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Northern Burlington County Regional School District & Machine Technology Department: Applied Technology Course: Tool & Machine Technology

New Jersey Content Standards: 2014 Big Ideas / Enduring Essential Questions 8.2 Technology Education, Engineering, , and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed Unit 1 world as they relate to the individual, global society, and the environment. Understandings  What are some unique attributes of the structure of a

9.3 – Career & Technical Education (CTE) Content Area: 21st Century Life and Careers manufacturing facility/lab?

21st Century Life and Careers: Career Ready Practices  Special rules and standards of  When do safety practices begin and end in the lab environment? dress, behavior, and situational  Why are there national safety standards? CCSS.ELA-RI.12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to awareness must be met when in a  What are Environmental/ economic impacts/ considerations to address a question or solve a problem. manufacturing and lab environment. consider in this lab?  Material technology has been the Cumulative Progress Indicator (CPI) Number and Description (if applicable) Unit 2 driving force behind the 8.2.5.A.1 Compare and contrast how products made in nature differ from products that are human made in how they are produced and used. technological advancement of  How has the evolution of materials science coincided with 8.2.2.E.1 List and demonstrate the steps to an everyday task. human kind. technological breakthroughs in history? 8.2.5.A.4 Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences. 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work.  Sheet materials are easily formed  Why is steel the primary used in our lab and around the 8.2.5.A.4 Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences. and require precise measurement world? 8.2.5.A.5 Identify how improvement in the understanding of materials science impacts technologies. and tooling to achieve the desired 8.2.8.A.4 Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.  What purposes can other types of serve in our world? 8.2.2.B.1 Identify how technology impacts or improves life. result. 8.2.5.B.4 Research technologies that have changed due to society’s changing needs and wants.  and machinery can be applied  What are Environmental impacts to consider when choosing 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., , industrial revolution or information age, and identify their impact and how to a wide variety of stock to produce metallic materials? they may have changed to meet human needs and wants. 8.2.5.C.2 Explain how specifications and limitations can be used to direct a product’s development. infinite forms and sizes. Unit 3 8.2.5.B.4 Research technologies that have changed due to society’s changing needs and wants.  Joining metals uses various  Why are products such an integral aspect of our 8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. 8.2.12.A.2 Analyze a current technology and the resources used, to identify the -offs in terms of availability, cost, desirability and waste. specialized techniques and society? 8.2.5.B.6 Compare and discuss how technologies have influenced history in the past century. equipment.  What are the limits of sheet metal as it is used in industry and art? 8.2.8.D.3 Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles that validate a solution.  Metal is a material that can be 8.2.5.B.6 Compare and discuss how technologies have influenced history in the past century.  Why does modeling with or other materials help with 8.2.8.B.7 Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. sculpted and formed for aesthetic 8.2.2.A.4 Choose a product to make and plan the tools and materials needed. and functional purposes similar to problem solving in the design process? 8.2.5.A.3 Investigate and present factors that influence the development and function of products and systems, e.g., resources, criteria and constraints. mediums such as clay, , and  What are the advantages and disadvantages of using hand tools? 8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product. 8.2.2.C.2 Create a of a product or device that communicates its function to peers and discuss. .  How is sheet metal cut and formed to the desired shape? 8.2.8.C.3 Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer.  Specialty jigs, fixtures, and tooling Unit 4 8.2.8.C.5(b) Create a technical sketch of a product with materials and measurements labeled. represent 95% of the effort behind 8.2.8.D.1 Design and create a product that addresses a real world problem using a design process under specific constraints.  How are large pieces of material handled in a safe manner? mass produced products. 9.3.MN‐HSE.1 Demonstrate the safe use of manufacturing equipment.  allows complex shapes to  How are standard material sizes and shapes utilized for their 9.3.MN‐LOG.2 Demonstrate proper handling of products and materials in a manufacturing facility. be quickly and easily duplicated in a maximum potential? 9.3.MN‐LOG.4 Manage inventory using logistics and control processes and procedures 9.3.MN‐PRO.2 Manage safe and healthy production working conditions and environmental risks. variety of materials.  What are a few methods of joining metallic materials and what type of equipment is required for each? CRP1. Act as a responsible and contributing citizen and employee. CRP5. Consider the environmental, social and economic impacts of decisions.  How must methods, of steel, be altered as size of the CRP9. Model integrity, ethical leadership and effective management. stock increases or decreases? ITEEA Standards for Technological Literacy Unit 5 Standard 1. Students will develop an understanding of the characteristics and scope of technology. Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.  What is the industrial use for ? Standard 11. Students will develop the abilities to apply the design process. Standard 12. Students will develop the abilities to use and maintain technological products and systems.  What does forging do to properties of each metal? Standard 19. Students will develop an understanding of and be able to select and use  What are the similarities and differences between sculpting metal manufacturing technologies. and other materials? STL Benchmarks for Grades 9 - 12 STL 1/Benchmark K: The rate of technological development and diffusion is increasing rapidly.  How are high temperatures handled in a safe manner both alone STL 3/Benchmark G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function. and around others? STL 3/Benchmark H: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Unit 6 STL 11/Benchmark R: Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic,  What are the major advantages of mass production? quantitative, virtual, and written means, in addition to three-dimensional models. STL 12/Benchmark L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.  What types of tooling are most common in a metalworking setting? STL 12/Benchmark M: Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. STL 12/Benchmark O: Operate systems so that they function in the way they were designed.  How much of the total effort to mass produce a product is STL 19/Benchmark L: Servicing keeps products in good operating condition. expended on tooling? STL 19/Benchmark M: Materials have different qualities and may be classified as natural, synthetic, or mixed.  In what ways does specialty tooling increase workplace safety?

