woodB. wood, iron, glass, plasticC. glass paper plastic, tin D. wood, metal, composites, ceramics

14. A system that uses computers to control

the functions of materials processes is:A. Computer Aided Design (CAD)B. Computer Aided Drafting (CAD)C. Computer Integrated

Manufacturing (CIM)D. Computer Business Office

15. A system used by engineers and designers to create technical drawings is:

A. Computer Aided Design (CAD)B. Computer Controlled RoboticsC. Computer Integrated

Manufacturing (CIM)D. Computer Business Office

16. Engineers who decide the size, shape, and materials that go into a new product work in the:

A. consumer oriented service department

B. production departmentC. design departmentD. research and development

department

17. Providing chip clearance so chips of material do not interfere with the positioning and machining of the work piece is an example of:

A. good tooling designB. quality control principleC. done in continuous productionD. needed for CIM

18. Machine tool operation that is controlled by numerical commands from a computer:

A. CADB. CIMC. CNCD. CAD/CAM

19. A device that acts only as a holding device for production lines is a:

A. fixtureB. jigC. templateD. toggle switch

20. Uses one computer system to control many functions of the processing system.

A. CAMB. CIMC. CADD. CNC

21. The designer draws the part on a CAD system. The information is sent to a machine which makes the part. In this application, a laser "draws" the design in a bath of liquid resin. What process is this known as?

A. overhead millingB. friction cuttingC. center braisingD. stereo lithography

22. Materials selected to resist rust in the automobile industry is known as:

A. composition B. corrosion resistanceC. flammabilityD. shear strength

23. Materials used in guard rails to protect cars from going off the road are high in what strength:

A. wareB. stiffnessC. shearD. impact

24. Which material would be selected for its good electrical conductivity property?

A. plasticB. woodC. copperD. iron

25. A material selected to be used on the space shuttle for its high resistance to heat and cold temperatures is:

A. iron B. glass C. ceramics D. plastics

26. Plastics is used in the manufacturing industry because of its:

A. low cost to produce B. low cost to processC. the durability of material D. All of the above

27. Wood is used in structures because of its low atomic bond. This means it is easy to:

A. processB. catch on fireC. warpD. contract moisture

28. Organizations that test and set standards for materials include all of the following accept:

A. AISIB. APAC. SPED. TSA

Module 2 – Classifying Materials

29. _______ is resistance to cutting or slicing forces.

A. elastic limitB. Shear strengthC. Toughness D. Fusibility

30. Two major classifications of metals are: A. ferrous, nonferrousB. hard, softC. alloys, polymers D. matrix, synthetic

31. An example of a synthetic polymer is:A. wood B. paper C. rubberD. plastic

32. Processes of plastics are concerned with two types of materials:

A. thermoplastics, thermo setsB. synthetic, naturalC. hard, soft D. sets, remolding

33. The term Synthetic means:A. naturalB. made from woodC. formed by moldingD. man made

34. Three sub classifications of Ceramics are:

A. natural, synthetic, glassB. polymer matrix, metal matrix, ceramic matrix C. clay, glaze, pull moldD. diamond, granite, flint

35. Three sub classifications of composites are all accept:

A. polymer compositesB. metal compositesC. ceramic compositesD. wood composites

Module 3 General Processes

36. Material processing is known as:A. changing the shape, size and/or characteristics of a materialB. changing the electrical composition of a materialC. changing the properties of materialsD. changing the strength of materials

37. Forming material includes the process of rolling, casting, stamping, forging, and:

A. drillingB. weldingC. extrusionD. grinding

38. The material process of removing part of the industrial material to change its shape is known as:

A. forming materialB. separating materialC. combining materialD. conditioning material

39. Separating material to change its shape includes cutting, sawing, shearing, drilling, and:

A. drillingB. weldingC. extrusionD. grinding

40. The manufacturing process of fastening industrial materials together is known as:

A. forming materialsB. separating materialsC. combining materialsD. conditioning materials

41. Combining material to change its size and shape includes mixing, soldering, brazing, coating, welding, mechanical fasteners, and:

