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Copyright © Texas Education Agency, 2015. All rights reserved.

History of Manufacturing Practicum in Manufacturing

Performance Objective After completing this lesson, students will be able to discuss the history of the manufacturing process to the teacher’s satisfaction. Specific Objectives

Research the progress of manufacturing before the Industrial Revolution.

Research the impact of women and children in the manufacturing workplace during the Industrial Revolution.

Describe the effect of trade unions on the manufacturing workforce.

Identify the role of Great Britain and the growth of mass production in manufacturing.

Research the growth and impact of technological innovation in manufacturing.

Write a 100-word essay on what they consider as two of the most important technological innovations impacting the manufacturing process in the last 100 years.

Terms

• Cottage industry- a manufacturing process or business that takes place in a person’s home. • Inefficiency- high levels of waste in resources, time, and energy in the manufacturing process. • Mechanization- the transition from animal and human labor to that of machines. • Productivity- the measurement of effort in the manufacturing process in terms of the rate of output

versus unit of input. • Trade union- an organization created when employees join together to bargain collectively with their

employer regarding their interests and rights. • Prototype- the first working model of a product to be manufactured. It is used for testing and

improvements for future models. • Off-the-shelf- a manufacturing practice used to improve productivity by using existing, stock supplies

in the manufacturing process rather than custom-making new designs. • Standard Operating Procedure (SOP)- a written document that provides accurate and detailed

instructions required to perform a manufacturing process. • Just-in-time (JIT)- a quality process used to reduce inventory and the related carrying costs, by

supplying inventory on an as-needed basis during the manufacturing process. • Good Manufacturing Practice (GMP)- using written guidelines to manage the production and testing

procedures in the manufacturing process to improve product quality. This lesson should take three class days to complete; add at least two days for presentations.

TEKS Correlations

Preparation

Lesson Plan

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This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.

Practicum in Manufacturing

130.330 (c) o (1) The student demonstrates professional standards as required by business and industry. The

student is expected to: (A) adhere to standard operating procedures; (B) demonstrate positive work behaviors such as attitudes, punctuality, time management, initiative, and cooperation; (C) accept constructive criticism; (D) apply ethical reasoning to a variety of situations in order to make ethical decisions; (E) complete tasks with the highest standards such as quality products and services; (F) model professional appearance such as dress, grooming, and personal protective equipment as appropriate; and (G) comply with practicum setting safety rules such as regulations to maintain safe working conditions and environments.

Interdisciplinary Correlations

English Language Arts and Reading, English I

110.31 (b) o (24) Listening and Speaking/Listening. Students will use comprehension skills to listen

attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and (C) evaluate the effectiveness of a speaker's main and supporting ideas.

Public Speaking I, II, III

110.57 (b) o (4) Organization. The student organizes speeches. The student is expected to:

(A) apply knowledge of speech form to organize and design speeches; (B) organize speeches effectively for specific topics, purposes, audiences, and occasions; (C) choose logical patterns of organization for bodies of speech; and (D) prepare outlines reflecting logical organization.

110.57 (b)

o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

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(A) employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas; (B) rehearse and employ a variety of delivery strategies; (C) develop verbal, vocal, and physical skills to enhance presentations; (D) use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and (E) interact with audiences appropriately.

Accommodations for Learning Differences

It is important that lessons accommodate the needs of every learner. These lessons may be modified to

accommodate your students with learning differences by referring to the files found on the Special

Populations page of this website (cte.unt.edu).

Preparation

Review and become familiar with the terminology, website links, and the slide presentation.

Have materials, slide presentation, and websites ready prior to the start of the lesson. References Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.

Instructional Aids

The History of Manufacturing slide presentation and notes

Warm-up Activity (Slide 3)

The History of Manufacturing Terms and Definitions handout for each student

The History of Manufacturing Terms and Definitions Answer Key

The History of Manufacturing Quiz handout for each student

The History of Manufacturing Quiz Answer Key

Manufacturing Timeline Snapshot activity handout

Manufacturing Timeline Snapshot Presentation Rubric

Then and Now activity handout

Then and Now Research Report Rubric Materials Needed

Butcher paper or poster board as an option for the Manufacturing Timeline Snapshot activity

Students can provide their own materials.

Equipment Needed

Teacher computer

Projector (for digital presentation)

The main purpose of this lesson is to give students an understanding of the history of the manufacturing process from the 1700s until today.

Introduction

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Say o The mass production of products through manufacturing is essential to the U.S. and the world

economy.

Ask o Do you know how modern day manufacturing became such an efficient process?

Say o The United States started manufacturing in Great Britain years before the Industrial Revolution.

Show o Photos from the Internet of goods produced from around the world through customized

manufacturing and mass production on assembly lines.

MI

OUTLINE

I. Introduction of Lesson A. The History of Manufacturing slide presentation B. Bell Work Activity C. Warm-up activity

II. Home-based manufacturing in

Great Britain A. Cottage industry manufacturing B. Increased demand for goods

III. Mechanization and the Industrial

Revolution A. Merchants require increased production B. Technological improvements in manufacturing

IV. The Workforce A. Men, women, and children in the workforce

B. Trade unions

NOTES TO TEACHER Begin The History of Manufacturing slide presentation. Each slide is meant to be discussed.

Have some background knowledge,

and challenge the students to make

some contributions to the

discussion.

Have students work on the Bell Work Activity. (Slide 2) Warm-up Activity: The History of the Manufacturing Terms and Definitions handout (Slide 3) Students (in pairs) will teach each other the terms and definitions. They may do computer-based research to look up the meaning. (Slide 3)

Outline

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Multiple Intelligences Guide

Guided Practice The teacher will present The History of Manufacturing slide presentation and will have the students complete the assignments. It is up to the teacher’s discretion whether to assign some of the larger projects to pairs or small groups instead of to individual students. Independent Practice Have students write a 100-word essay on what they consider as two of the most important technological innovations impacting the manufacturing process in the last 100 years.

Existentialist

Interpersonal

Intrapersonal

Kinesthetic/ Bodily

Logical/ Mathematical

Musical/Rhythmic

Naturalist

Verbal/Linguistic

Visual/Spatial

Application

OUTLINE

V. A timeline of technological advances impacting manufacturing A. Textile production B. Timeline of technological innovations impacting manufacturing

VI. History of Manufacturing Quiz VII. 100-word essay on technological

innovations VIII. Class activities and rubrics

A. Manufacturing Timeline Snapshot activity

B. Manufacturing Timeline Snapshot Presentation Rubric

C. Then and Now activity D. Then and Now Research Report

Rubric

MI

NOTES TO TEACHER Assign quiz and grade using answer keys.

Students will share their

Manufacturing Timeline Snapshot

with the class in a presentation.

Students will summarize their research findings from the Then and Now activity in a 450 to 500-word, typed essay.

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Review

o What key changes have taken place in automotive manufacturing in the past 75 years? o How has manufacturing become more complex? o Review the timeline. Which decade do you feel has experienced the biggest change and why?

Informal Evaluation It is up to the teacher’s discretion of how to grade the assignments. The teacher will monitor the students’ work to check for understanding. Formal Evaluation Students will complete extensive projects to demonstrate knowledge of material covered in this lesson. Rubrics have been provided.

Summary

Evaluation

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Name_______________________________Date____________________Class______________

The History of Manufacturing Terms and Definitions

Directions Use the Internet to research the definitions to the manufacturing terms below.

1. Cottage industry

2. Inefficiency

3. Mechanization

4. Productivity

5. Trade union

6. Prototype

7. Off-the-shelf

8. Standard Operating Procedure (SOP)

9. Just-in-time (JIT)

10. Good Manufacturing Practice(GMP)

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The History of Manufacturing Terms and Definitions

Answer Key

1. Cottage industry- a manufacturing process or business that takes place in a person’s home.

2. Inefficiency- high levels of waste in resources, time, and energy in the manufacturing process.

3. Mechanization- the transition from animal and human labor to that of machines.

4. Productivity- the measurement of effort in the manufacturing process in terms of the rate of output

versus unit of input.

5. Trade union- an organization created when employees join together to bargain collectively with their employer regarding their interests and rights.

6. Prototype- the first working model of a product to be manufactured. It is used for testing and

improvements for future models.

7. Off-the-shelf- a manufacturing practice used to improve productivity by using existing stock supplies in the manufacturing process rather than custom-making new designs.

8. Standard Operating Procedure (SOP)- a written document that provides accurate and detailed

instructions required to perform a manufacturing process.

9. Just-in-time (JIT)- a quality process used to reduce inventory and the related carrying costs by supplying inventory on an as needed basis during the manufacturing process.

10. Good Manufacturing Practice (GMP)- using written guidelines to manage the production and testing

procedures in the manufacturing process to improve product quality.

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Name_____________________________________Date_____________________Class______________

The History of Manufacturing Quiz

Directions Read each statement and fill in the blanks with the correct answers.

1. In ________, Eli Whitney contracted to make 10,000 guns with _____________________for the US Army.

2. ______________________ began using ______________________ shop tools and equipment in ________.

3. By ________, Charles Goodyear had developed a method to_________ rubber to make it resistant to

________________________.

4. In Pennsylvania, 1864, ________________ installs a five-mile oil pipeline powered by an ____________________.

5. The first ___________________________________ was invented by_________________ in 1902.

6. In 1908, the _________________was produced by Henry Ford, using the________________ process.

7. In ________, the first _________________________ were created by NASA to be used on space walks. 8. In ________, the programmable logic controller (PLC) was developed and gave engineers the ability to

_______________________ on assembly lines. 9. The IBM Company develops and markets the first_________________ to the general public, in ________.

10. In ________, Netscape, the first _________________________ was developed and launched, making

internet searches easier and popular.

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The History of Manufacturing Quiz Answer Key

Directions Read each statement and fill in the blanks with the correct answers.

1. In ________, Eli Whitney contracted to make 10,000 guns with _____________________for the US

Army.

Answer

1797

interchangeable parts

2. ______________________ began using ______________________ shop tools and equipment in ________.

