Engineering Technology Systems...

Engineering Technology Systems II Instructional Unit Automation/Material Handling CELL (Level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Introduction And Review Of Automation (Introduction And (Introduction And Review Pre-test 3.6.12.B,C Material Handling Review Of Automation Of Automation And Topic Test 3.7.12.A,B,C -Armroid 5100 And Material Handling)- Material Handling)- Post-test 3.8.12.A -Review of Armdroid 5200 and Peripheral Students will be able Operate the Armdroid Group Equipment to review the skills 5100 robot using the discussions -Review of the PLC and Sensor Trainer necessary to prepare teach pendant. Multi-media -RSLogic Programming for operating the entire (Introduction And Review modular learning -Using Timers Armdroid system in an Of Automation And Projects -Using Counters integrated program. Material Handling)- -Math Functions (Introduction And Create a program with -Tasking Review Of Automation the Armdroid 5100. -Flowcharts in Manufacturing And Material Handling)- (Introduction And Review -Creating a Task with the 5100 Students will be able Of Automation And -Creating a Task with the 5200 to operate both the Material Handling)- -Plant Management Today 5100 and 5200 robots. Operate the Armdroid -Implementing Flexible Manufacturing 5200 robot, the gravity System (Introduction And feeder, the conveyor and -Computer-Integrating Manufacturing Review Of Automation the carousel while -Process Control Strategies And Material Handling)- creating a program. -Troubleshooting An Automated System students will be able (Introduction And Review -Documenting and Monitoring to run the peripheral Of Automation And -Troubleshooting the PLC and Field Devices feeders, conveyors Material Handling)- Recall and PLC trainer. the types of conveyors -Automated Manufacturing Project (RSLogix and control devices. -The Integrated Work Cell Programming)- (Introduction And Review -The Final Project Students will be able to Of Automation And gain the knowledge Material Handling)- Recall necessary to program the place of sensors, timers, counters, math PLCs and ladder logic in

Instructional Unit Automation/Material Handling CELL (Level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

and compare functions manufacturing. in RSLogix. (Introduction And Review (Tasking)- Students Of Automation And will be able to create Material Handling)- Load and use flow charts to a program into the PLC provide visual (Introduction And Review representation of Of Automation And manufacturing Material Handling)- Verify operations. the operation of the PLC. (Tasking)- Students will gain the knowledge (RSLogix Programming)- and skills necessary Program and address to initiate and program inputs and outputs in the tasks using both the timer rung. 5100 and 5200 robotic (RSLogix Programming)- systems. Program the (Plant Management Timer-On-Delay function. Today)- Students will be able to identify (RSLogix Programming)- flexible manufacturing Use the sensors and cells and systems. conveyor with the timer (Plant Management function. Today)- Students will (RSLogix Programming)- be able to identify Program and address computer-integrated inputs and outputs in the manufacturing(CIM). counter rung. (Plant Management (RSLogix Programming)- Today)- Students will Use the counter function be able to identify to initiate other events in proportional, integral a routine. and derivative (PID) (RSLogix Programming)- controls. Use the sensors and (Plant Management conveyors with the


Today)- Students will counter function. be able to explain the (RSLogix Programming)- impact of Describe the values computer-integrated needed to program a manufacturing, local math function. area networks(LANs), (RSLogix Programming)- wide area Add a math function to networks(WANs) and the ladder diagram and how PID controls. insert the correct values. (Plant Management Today)- Students will (RSLogix Programming)- be able to learn what Program a compare fuzzy logic is and how function. it is applied. (RSLogix Programming)- (Trouble Shooting An Run a program that uses Automated System)- the math and compare Students will gain the functions. knowledge and skills to (Tasking)- Use the basic properly document methods of flowcharts to and monitor ladder portray an operation. logic in RSLogix. (Tasking)- Read (Automated flowcharts without Manufacturing Project)- difficulty. Students will be able (Tasking)- Explain how to design, integrate, flowcharts are used. program and test an (Tasking)- Understand operational flexible other types of charts. manufacturing system (Tasking)- Program (FMS). inputs to initiate tasks (Automated using the Armdroid 5100 Manufacturing Project)- teach pendant. Students will be able (Tasking)- Save to design and develop programs to the


a flow chart, computer using 5100 input/output map or Server software. wiring diagram. (Tasking)- Turn an output (Automated on and off using control Manufacturing Project)- points. Students will be able (Tasking)- Create a to troubleshoot the points program from the FMS for connection 5200 tach pendant. and program errors. (Tasking)- Upload a points program from the teach pendant into the Level 5 Robotic Software. (Tasking)- Add input and output statements into your program. (Tasking)- Implement conditional statements from your program. (Tasking)- Control the conveyor system from your program. (Tasking)- Compile and run your program from Level 5 robotic Software. (Plant Management Today)- Identify FMSs (Flexible Manu. Systems). (Plant Management Today)- Understand the relationship between an


FMS and FMC. (Plant Management Today)- Trace the organization of an entire modern industrial facility. (Plant Management Today)- Explain the latest advances in robotics. (Plant Management Today)- recognize CIM (Computer Integrated Manufacturing) and its place in the modern industrial world. (Plant Management Today)- Understand the relationship of FMCs and FMSs with CIM. (Plant Management Today)- Explain the functions of CIM. (Plant Management Today)- Explain the kinds of controls available in industry. (Plant Management Today)- Understand and explain how proportional, integral and derivative function. (Plant Management Today)- Appreciate why


certain controls do better than others in particular operations. (Plant Management Today)- Apply fuzzy logic to simple, practical situations. (Plant Management Today)- Recognize how fuzzy logic refines the industrial process. (Troubleshooting An Automated System)- Identify and insert symbols, address/instruction descriptions, rung comments and titles. (Troubleshooting An Automated System)- Use the online monitoring tools to view real time processes of the PLC. (Troubleshooting An Automated System)- Determine the best starting point for finding programming errors, equipment malfunctions or improper connections. (Troubleshooting An Automated System)-


Locate problems that prevent the system from operating properly. (Troubleshooting An Automated System)- Repair the system so that it will function the way you intended it to. (Automated Manufacturing Project)- Develop a plan to integrate the PLC with the 5100 robot. (Automated Manufacturing Project)- Make the correct wiring connections between the 5Vand 24V equipment. (Automated Manufacturing Project)- Program the 5100 robot accept inputs from, and send outputs to, the PLC. (Automated Manufacturing Project)- Program th

Instructional Unit Design CELL (level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Designing For Ease Of Use (Designing for Ease Of (Designing for Ease Of Pre-test 3.5.12.C, -Planning Your Design Use)- Students will be Use)- Explain the steps Topic Test 3.6.12.A,B,C -Level1 Review able to experience of the design process. Post-test 3.7.12.A,B,C -Containing Your Sketch implementing the (Designing for Ease Of Group 3.8.12.B,D -Creating A 3-D Model design process. Use)- Design a product discussions -Creating a 3-D Model (Designing for Ease Of to meet the design Assigned -Adding Features to a 3-D Model Use)- Students will be specifications. unit/topic -Creating a Multi-View Drawing able to brainstorm (Designing for Ease Of exercises and -Final Design Project---Planetary Rover possible design Use)- Provide a design activities -Designing a Planetary Rover solutions that satisfy sketch of your proposed Multi-media -Designing Planetary Rover Systems the requirements of a design. modular learning -Planetary Rover Assembly design brief. (Designing for Ease Of Projects -Designing For Mobility (Designing for Ease Of Use)- Use AutoCad -Testing a Planetary Rover Use)- Students will be commands to draw basic -Refining Design able to use Autocad geometric shapes. software to begin (Designing for Ease Of creating a 3-D model of Use)- Edit features of a their design solution. part in AutoCad (Creating A 3-D software. Model)- Students will (Designing for Ease Of be able to use AutoCad Use)- View a model from software to create a different viewpoints 3-D model of a part. using AutoCad software. (Creating A 3-D Model)- Students will (Designing for Ease Of be able to add placed Use)- Create a rough and sketched features sketch of your proposed to a model design. design using AutoCad (Creating A 3-D software. Model)- Students will (Designing for Ease Of be able to create 2-D Use)- Create a profile technical drawings from the sketch. from the model. (Designing for Ease Of


(Final Design Project)- Use)- Add geometric Students will be able to constraints to the sketch. use AutoCad software to create a (Designing for Ease Of 3-D model of a Use)- Add dimensions to planetary rover. the sketch. (Final Design Project)- (Creating A 3-D Model)- Students will be able to Use AutoCad software model the rover body, to extrude a 2-D profile the instruments and into a 3-D part. systems. (Creating A 3-D Model)- (Final Design Project)- Use AutoCad to create Students will be able to the basic feature for an assemble the rover, object of your choice. constrain it and check (Creating A 3-D Model)- it for interference. Use AutoCad software (Final Design Project)- to view the part as a Students will be able to wireframe and a solid create a multi-view model. drawing of the rover (Creating A 3-D Model)- body. Describe the difference (Final Design Project)- between placed and Students will be able to sketched features. assign mass (Creating A 3-D Model)- properties to the Use AutoCad to add various parts using holes, fillets and several types of chamfers to the model. manufacturing (Creating A 3-D Model)- materials to determine Use AutoCad to create the mass of the sketch features. planetary rover. (Creating A 3-D Model)- (Designing For Define orthographic Mobility)- Students will projection.


be able to test the (Creating A 3-D Model)- motion of a space Use AutoCad software rover in the simulated to create multi-view environment of an drawing from a 3-D asteroid. model. (Designing For (Final Design Project)- Mobility)- Students will Brainstorm the design of be able to use working the body of a space model to assemble a rover. simulated rover and (Final Design Project)- test it climbing over Sketch, resolve, obstacles and hopping constrain and extrude over crevasses. parts of the design using (Designing For AutoCad software. Mobility)- Students will (Final Design Project)- be able to determine Use workpoints and add how long it will take to placed sketched features map the entire surface to the model. of Vesta. (Final Design Project)- (Designing For Model the parts of the Mobility)- Students will space rover using be able to apply their AutoCad software. skills to a new mission (Final Design Project)- on a different planetary Create an assembly view body. of rover design. (Final Design Project)- Create a multi-view drawing of rover parts. (Designing For Mobility)- Use the working model to assemble a simulated rover. (Designing For Mobility)-


Test the rover on flat ground and on various degrees of incline. (Designing For Mobility)- Determine the maximum speed attainable in specified environmental conditions. (Designing For Mobility)- Determine the average speed attainable over a given distance. (Designing For Mobility)- Adapt the rover design for use under different environmental conditions.

Instructional Unit Electricity & Electronics CELL (Level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Introduction To Motor Controls (Introduction To Motor (Introduction To Motor Pre-test 3.6.12.B, -The Principles of Motor Control Controls)- Students will Controls)- Examine and Topic Test 3.7.12A,B -Motor Starters be able to Describe demonstrate the Post-test 3.8.12A,B, -Protector Devices and demonstrate the operation of a selector Group -Control Pilot Devices operation of selected switch, drum-cam discussions -Push Button Control types of motor switch, float switch and Assigned -Relays and Contractors controller components a limit switch. unit/topics -Switches as well as typical (Introduction To Motor exercises and -Basic Motor Control Circuits applications. Controls)- Examine and activities -Two Wire and Three Wire Controls (Control Pilot Devices)- demonstrate the Multi-media -Separate Controls Students will be able to operation of a manual modular learning -Semi-Conductor Devices identify different starter, magnetic starter Projects -Introduction to Semi-Conductor Devices control pilot devices and a reversing starter. -Rectification, Filtering and Regulation and symbols. (Introduction To Motor -Transistor Fundamentals (Control Pilot Devices)- Controls)- Explain why -Operational Amplier Fundamentals Students will be able to motor protection devices -Op Amp Circuit Board Familiarization demonstrate the uses are needed. -The Inverting Amplifier and functions of (Introduction To Motor -The Non-Inverting Amplifier control pilot devices by Controls)- Demonstrate -The Non-Inverting Summing Amplifier connecting them in how an overload relay -Thyristor Concepts simple circuits. protects a circuit when -(SCR's) Silicon Controlled Rectifiers (Basic Motor Control too much current is -Fundamentals of Triac Devices Circuits)- Students will drawn from the power -Fundamentals Of Digital Logic be able to construct source. -Fundamental Logic Elements and demonstrate the (Control Pilot Devices)- -Flip Flops operation of two-wire Examine and and three-wire control demonstrate the circuits. operation of the a control (Basic Motor Control relay, push button Circuits)- Students will switches and indictor be able to use lamp. schematic diagrams to (Control Pilot Devices)- gain a basic Describe the operation of


understanding of the magnetic contactors. differences between (Control Pilot Devices)- two-wire and Describe the operation of three-wire control latching relays. circuits. (Control Pilot Devices)- (Basic Motor Control Demonstrate how a time Circuits)- Students will delay relay is used by be able to gain an connecting it in a circuit understanding of how and adjusting the time a normally high-voltage control. control circuit can be (Control Pilot Devices)- reduced to a much Use a schematic diagram safer low -voltage to describe the events control circuit. that take place when a (Basic Motor Control circuit is energized. Circuits)- Students will (Control Pilot Devices)- be able to construct a Show the similarity control circuit using a between actual parts control transformer. and schematic symbols. (Basic Motor Control Circuits)- Students will (Control Pilot Devices)- be able to demonstrate Demonstrate the the control transformer operation of different on the CELL Trainer. control devices in a (Semi-Conductor circuit. Devices)- Students will (Basic Motor Control be able to explain the Circuits)- Read composition and schematic diagrams to operation of determine the difference semi-conductor diodes between two-wire and and transistors. three-wire circuits and (Operational Amplifier the events that take Fundamentals)- place when these


Students will be able to circuits are energized. calculate and measure (Basic Motor Control the input and output Circuits)- Determine the signals and circuit gain difference between of an inverting, two-wire and three-wire non-inverting, and pilot devices and how summing operational they control a circuit. amplifier circuit. (Basic Motor Control (Operational Amplifier Circuits)- Use different Fundamentals)- pilot devices to control a Students will be able to polyphase squirrel cage set up and adjust a motor. voltage divider and (Basic Motor Control attenuator circuit to Circuits)- Use provide specific input schematics to voltages to the op amp understand how circuit. switches in a separate (Operational Amplifier control circuit can be Fundamentals)- used to energize and Students will be able to de-energize a power learn how to set up circuit. and operate a digital (Basic Motor Control multimeter, function Circuits)- Understand the generator and dual advantages of using a channel oscilloscope. separate control circuit. (Thyristor Concepts)- (Basic Motor Control Students will be able to Circuits)-Understand explain and how a transformer demonstrate the operates and how it is operation of used to reduce the SCRs(*Silicon voltage from the power Controlled Rectifiers) in source. ac and dc switching (Basic Motor Control


and control Circuits)- Understand applications. why, through the use of (Thyristor Concepts)- a transformer, there is no Students will be able to direct electrical contact connect and operate between the control and SCrs circuits and take power circuits. measurements using (Semi-Conductor DMM and oscilloscope Devices)- Use a DMM equipment. (digital multimeter) to (Fundamentals Of check the integrity of a Digital Logic)- Students PN junction. will be able to explain (Semi-Conductor and demonstrate the Devices)- Determine operations of basic whether a diode is digital logic gates. forward or reverse biased using voltage and -Semi-Conductor resistance Devices measurements. (Semi-Conductor -Operational Amplier Devices)- Demonstrate Fundamentals the ability of a diode to pass current in one direction and block it in -Thyristor Concepts the other. (Semi-Conductor -Fundamentals Of Devices)- Use a digital Digital Logic multimeter to determine the condition of a transistor. (Semi-Conductor Devices)- Half -wave rectify an ac source voltage with a single


diode. (Semi-Conductor Devices)- Full-wave rectify an ac source voltage using four diodes in a bridge configuration. (Semi-Conductor Devices)- Connect a Zener diode to regulate a dc voltage. (Semi-Conductor Devices)- Explain the composition and properties of a PN junction. (Semi-Conductor Devices)- Show how standard diodes can be used for rectification. (Semi-Conductor Devices)- Demonstrate the operation of a Zener diode as a voltage regulator. (Semi-Conductor Devices)- Explain the basic operation of a bipolar junction transistor. (Semi-Conductor Devices)- Connect a transistor circuit and take

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measurements to determine transistor gain. (Operational Amplifier Fundamentals)- Set-up and test an attenuator and voltage divider circuit. (Operational Amplifier Fundamentals)- Verify your knowledge through test and observation. (Operational Amplifier Fundamentals)- Set-up, operate and test the inverting amplifier circuit. (Operational Amplifier Fundamentals)- Verify your experience using a voltmeter. (Operational Amplifier Fundamentals)- Set-up, operate and test the non-inverting amplifier circuit. (Operational Amplifier Fundamentals)- Use dc and ac input signals. (Operational Amplifier Fundamentals)- Verify your experiments using a multimeter and


oscilloscope. (Operational Amplifier Fundamentals)- Set-up, operate and test the non-inverting summing amplifier circuit. (Operational Amplifier Fundamentals)- Use dc input signals for voltage summing and averaging experiences. (Operational Amplifier Fundamentals)- Verify your experiments using a multimeter. (Thyristor Concepts)- Explain the operation of an SCR. (Thyristor Concepts)- Connect various circuits to demonstrate real-world SCR application. (Thyristor Concepts)- Take oscilloscope and DMM measurements and use them to analyze circuit operation. (Thyristor Concepts)- Explain the operation of these thyristors as switching and control devices.


(Thyristor Concepts)- Determine the similarities and differences between SCRs and triacs. (Thyristor Concepts)- Connect and analyze several practical thyristor circuits using a DMM and an oscilloscope. (Fundamental Of Digital Logic)- Recognize the digital logic states found at every input and output. (Fundamental Of Digital Logic)- Use input switches, as an oscilloscope, a DMM and a LED indicators to analyze the operation of the basic digital logic gates. (Fundamental Of Digital Logic)- Use a truth table to illustrate the different functions of gates. (Fundamental Of Digital Logic)- Identify the schematic symbol of each flip-flop type. (Fundamental Of Digital Logic)- Explain the input signal functions.


(Fundamental Of Digital Logic)- Interpret truth tables to predict output operation based on input signals. (Fundamental Of Digital Logic)- Use an oscilloscope and LED indicators to observe flip-flop input and output signals.

Instructional Unit Interdisciplinary Projects CELL Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Introduction To Business (Product Design & (Product Design & Pre-test 3.6.12.A,B,C -Finance Research)- Students Research)- Define Topic Test 3.8.12.A,B,C,D -Human Resources will be able to identify research and Post-test -Information Systems the development of a development. Group -Manufacturing product from research (Product Design & discussions -Quality Control and development Research)- Identify the Assigned -Engineering / Research And Development through concept stages of the product unit/topic sketch. development process. exercises and (Product Design & (Product Design & activities Research)- Students Research)- Identify how Multi-media will be able to create customers need help to modular learning plant layouts using shape product flowcharting software. development. (Product Design & (Product Design & Research)- Create Research)- Student surveys and conduct will learn how to interviews. design a part for the (Product Design & CNC Lathe through the Research)- Develop a use of the CAD/CAM product idea. feature. (Product Design & Research)- Students will be able to understand the purpose of proto-types and how to use them in the product development process. (Product Design & Research)- Students will be able to learn the