A. drillingB. adhesivesC. extrusionD. grinding

42. What process changes the internal structure of the material to improve its quality?

A. forming materialsB. separating materialsC. combining materialsD. conditioning materials

43. To change the internal structure of material uses the conditioning processes of thermal, chemical or:

A. mechanicalB. separatingC. filingD. coating

44. In material processing, the changing of shape of material with pressure is:

A. separatingB. castingC. formingD. combining

45. Using sound waves to change a material is known as?

A. harmonic lithographyB. mechanical processingC. thermal conditioningD. acoustic processing

Module 4 Individual l Processes

46. Processes of metals include welding, brazing, casting, forging and

A. extrusionB. glazingC. firingD. blow molding

47. A process to make small plastic through forcing the material into a mold is:

A. thermo formingB. thermo setting C. injection moldingD. forging

48. One process used on metals to combine two separate pieces is:

A. lamination B. filament winding C. pull moldingD. welding

49. A process used on wood just before finishing is:

A. cuttingB. drillingC. sandingD. rougher

50. A mechanical process used to change the physical appearance of wood as well as combine the material is a:

A. smooth edgeB. jointC. weldD. filler

Answer key1. B2. A3. C4. A5. C6. B7. C8. C9. B 10. A11. C12. A13. C14. C15. A 16. C17. A18. B19. A20. B21. D22. B23. D24. C25. C

26. D27. A28. D29. A30. A31. D32. A33. D34. A35. D36. A37. C38. B39. D40. C41. B42. D43. A44. C45. D46. A47. C48. D49. C50. B

Final Exam Blueprint

Module Number

Title Number of Questions

Knowledge Comprehension Application Upper Level

1 Beginning Stages

28 10 10 5 4

2 Classifying Materials

6 5 0 0 0

3 General Processes

11 5 5 0 0

4 Individual Processes

5 0 5 0 0

Evaluation Rubric

Project Development: Student Assessment Student: ________________You will be assessed using the following criteria:

Objectives 5 points + 5 points + 15 points

25 points for each objective

Brainstorming and research

Individual or group sharing of ideas

+ Organization skills and recording of ideas

+ Evaluation of ideas upon completion of gathering thoughts through more in depth research material

Thumbnails & Working Drawings

Pencil/Ink formula mechanical/CAD format

+ Organization skills and recording of ideas Layout and positioning of drawings

+ Final layout of thumbnails, working drawings including line structure, dimensions, details and notes

Mockups Material used related to composites

+ Attention to details + Final production of mockup including shape, form, function, harmony, and balance

Final Project Material selections and supply list

+ Tools and production methods

+ Final production of project in relations to the SAFE concept of simple, appropriate, functional, and feasible

Total Points:

Comments:

Design and process a material in to a product using current material processing technologies. Assessment:

Projects will be evaluated using the following criteria:

1. The student has clearly researched information 0-20 points to develop ideas for a product.

2. The student has demonstrated ability to creatively 0-15 points brainstorm multiple ideas on how to produce a product (Brainstorming notes, thumbnail sketches, etc.).

3. The final design meets appropriate criteria and constraints. 0-25 points

4. The final product reflects a high degree of craftsmanship 0-25 points and appropriate aesthetic qualities.

5. The final product performs as intended. 0-15 points

Appendix C - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

1 Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

2 Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following subgoal of the Action Plan was established.

In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

Appendix E - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org

Appendix E – Other

Name _____________________________ Date _____________

Instructions:Answer the following questions during the lesson presentation or as a part of a textbook assignment.

IV. Material Processing

Changing materials into usable products requires the use of various tools and processes. Students should identify the basic processes of changing the shape and form of materials. Manufactured components result from the processes of forming, separating, combining, and conditioning.

1. Forming material:

2. Separating material:

3. Combining material:

4. Conditioning material: