Computer Integrated Manufacturing

Transcription

1 Computer Integrated Manufacturing Course Description Computer Integrated Manufacturing fulfills the Career and Vocational-Technical Education (VOC) graduation requirement. This course teaches the fundamentals of computerized manufacturing technology building on the solid-modeling skills developed in the Introduction to Engineering design course. Students use computer software to solve design problems and use prototyping equipment to produce 3-D models. Topics of study include parts modeling, prototyping, computer numerical control (CNC), robotics, and CIM system applications. Course Map New Jersey Core Content Technology Curriculum Standards (2009) 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. o F.1 - Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system. o F.2 - Explain how material science impacts the quality of products. o F.3 - Select and utilize resources that have been modified by digital tools in the creation of a technological product or system. (CNC equipment, CAD software) o G.1 - Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity. New Jersey Core Content 21 st Century Life & Career Curriculum Standards (2009) Standard st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. o A.1 Apply critical thinking and problem solving strategies during structured learning experiences. o B.2 Create and respond to a feedback loop when problem solving. o C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Next Generation Science Standards Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. (HS.ETS1.1) Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.(hs-ets.1.2)

2 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. (HS-ETS.1.3) Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. (HS-ETS.1.4) Common Core ELA Standards Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (AS.R.1) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (AS.R.2) Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (AS.R.4) Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (AS.R.7) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (AS.R.9) Read and comprehend complex literary and informational texts independently and proficiently. (AS.R.10) Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (AS.R.8) Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (AS.W.2) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (AS.W.3) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (AS.W.4) Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8) Draw evidence from literary or informational texts to support analysis, reflection, and research. (AS.W.9) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. (AS.SL.1) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. (AS.SL.4)

3 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. (AS.SL.5) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. (AS.SL.2) Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (AS.SL.6) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (AS.L.1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (AS.L.2) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (AS.L.3) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. (AS.L.4) Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (AS.L.6) Common Core Mathematics Standards Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (A.REI.3) Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. (A.REI.1) Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). (A.REI.10) Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (A.CED.1) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R. (A.CED.4) Interpret parts of an expression, such as terms, factors, and coefficients. (A.SSE.1.a) Interpret the parameters in a linear or exponential function in terms of a context. (F.LE.5) Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. (F.IF.2) Determine an explicit expression, a recursive process, or steps for calculation from a context. (F.BF.1.a)

4 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (N.Q.1) Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (N.Q.3) Define appropriate quantities for the purpose of descriptive modeling. (N.Q.2) Identify the shapes of two-dimensional cross-sections of three- dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. (G.GMD.4) Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). (G.MG.1) Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). (G.MG.2) Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). (G.MG.3) Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. (G.SRT.8) Construct a tangent line from a point outside a given circle to the circle. (G.C.4) Course Units Unit 1 Principles of Manufacturing Unit 2 Manufacturing Processes Unit 3 Elements of Automation Unit 4 Integration of Manufacturing Elements Honors Level Modifications Summative Assessments Assessments will reflect more higher-order-thinking, including, but not limited to analysis, synthesis, evaluation, and reflection on respective topics of study. Assigned tasks will require that students apply critical thinking and problem-solving skills. Emphasis will be placed on quality, logical presentation, and originality of writing when answering open-ended questions. Proficiency will be measured by assessments and/or performance tasks that demand students not only have a thorough understanding of the content, but also an ability to extrapolate information, rather than simply memorizing or restating material.

5 Projects, Investigations, Inquiries, & Independent Study All honors courses will include a component from the above choices that invites a deeper engagement that is defined by independence of study and/or choice. Student choices, approved by faculty, will yield a product that reflects the high cognitive demand associated with honors level work. The following items are as follows: Students are held more accountable for following the written lab procedure including locating/setting up laboratory apparatus with minimal oral instructions from teacher. Students are required to submit written lab reports addressing conclusions and discussion questions with a greater level of insight that includes interpretation of data and analysis of graphs. Students are required to setup and run an industrial CNC machine to create a prototype of their designed product. Students are required to submit a digital portfolio of all major assignments and projects completed throughout the course. Students are responsible for independently learning various material properties with respect to tool speeds and feeds with limited classroom instruction. Depth of Study Honors courses will generally require students to take a deeper dive into the curriculum, extending well beyond understanding. The following topics are as follows: All calculations require strict adherence to the rules of significant digits. Problem-solving demands a more detailed use of mathematical computations, including manipulation of equations to solve for different variables and multiple units. Investigate and integrate all types of manufacturing equipment enabling the class to create a fully functional assembly line to create a production product.