Unit 7  Why are done in today’s society?  In what ways are castings cost effective?  What are some cast products that are encountered in everyday life?  What are special safety considerations for metal casting?

For English Language Learners refer to the World-Class Instructional Design and Assessment (WIDA) Consortium’s CAN DO Descriptors provided by the director. More information can be found on www.wida.us.

June 2015

Northern Burlington County Regional School District Tool & Machine Technology Unit Titles- # Days Unit 1: Intro to Metals Lab and Safety – 10 Days Unit 2: – 15 Days Unit 3: Sheet Fabrication with hand tools – 30 Days Unit 4: Light stock forming and assembly – 45 Days Unit 5: Forging and Free Form Design – 20 Days Unit 6: Production Methods – 25 Days Unit 7: Mold Making – 20 Days

Assessments Other Information / Resources Interdisciplinary Connectedness Unit 1 Unit 1 Unit 1 Written test on general lab safety. Teacher created slideshows, handouts, etc as appropriate. English – Communicating ideas via writing and presentation. Practice safe attire for lab. Poster board, markers Unit 2 Identification of hot metals work areas of the lab. Safety Material Science related metal types, and metals used in tools. Observation of behavior when moving around lab. Metalworking hand tools: , drivers, mallets, files, Physics: use of levers and fulcrums in tool design. Situational safety scenarios. grips, . History: age, Age, Industrial Revolution Student generated safety rules Unit 2 Following cleanup procedures. Teacher created slideshows, handouts, etc as appropriate. Unit 3 Unit 2 , measuring tape, yard sticks Physics of tool design, and forces. Test: Basic metallurgy and history of metal. Safety glasses of fluxes and solder used to join the parts. Practical: Identification of stock. Center and Geometry/Math of layout. Practical assessment of metal identification Material samples Unit 4 Practice safe attire for lab. Torch or for heating metal Mathematics: use of measuring devices. Verbal assessment during activities. Unit 3 Material science in selection of materials. Uses of metallic materials group activity. Teacher created slideshows, handouts, etc as appropriate. Engineering principles in project design. Unit 3 Paper, pens/pencils, poster board, markers. Physics discussing electricity and forces applied to practical products. Safety test on hand tools and sheet metal practices. Rulers, center punches, combination squares, , scribe, thickness English – Research and communication of information on related careers. Practical and written test on tool identification and procedures. , framing . Unit 5 Sheet metal project rubrics Safety glasses Cardboard/paper layout activity Metalworking hand tools; hammers, mallets, , stakes, , hand Architecture: Influence of metal on architecture through history. Students will demonstrate safe work practices in using hand tools, groover, hand hemmer, curved snips, aviation snips, set, pop riveter, letter Mathematics: measurement, geometry, sketching. machines, , and spot . stamps, files. Unit 6 Layout of projects on sheet stock. Consumables - Tin plate, sheet , sheet , , pop rivets, solder, flux, Mathematics: use of measuring devices. Verbal assessment during project work. paper. Material science in selection of materials. Unit 4 Sheet metal tools and machines; slip roll former, brake, spot welder, bar folder, Engineering principles in project design. Written testing on safety, tool use, and procedure. press, portable drill. Physics discussing electricity and forces applied to practical products. Practical testing exercises on use, hot metal handling, and Modern Metalworking by John R. Walker – 1993 Goodhart Wilcox, Unit 11,12 English – Research and communication of information on related careers. PPE. Unit 4 Unit 7 Independent product design project rubric. Teacher created slideshows, handouts, etc as appropriate. History: /casting is the oldest form of metalworking. Independent product presentation. Rulers, , tape measure, center punch, letter stamps. Engineering/Industrial Revolution: Foundry/casting is tied into all aspects of mans evolution into a tool user and maker. Safe machine operation observation. Safety glasses, gloves, goggles, helmet, apron, leather jacket.