Answer

Thomas Davenport

electric motors to power

1837

3. By ________, Charles Goodyear had developed a method to_________ rubber to make it resistant to ________________________.

Answer

1843

vulcanize

temperature changes

4. In Pennsylvania, 1864, ________________ installs a five-mile oil pipeline powered by an ____________________.

Answer

Samuel Van Sycel

oil pump

5. The first ___________________________________ was invented by_________________ in 1902. Answer

commercial air conditioning system

Willis H. Carrier

6. In 1908, the _________________was produced by Henry Ford, using the________________ process. Answer

Ford Model T

assembly line

7. In ________, the first _________________________ were created by NASA to be used on space walks. Answer

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1963

battery-powered hand tools

8. In ________, the programmable logic controller (PLC) was developed and gave engineers the ability to _______________________ on assembly lines.

Answer

1968

control automation

9. The IBM Company develops and markets the first_________________ to the general public, in ________.

Answer

personal computer

1981

10. In ________, Netscape, the first _________________________ was developed and launched, making internet searches easier and popular.

Answer

1994

internet web browser

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Manufacturing Timeline Snapshot

OBJECTIVE Students will organize and develop a historical timeline snapshot. The purpose of this activity is to classify and explain key events in their lives as they relate to historic events and manufacturing events. PROCEDURE Design a personal timeline that includes the following information.

Five historic events

Seven manufacturing events

10 personal milestones in your life MATERIALS NEEDED

Poster boards or butcher paper

String or yarn

Rope

Pictures

Computer and printer

Paper Be as creative as possible! Use pictures to make your timeline more appealing! No markers or handwritten information may be used. Everything must be typed, cut, and pasted. Use the string, yarn, or rope to make the actual timeline and adhere to the poster board or butcher paper. TIME ALLOTTED To be determined by teacher.

Be ready to share your timeline with the rest of the class in a presentation.

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Manufacturing Timeline Snapshot Presentation Rubric

Criteria Points

0-5 6-10 11-15 16-20

Organization Audience cannot understand

presentation because there is no sequence of

information.

Audience has difficulty following

presentation because student jumps around.

Student presents information in a logical sequence

that audience can follow.

Student presents information in a

logical, interesting sequence that audience can

follow.

Content Knowledge Student does not have grasp of information;

student cannot answer questions about

subject.

Student is uncomfortable with information and is

able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more

than required) with explanations and elaboration.

Visuals Student used no visuals.

Student used a few visuals that rarely

supported text and presentation.

Visuals related to text and

presentation.

Student used visuals to reinforce

screen text and presentation.

Mechanics Student's presentation had four or more

misspellings and/or grammatical errors.

Presentation had three misspellings

and/or grammatical errors.

Presentation has no more than two

misspellings and/or grammatical errors.

Presentation has no misspellings or

grammatical errors.

Delivery Student mumbles, mispronounces terms, and speaks too quietly

for students in the back of the class to hear.

Student mispronounces terms. Audience members have

difficulty hearing presentation.

Student's voice is clear. Student

pronounces most words correctly.

Student used a clear voice and correct, precise

pronunciation of terms.

Total

Teacher Comments

Presentation Title________________________________________________________________________

Name__________________________________ Teacher______________________________________

ID#____________________________________ Date of Presentation____________________________

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Then and Now

OBJECTIVE Students will conduct research to investigate a discovery in manufacturing and will summarize their findings in an essay. PROCEDURE

1. Select and research one of the historic events in manufacturing, of your choice, from the manufacturing timeline discussed in the lesson.

2. Answer these questions in your response. a. What historic manufacturing event did you choose? b. What was the significance of the event?

3. What new discoveries did the initial discovery lead to? 4. What new research is being done that is related to the initial discovery?

SUMMARY Summarize your findings in a 450 to 500-word, typed essay.

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Then and Now Research Report Rubric

Research Report Title___________________________________Name___________________________

Criteria Points

4 3 2 1

Introduction/ Topic

Student(s) properly

generates questions and/

or problems around a topic.

Student(s) generates

questions and/or problems.

Student(s) requires prompts to

generate questions and/or problems.

Questions or problems are

teacher- generated.

____

Conclusions Reached

Numerous detailed

conclusions are reached from the evidence

offered.

Several detailed conclusions are

reached from the evidence offered.

Some detailed conclusions are

reached from the evidence offered.

A conclusion is made from the

evidence offered.

____

Information Gathering

Information is gathered from

multiple electronic and non-electronic

sources and cited properly.


multiple electronic and non-electronic

sources.


limited electronic and non-electronic

sources.

Information is gathered from non-electronic or electronic sources only.

____

Summary Paragraph

Well organized and

demonstrates logical

sequencing and sentence structure.

Well organized, but demonstrates

illogical sequencing or sentence structure.

Fairly organized, but demonstrates

illogical sequencing and sentence

structure.

Weakly organized.

____

Punctuation, Capitalization,

and Spelling

Punctuation and capitalization are

correct.

There is one error in punctuation

and/or capitalization.

There are two or three errors in

punctuation and/or

capitalization.

There are four or more errors in punctuation

and/or capitalization.

____

Total----> ____

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