working+module+2

=Product/Process Design “Airplanes”= =An OSU Improving Teacher Quality:Sustainability Engineering Lesson= =(7th Grade)= 

Product/Process Design “Airplanes” An OSU Improving Teacher Quality: Sustainability Engineering Lesson PASS (7th Grade)

Problem-Based Learning Scenario Oklahoma is an important state for the flight industry, and a major airline is looking to expand their airplane production facilities to a community in Oklahoma. Your team is responsible for convincing the board that your community is the best place to build an airplane production facility. Creativity, efficiency, economics, and waste management in product and process design will be considered in determining the winning team.

Here are your tasks: 1) Using the materials provided, every member of the team will design a prototype. 2) As a team, choose the one prototype that you want to mass-produce. 3) Design a process for mass production of the prototype. 4) You will have a certain amount of time to produce as many planes as you can. 5) Develop a presentation to convince the board that your community is the best place to build an airplane production facility. 6) Redesign your process with sustainability considerations

Roles guidelines: Each member of a team brings critical expertise to this process. Each of you must serve as your team’s expert, gathering and sharing information to make your best case for winning the contract for an airplane production facility in your community. Descriptions below are basic guidelines, but you may think of additional things you can contribute to your team.

• Mathematician – It is important that your airplane is affordable to produce. You will be given a cost sheet for all of the materials. You’ll be in charge of calculating the cost of each of the prototypes and the mass-production expense. Be prepared to present costs and economics associated with your team’s process. • Scientist – Just as there is an economical cost for airplane production, there is also an environmental cost associated with design and production. Through observation and measurement, consider the environmental impact and waste management issues associated with airplane production. • Language/Communication Specialist – Communication of your team’s work is going to be very important. You and the Media/Technology Specialist need to lead the process of designing an electronic poster to be used in your presentation convincing the board that your community should receive the plant. • Media/Technology Specialist – During all production phases, make sure and use your team’s digital camera to record all steps. You can add these to your digital poster. A digital poster can be created with a multitude of tools, but here are two to try first. Powerpoint is most often used to present bullet-point lists, but you may want to use it for a more creative process. You can set the page to be full page or landscape and add pictures, textboxes, WordArt, etc. The finished poster should be saved as a jpeg file. An online option is Glogster (http://glogster.com). This social networking site offers templates, clipart, and other tools to create your digital poster and share it online. Use your school’s wikispace to post any items to be used for your presentation. • Social Scientist – Why should your community in particular be awarded this contract? Using data sources like http://schoolreportcards.org (demographics) or Google Earth (geography), help your team make a case for the social sustainability of an airplane production facility in your community.

Content Background Information Required: For more information on the generic process for developing new products, see http://www.rqriley.com/pro-dev.htm. For more information on sustainability, see http://en.wikipedia.org/wiki/Sustainably.

Student Objectives: • Students will use available materials to design a prototype airplane. • Students will determine as a group which airplane will serve as the prototype for their mass production activity. • Each group will design a process for mass-producing their chosen prototype airplane • Students will calculate the cost of prototype production and cost of mass production. • Students will calculate the cost of waste management issues associated with producing their airplanes and the sustainability indices. • Students will create a digital poster communicating their airplane design and production. • Students will collect and communicate data supporting an airplane design facility in their community. • Students will develop and deliver a group presentation. • Students will reflect on the activity in their journals (see appendix for attached prompt)

Materials: Each group will be given the following materials: Building Material Cost per Unit # Given to Each Group Toothpicks 12 boxes of 800 for $15.00 100 Rubber bands 1 box of 740 for $3.80 200 Paper clips 1 box of 100 for $2.00 200 Post-it notes 12 pack of 100 sheets per pack for $15.49 100 Sticks of gum 5 pack of 5 pieces per pack for $1.00 100 Ziploc bag Box of 25 for $3.00 5 Lunch bags Box of 50 for $1.50 5 Tootsie rolls 300 count for $14.99 100 Lifesavers Pack of 4 rolls for $1.95 (10 pieces per roll) 200

Lesson Preparation: 1) Organize building materials for groups. 2) Prepare handouts: a. Rubric (Appendix B) b. Cost list for materials 3) Make sure each group has a digital camera. 4) Make sure there is Internet access available.

