RUBE GOLDBERG MACHINE (6 Weeks) (Ling)
Introduction
Students apply science and technology and engineering and mathematics in various contexts making connections between school, community, work, and the global marketplace.
Ongoing throughout the weeks of this challenge:
● English 3 – The Crucible (real life Goldberg)
● Physical Science – Friction, simple machines, inclined plane, motion & force
● Spanish – Technology in Hispanic Countries and activities from Rosa
● Technology – Blue prints, logistic planning, Timeline
● Math - Blue prints
● American History –America s World Power and Rube Goldberg, WW1 – WW2 review
Teacher Reminders
· Basic supplies will be purchased such as:
o String
o Tape
o
Week 1: Introduction to manufacturing - video (through Social Sciences) on Henry Ford and Industrial Revolution; the way Henry Ford revolutionized manufacturing lines. There may be an assignment based on the video and a discussion that identifies different components and positions in the manufacturing plant.
● Introduce Manufacturing https://www.youtube.com/playlist?list=PLKMx-QAjSeq62TTIECM0rxbkAuZ_ZByPk
● Reintroduce Engineering Journals. (Note: Did not do that this year. Had students send reports to Plant Manager and she compiled notes into one report.)
● Overview Project Requirements
● Lego project to teach MODAPTS (use lego project as a concrete example: time, integrated parts, cause and effect)
● Introduce Ergonomics https://www.youtube.com/watch?v=LAKlmdMHpdE
● Introduce Data Analysis (what is data and why is it important in the manufacturing process)
● Guidelines for product ideas, instructions, etc.
● Product Brainstorm
● Product Proposal and Approval
* FORD NGL National Conference in Kentucky October 7 - 9
Week 2: This week the students will concentrate on creating teams, and using research to comprehend importance of the use of data in manufacturing.
● Establish teams
● Create specific responsibilities for each role on the team. https://drive.google.com/file/d/0B3sHUYHdQYY5b1JmSmJYcDN0MkU/view?usp=sharing
● Research parts, supplies
● Create supply list - costs and where to order
● Written and concept drawing description of product, including specifications where possible
● Introduction and design of robotic component
● Use of reports - identifying what types of reports are needed
● Use of reports - identifying their own data collection (information) forms for use on their line based on FORD documents
● What type of data (who, what, when, why, how)
*Homecoming Friday - 4 day week
Week 3: Students will do a feasibility study (considerations for breaking down and setting up daily need to be included) and design their manufacturing line. Using research from previous weeks and information from discussion with industry experts, students will CAD their line and build the robotic component.
● Feasibility studies
● CAD Design of production line
● CAD Design of assembly line
● CAD and Math of physical space
● *Build robotic component* - Did not have enough time to do this. Had students brainstorm in groups of two within their line to determine what kind of robotic component they could add to line and what the impact would be. Turned in paper explaining their idea and reported out.
*Teacher Duty Day Monday - 4 day week
Week 4: Students will work on locating their physical assembly line, do an ergonomic report based on MODAPTS and test the line.
● Decide physical location of assembly line
● Build assembly line
● 1st test run - test product - present and evaluate - - with prototypes not actual materials. Do this twice making modifications for efficiency between test runs. Written reports from all managers/engineers after each test run.
● Revise quality control guidelines and make sure entire group is aware of the specs.
● Run ergonomic reports based on MODAPTS
● Introduce Lean Manufacturing and 6S Principles to get ready for plant tour.
○ Toyota Video: https://www.youtube.com/watch?v=8KJaEOiHxNw
○ What is Lean Manufacturing: https://www.youtube.com/watch?v=P_4s2dnAncs
○ 6S - https://www.youtube.com/watch?v=bqGn9Yp-3Jk
● Production 4 - 5 days
Week 5: Students will have product in full manufacturing process. Students will be observed by professionals from the manufacturing community as part of the deliverable from week 6. A problem (bottleneck) will be invented and thrown into the manufacturing process that requires immediate attention and solution.
● Production 2 days
● Bottleneck problem created and solved without stoppage of the line
● Production data described
● Production data recorded
● Productivity reports
● VMA Tour of plant - Lean Manufacturing - Command Medical
Week 6: Students will have been on the production line for two weeks and have been observed by manufacturing professionals. This is the week they will provide a presentation format on all they’ve accomplished and learned to other members of the academy.
● Production 5 days
● Present project orally
● Observance of production by manufacturing professionals
● Peer production data presented
● Awards
*Veteran’s Day (Tuesday) - 4 day week