Instructional Unit Interdisciplinary Projects CELL Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

difference between absolute and incremental coordinates. (Management/ Business Concepts)- Students will be able to understand and apply modern manufacturing concepts and practices. (Management/ Business Concepts)- Students will be able to become familiar with various continuous-improveme nt tools, quality assurances methods and innovative systems for current and future manufacturing processes. (Management Concepts And Systems)- Students will be able to apply business management principles and tools to real life manufacturing situations.

Instructional Unit Manufacturing Processes CELL (Level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Industrial Engineering (Industrial (Industrial Engineering)- Pre-test 3.6.12.A,B,C -Product Design and Development Engineering)- Students Define research and Topic Test 3.7.12.A,B,C,D, -Process Development will be able to identify development. Post-test E 3.8.12A,B,C -Plant Layout the development of a (Industrial Engineering)- Group -Just in Time Manufacturing product from research Identify the stages of the discussions -Designing For The CNC Lathe and development product development Assigned -Introduction to the CNC Lathe through concept process. unit/topic -Applying the CAD/CAM Feature sketch. (Industrial Engineering)- exercises and -Creating Your Design (Industrial Identify how customers activities -Production On The CNC Lathe Engineering)- Students need help to shape Multi-media -Developing Proto-types will be able to create product development. modular learning -Turning with the CNC Lathe plant layouts using (Industrial Engineering)- Projects -Designing For The CNC Lathe flowcharting software. Create surveys and -Incremental Positioning conduct interviews. -CAD/CAM Link (Designing For The (Industrial Engineering)- -Designing with CAD/CAM: Polygons and CNC Lathe)- Student Develop a product idea. Circles will learn how to (Industrial Engineering)- -Designing with CAD/CAM: Text and design a part for the Create a sketch of a Complex Shapes CNC Lathe through the product idea. -Production On The CNC Mill use of the CAD/CAM (Industrial Engineering)- -Assigning Operations to Designs feature. Describe the different -Total Quality Management Principles (Designing For The types of manufacturing -Continuous Improvement Tools CNC Lathe)- Student systems. -CIM and 21st Century Manufacturing will be able to use the (Industrial Engineering)- CAD/CAM feature to Determine which design a program on manufacturing system the computer, convert would be used for their it to CNC code and product. transfer that code to (Industrial Engineering)- the CNC lathe for Identify the best layout machining. for their manufacturing (Designing For The system. CNC Lathe)- Student (Industrial Engineering)-


will be able to load Develop the best stock and set the PRZ process design for their (programmed product. reference zero) on the (Industrial Engineering)- CNC lathe. Create operation process (Production On The and flowchart symbols. CNC Lathe)- Students will be able to use the (Industrial Engineering)- CNC lathe and the Define the standard Level 4 CAD/CAM flowchart symbols. feature to create and (Industrial Engineering)- machine your own Develop an efficient plant designs. layout. (Production On The (Industrial Engineering)- CNC Lathe)- Students Create a plant layout will be able to using flowcharting understand the software. purpose of proto-types (Industrial Engineering)- and how to use them Determine the efficiency in the product of your layout. development process. (Industrial Engineering)- Define the fundamentals (Designing For The of a Just-In-Time system. CNC Mill)- Students will be able to learn the (Industrial Engineering)- difference between Identify the most absolute and important aspects of a incremental Just-In-Time system. coordinates. (Industrial Engineering)- (Designing For The Evaluate and convert CNC Mill)- Students will your plant layout to a be able to gain a basic Just-In-Time system. knowledge of Virtual (Designing for The CNC