Lesson Procedures: Introduction 1) Present Class opener: Problem Based Learning Scenario above. 2) Make sure all group members understand their roles. 3) 10 minutes: individual students each create an airplane using the group’s materials. You must keep track of the cost for your materials. You must save all of your trash for a later activity (usable raw materials are not trash). 4) 5 minutes: each group decides on the best prototype and sets the others aside. 5) 5 minutes: each group designs a process/method to manufacture as many airplanes as they can in 10 minutes. 6) 10 minutes: Teams produce as many airplanes as they can in the allotted time. Make sure the teams keep all their trash to be measured later. Instructor will provide challenges for groups to simulate real-life production challenges: a. Hold hand behind back (symbolizes injury) b. Cover eyes (injury) c. Take away materials (lost starting material) d. Break materials (quality issues) e. Give materials to other groups f. Students go into hall (sick day, etc) g. Everyone stand up/sit down (processing change/ergonomics) h. Turn off the lights (symbolized power outage) i. Others? 7) Calculate the environmental impact of each prototype (waste cost, mass/volume) and reevaluate the “best” design. 8) Use Product/Process Design Reflection questions (Appendix A).

Body Sustainability can be defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” [Brundtland Report (1987)]

1) General Sustainability a. Improving process economics b. Improving socio-economic situations i. Better health Standards ii. Around 2.8 million people live on $2/day c. Adverse environmental changes i. 2 billion hecters of soil (15%) of the earth land classified as degraded ii. Half world’s river depleted and polluted iii. Depletion of the ozone layer iv. Concentration of Co2, linked to global warming 1. 25% warmer than 150 years ago

2) Environmental Sustainability (Science Instructor) a. Observation, measurement, data collection b. Are there any wastes in your production processes? i. Determine the mass and the cost of the waste produced by your production process ii. Is any of your waste recyclable? iii. Can any of the byproducts be sold? iv. Are any of the wastes, byproducts, or products hazardous? c. Extension: Hypothesize the biological/environmental effect of the actual production facility from construction to production. i. What is the environmental effect of the actual construction of the facility? (habitat disruption/destruction? what kind of impact on green areas, trees, agriculture, and/or water will occur? How big will it be? How much land will it use? etc.) ii. Is there any noise pollution associated with production process in and around the facility? (hearing issues for workers? community members? etc.) iii. Will air quality be effected? (fuel emissions? Ozone effects? Global warming?)

3) Math Instruction a. As a team, calculate the cost of each prototype that members of your team made. b. Material costs c. Processing costs (energy, etc) d. Labor costs

4) Social Studies a. How did their process impact the surroundings? b. Does their process make noise?

5) Prepare group presentations (20 minutes)

Conclusion Rubric evaluations – Attached to this lesson is a rubric in two parts. The first part should be used at the completion of the introduction portion of the lesson. It covers creativity and efficiency in the design and production processes. The second part should be used following the body of the lesson and covers cost of design and production as well as waste management.

Group presentations – Each group will have five minutes to show their prototype, share their production process ideas, and share their rubric results.

Assessments: Ideas for content area extensions and assessment: 1) Math- Have students create a scale drawing of an actual facility to better understand the land requirement of such a facility. 2) Science- Create a research project to examine the natural habitats in the area to examine what kind of animals/plants might be affected by the building of the facility. 3) Social Studies- Attend a zoning commission meeting to help understand the way that community government works when considering this kind of production facility. 4) Language Arts 5) Library Media/Technology- Support the math scale drawing above with free software at http://ldraw.org or http://factory.lego.com. Support the science research project above by teaching search strategies or having students create a specialized search engine for this project (http://www.google.com/coop/cse/).

PASS: Content Standards Math: • Standard 1: Algebraic Reasoning - The student will use number properties to simplify and solve simple linear equations. • Standard 2: Number Sense - The student will use numbers and number relationships to acquire basic facts and determine the reasonableness of results.

Science: • Physical Science Standard 1: Properties and Physical Changes in matter- Students will measure physical properties of matter. • Life Science Standard 4- Behavior and Regulations- The students will predict the effects of a changing environment on organisms. • Earth Science Standard 5- Structures of the Earth System- The student will investigate possible changes and influences on the layers of the atmosphere

Language Arts: • Standard 1: Vocabulary- The student will expand vocabulary. • Standard 5: Research and Information- The student will conduct research and organize information • Social Studies: • Standard 5: the student will examine the interactions of humans and thier environment. • Standard 6: The student will analyze problems and issues from a geographic perspective using the skills and tools of geography.