Machine use assessments: Drill press, grinder, torch, welder, Diacro bender, (horizontal and vertical), drill press, portable drill, offhand grinder, oxy- cutting torch, plasma cutter. acetylene torch setup, MIG welder, arc welder, diacro bender, sander, Assigned project from provided plans. metalworking stakes, forge furnace, .

For English Language Learners refer to the World-Class Instructional Design and Assessment (WIDA) Consortium’s CAN DO Descriptors provided by the director. More information can be found on www.wida.us.

June 2015

Northern Burlington County Regional School District Tool & Machine Technology Independent product design activity Hammers, mallets, wrenches, taps, dies, rivet set, , forming blocks, Sketching and estimation practice activity vises, vise grips, screwdrivers, , plywood. Career exploration activity Steel stock – Flat, square, round, hex, tube, angle, sheet. MIG welding practice activity Modern Metalworking by John R. Walker – 1993 Goodhart Wilcox, Unit 16, 17, Technology Integration Unit 5 18,19 Unit 1 Written safety test Unit 5 Use of computer projector/professional learning videos. Metal sculpture in architecture presentation. Teacher created slideshows, handouts, etc as appropriate. Unit 2 Final product evaluation - Rubric Safety glasses, aprons, welding gloves, face shields, , vise grips, welding Use of computer projector/professional learning videos. Practice forging pieces helmets, brazing goggles. Computers with internet access for research. Sketch for product ideation. Forge furnace, anvil, hammers, tongs, vise grips, quench barrel, metal stakes, Unit 3 Safe hot metal practices used. oxy-acetylene torch, adjustable wrenches, vise, wire brushes. Computer/Projector display of layout and development. Design process planning. “Modern Metalworking” by John R. Walker – 1993 Goodhart Wilcox, Unit 15,16 Computers with internet access. Research for inspiration/theme Unit 6 Unit 4 Unit 6 Teacher created slideshows, handouts, etc as appropriate. Teacher computer with internet access and attached projector. Written test on tooling and resource use in the workplace. Rulers, combination square, tape measure, center punch, letter stamps. Student computers for research. Project documentation evaluation: Sketch, prototype, tooling, final product, Safety glasses, gloves, brazing goggles, , apron, leather jacket. Unit 5 instructions on use of tooling Bandsaw (horizontal and vertical), drill press, portable drill, offhand grinder, oxy- Teacher computer with internet access and attached projector. Tooling presentation. acetylene torch setup, MIG welder, arc welder, diacro bender, belt sander, Student computers for research. Safe machine operation observation. metalworking stakes, forge furnace, anvil. Unit 6 Tooling, location, and degrees of freedom quiz. Hammers, mallets, wrenches, taps, dies, rivet set, arbor press, forming blocks, Teacher computer with internet access and attached projector. Tooling project planning and research. vises, vise grips, screwdrivers, drills, plywood. Student computers for research. Common tooling research activity Steel stock – Flat, square, round, hex, tube, angle, sheet. Unit 7 Unit 7 Unit 7 Written testing on mould making and patterns. Teacher created slideshows, handouts, etc as appropriate. Teacher computer with internet access and attached projector. Casting project rubric. Safety glasses Student computers for research. Casting in industry presentation Specific foundry safety clothing – leggings, apron, face shield and screen, leather Mould making activity. gloves. Practice safe procedures and wear proper attire for lab. Patterns, flasks, mold boards, slick and oval, riddle, bench ram, cutter, Safety assessment. parting powder, striking bar, petrobond clay, aluminum . Cast products research activity. Modern Metalworking by John R. Walker – 1993 Goodhart Wilcox Unit 13, 14 Cast products identification activity

For English Language Learners refer to the World-Class Instructional Design and Assessment (WIDA) Consortium’s CAN DO Descriptors provided by the director. More information can be found on www.wida.us.

June 2015