Gibbs(a CAD/CAM lathe)- Explain the program) by designing similarities and a part and converting differences between the that part into a part CNC lathe and Mill. program. (Designing for The CNC (Production On The lathe)- Identify the CNC Mill)- Students will various parts of the CNC learn how to create lathe. machining operations (Designing for The CNC and will assign these lathe)- Understand and operations to specific apply the X and Z geometry. coordinate system. (Production On The (Designing for The CNC CNC Mill)- Students will lathe)- Recognize and learn how to post their understand the G and M designs as parts coding system. programs and (Designing for The CNC download these lathe)-Understand and programs to the CNC practice safety Mill for machining. procedures. (Management (Designing for The CNC Concepts And lathe)- Load stock and Systems)- Students set the PRZ. will be able to (Designing for The CNC understand and apply lathe)- Define and modern manufacturing describe the Lathe Level concepts and 4 CAD/CAM feature. practices. (Designing for The CNC (Management lathe)- Understand how Concepts And the tools work on the Systems)- Students lathe. will be able to become (Designing for The CNC familiar with various lathe)- Explain how to


continuous-improveme compile and emulate a nt tools, quality parts program. assurances methods (Designing for The CNC and innovative lathe)- Follow directions systems for current to create a design with and future the CAD/CAM feature. manufacturing (Designing for The CNC processes. lathe)- Explain how to (Management download and execute a Concepts And parts program. Systems)- Students (Designing for The CNC will be able to apply lathe)- Design and layout business management a game piece on a grid principles and tools to sheet. real life manufacturing (Designing for The CNC situations. lathe)- Understand and apply game piece design specifications to the CAD/CAM software. (Designing for The CNC lathe)- Design your own game pieces using the CAD/CAM software. (Production On The CNC lathe)- Define a proto-type. (Production On The CNC lathe)- Classify the different proto-types. (Production On The CNC lathe)- Distinguish among the various prototype applications.


(Production On The CNC lathe)- Devise a prototype planning process sheet. (Production On The CNC lathe)- Download and machine your prototype. (Production On The CNC lathe)- Interpret and verify prototype planning information. (Production On The CNC lathe)- Apply protype planning information to a finished product. (Production On The CNC lathe)- Follow directions to create a finished product with CAD/CAM feature. (Production On The CNC lathe)- Use the Lathe Level 4 CAD/CAM feature to create a finished product. (Production On The CNC lathe)- Download and execute several design programs to create a finished product. (Production On The CNC lathe)- Integrate CNC


lathe-created designs with a CNC mill created design. (Designing for The CNC Mill)- Plot points using both the incremental and absolute positioning. (Designing for The CNC Mill)- Write a part program using both absolute and incremental modes. (Designing for The CNC Mill)- Understand how a drawing is translated into a CNC part program. (Designing for The CNC Mill)- Identify the uses of CAD/CAM software in industry. (Designing for The CNC Mill)- Describe the basic functions of Virtual Gibbs. (Designing for The CNC Mill)- Identify areas in which CAD/CAM software saves time as opposed to traditional methods of designing and developing prototypes. (Designing for The CNC


Mill)- Learn the process of creating a part program through CAD/CAM software. (Designing for The CNC Mill)- Set the origin and determine the stock size. (Designing for The CNC Mill)- Specify the parameters required to create complex features. (Designing for The CNC Mill)- Plot points, lines and circles. (Designing for The CNC Mill)- Create a polygon. (Designing for The CNC Mill)- Mirror features. (Designing for The CNC Mill)- Create text in a design. (Designing for The CNC Mill)- Design a parts program through CAD/CAM software. (Designing for The CNC Mill)- Expand your understanding of designing complex features. (Production On The CNC


Mill)- Set the specifications for the tooling required for your part program. (Production On The CNC Mill)- Create machining operations and assign these operations to specified geometry. (Production On The CNC Mill)- Create a process list. (Production On The CNC Mill)- Emulate a design. (Production On The CNC Mill)- Post a design file as a part program. (Production On The CNC Mill)- Properly set up the stock material for machining. (Production On The CNC Mill)- Set the PRZ. (Production On The CNC Mill)- Compile and emulate part programs. (Production On The CNC Mill)- Download a part program. (Production On The CNC Mill)- Run a part program on the CNC mill. (Management Concepts