Information Literacy: • Standard 1: The student who is information literate accesses information efficiently and effectively. o The student will demonstrate he/she understands the need for information. o The student will demonstrate he/she knows that in order to make decisions accurate information is needed. o The student will be able to identify and use a range of information sources. o The student will demonstrate he/she knows how to access information from a variety of sources – print, nonprint and electronic. • Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. • Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. o The student will demonstrate the ability to be a contributing member of a group by locating, using and communicating information to solve a need or problem. o The student will respect diversity of thoughts and backgrounds of group members.

Instructional Technology: • Standard 3: The student will demonstrate knowledge of technology productivity tools. o Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. o Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

Process Standards Math: • Standard 1: Problem Solving o Use technology to generate and analyze data to solve problems. o apply a variety of strategies (e.g., restate the problem, look for a pattern, diagrams, slove a simpler problem, work backwards, trial and error) to solve problems, with emphasis on multistep and nonroutine problems. • Standard 2: Communication o Reflect on and justify reasoning in mathematical problem solving (e.g., convince, demonstrate, formulate). • Standard 3: Reasoning o Develop and evaluate mathematical arguments (e.g., agree or disagree with the reasoning of other classmates and explain why).

Science: • Process Standard 1: Observe and Measure- The students will use System International (SI) units and appropriate tools when measuring objects. • Process Standard 5: Inquiry- The student will use the skills necessary to carry out the process of scientific or systemic thinking.

Language Arts: • Writing Process Standard 2: Modes and Forms of Writing- The student will write for a variety of pruposes and ausiences using, narrative, descriptive, expository, persuasive, and reflective modes. • Oral Language Standard 1: Listening- The student will listen for information and for pleasure. • Oral Language Standard 2: Speaking- The student will express ideas and opinions in group or indivudual situations. • Visual Literacy Standard 3: Compose visual messages- The student will create a vusual message that effectively communicates an idea.

Appendix A Product/Process Design Reflection

The purpose of this reflection is for you to consider the differences between product and process design using information and evidence from your reading and your airplane design experience in order to understand the relationship of the two for engineering. (You will have the following five sections)

Introduction What was the activity about and what do you think about process and product design? Answer the question “What is the difference between product and process design?”.

Methods Describe your group (group name and members), the materials you used, and the steps you went through to design your airplane prototype and the manufacturing method.

Results Describe the results of the product ranking and process evaluation. (What ranking in the two parts of the contest did your plane receive?)

Conclusions Discuss the strengths and weaknesses of your product and process tying that in with your group process. (Did group issues facilitate or hinder your product/process?)

Implications How do the results of your Airplane Design Challenge experiment “What is the difference between product and process design?” help you understand the importance of these concepts for Engineering? (How does one affect the other and vice versa? Why is understanding these two concepts important for engineers?)

Appendix B Assessment Rubric

Part 1 4 3 2 1 Creativity in Airplane Design The airplane contains many creative details that contribute to the look and feel of the plane. The designer has really used his or her imagination. The airplane contains few creative details that contribute to the look and feel of the plane. The designer has used his or her imagination. The airplane contains few creative details. The designer has tried to use imagination. There is little evidence of creativity in the design of the plane. The designer does not seem to have used much imagination. Plan for Production Students have developed a clear plan for producing multiple airplanes efficiently. All students can independently explain the planned process in detail. Students have developed a clear plan for producing multiple airplanes efficiently. All students can independently explain the planned process. Students have developed a clear plan for producing multiple airplanes efficiently. All students can independently explain some of the planned process. Students have no clear plan for producing multiple airplanes efficiently AND/OR students in the group cannot explain their planned process.

Focus on the Production Process Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work.

Part 2 Cost of Plane Calculate the cost of each of your team’s prototypes: Name: _____________________________________ Cost: ___________________________

Name: _____________________________________ Cost: ___________________________

Name: _____________________________________ Cost: ___________________________

Name: _____________________________________ Cost: ___________________________

Name: _____________________________________ Cost: ___________________________

Name: _____________________________________ Cost: ___________________________ Cost of Production Process Calculate the cost of your team’s mass-production of airplanes: Number of airplanes produced in time allotted: ________________ Cost of airplanes produced in time allotted: ___________________

Waste Management Calculate the amount of waste collected in designing prototypes and in mass-production

_____________________________________________________________________________