Updating Course Outlines in Technology Education

Oswego Update Project

A Graduate Research Project

Updating Course Outlines in Technology Education

June 2004

“Materials Processing”

In collaboration with:

Developer:

Mr. Matthew Soboloski, Graduate Research, SUNY–Oswego,

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego,

Mr. Eric Suhr, Laisson, New York State Education Department,

Content Consultants:

Jed Musch, Rome Free Academy,

Jason Loyd, Baldwinsville High School

Robert Shuman, Phoenix High School,

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 School

Mr. Robert Jones, Amsdell Heights Junior High School

Dr. Dennis Kroon, Farmingdale High School

Digitally available at

www.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, Professor

SUNY Oswego, Dept. of Technology

School 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 History

1.1.1 erosion

1.1.2 humanity

1.1.3 protection

1.2 Environment

1.2.1 nonrenewable resources

1.2.2 renewable resources

1.2.3 recycling

1.2.3.1 energy conservation

· glass

· paper

· plastic

· tin

1.3 Impacts

1.3.1 toxic waste

1.3.2 biodegradable

1.3.3 land fills

1.4 The Design Process

1.4.1 concurrent engineering

1.4.2 time to market

1.4.3 rapid prototyping

1.4.4 stereo lithography

1.4.4.1 CAD

1.4.4.2 CAM

1.4.4.3 CAE

1.4.5 technical drawing

1.5 Material Selection

1.5.1 reliability of material

1.5.1.1 properties

1.5.1.1.1 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 shipping

1.6.3 storing

1.6.4 waste

1.7 Standards & Specifications

1.7.1 standards

1.7.2 specifications

1.7.3 organizations

1.7.3.1 AISI

1.7.3.2 APA

1.7.3.3 SPE

1.7.3.4 NAHB

Module 2.0 – Classifying Materials

2.1 Metals

2.1.1 ferrous

2.1.2 nonferrous

2.2 Polymers

2.2.1 synthetic

2.2.1 natural

2.2.2.1 thermoplastics

2.2.2.2 thermo sets

2.3 Ceramics

2.3.1 natural

2.3.2 synthetic

2.3.3 glass

2.4 Composites

2.4.1 polymer composites

2.4.2 metal composites

2.4.3 ceramic Composites

2.5 Woods

2.5.1 hard woods

2.5.2 soft Woods

2.5.3 man made

Module 3.0 – General Processes

3.1 Separating

3.1.1 sawing

3.1.2 shearing

3.1.3 chip removal

3.1.4 machining

3.2 Combining

3.2.1 mechanical fastening

3.2.2 bonding

3.2.3 mixing

3.3 Forming

3.3.1 casting

3.3.2 molding

3.3.3 extruding

3.3.4 forging

3.3.5 conditioning

Module 4.0 Individual Processes

4.1 Metals

4.1.1 welding

4.1.2 brazing

4.1.3 casting

4.1.4 forging

4.1.5 extrusion

4.2 Polymers

4.2.1 injection molding

4.2.2 compression molding

4.2.3 blow molding

4.2.4 extrusion

4.2.5 thermoforming

4.2.5 thermo setting

4.3 Ceramics

4.3.1 rolling

4.3.2 molding

4.3.3 dies

4.3.4 firing

4.3.5 dry axel pressing

4.3.6 slip casting

4.3.7 glazing

4.4 Woods

4.4.1 cutting

4.4.2 drilling

4.4.3 sanding

4.4.4 rougher

4.4.5 joints

4.4.6 finishing

4.5 Composite

4.5.1 compression molding

4.5.2 vacuum bag

4.5.3 matched die molding

4.5.4 lamination

4.5.6 filament winding

4.5.7 pull molding

General Instructional Strategies

1. Facilities

This 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 trips

Field 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 1

Recognizing 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 paper

5. 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 3

General 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 4

Individual 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.