And Systems)- Define total quality management (TQM). (Management Concepts And Systems)- Understand and describe the essential principles of TQM. (Management Concepts And Systems)- Comprehend and describe Deming's Cycle (PDCA). (Management Concepts And Systems)- Understand and describe how the traditional manufacturing organization is affected by the principles of total quality management. (Management Concepts And Systems)- Apply TQM's principles and Deming's Cycle (PDCA) chart to a basic quality improvement situation. (Management Concepts And Systems)- Understand and define statistical tools and decision-making tools. (Management Concepts


And Systems)- Differentiate between various statistical and decision-making tools. (Management Concepts And Systems)- Explain how continuous improvement tools can help improve total quality management organizations. (Management Concepts And Systems)- Apply certain continuous improvement tools to a real-life quality management situation. (Management Concepts And Systems)- Understand and define CIM technology. (Management Concepts And Systems)- Describe how computers have changed the nature of manufacturing processes. (Management Concepts And Systems)- Identify future job opportunities in manufacturing. (Management Concepts And Systems)- Predict


how your skills, preferences and interests may match with future manufacturing job opportunities.

Instructional Unit Mechanical Systems CELL (Level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Pneumatics---Energy Transmission (Pneumatics---Energy (Pneumatics---Energy Pre-test 3.6.12A,B -Pneumatic Trainer Safety Transmission)- Transmission)- Identify Topic Test 3.7.12A,B -Properties Of Gases Students will be able to pneumatic systems. Post-test 3.8.12A,B,C,D -Pneumatics---Energy Control connect and (Pneumatics---Energy Group -Control Of Pressure and Vacuum disconnect Transmission)- discussions -Flow Rate and Directional Control components and Demonstrate an Assigned -Pneumatics---Control Circuits perform safe awareness of safety unit/topics -Reviewing component Descriptions verification and practices. exercises and -Reading Schematic Diagrams shutdown procedures (Pneumatics---Energy activities -Create Meter-In and Meter-Out Circuits of the 6081 Transmission)- Construct Multi-media -Hydraulic---Fundamentals Pneumatic-1 Trainer. a basic pneumatic modular learning -Calculate Area, Force and Pressure (Pneumatics---Energy system. Projects -Volume, Capacity and Fluid Flow Transmission)- (Pneumatics---Energy -Hydraulics---System Details Students will be able to Transmission)- Apply -System Maintenance learn about the and adjust air pressure. -Advanced Components pressure properties (Pneumatics---Energy -Reduced Pressure Circuits and volume properties Transmission)- Convert -Operating Advanced Circuits of gases. fluid energy into -HVAC (Pneumatics---Energy mechanical energy. -Heat Value Concept Transmission)- (Pneumatics---Energy -Fundamentals Of Airflow Students will be to use Transmission)- Use the -Refrigeration the formulas of pneumatic trainer to -Residential Air-Conditioning Pascal's Law, Boyle's construct a basic Law and Charles' Law pneumatic system. to determine pressure (Pneumatics---Energy and volume. Transmission)- Use a (Pneumatic---Energy pressure gauge and a Control)- Students will cylinder-loading device to be able to become obtain pressure and familiar with the basic force measurement. design and operation (Pneumatics---Energy of pneumatic safety Transmission)- Calculate relief valves and pressure and volume


pressure regulators. using measurements and (Pneumatic---Energy formulas. Control)- Students will (Pneumatic---Energy be able to measure and Control)- Explain how a adjust airflow and pressure regulator observe mechanical works. responses to your (Pneumatic---Energy control of pneumatic Control)- Specify the energy. differences between (Pneumatic---Energy Bourden tube and Control)- Students will plunger pressure be able to use a gauges. vacuum generator to (Pneumatic---Energy create a vacuum and Control)- Demonstrate an an air bearing to awareness of safety demonstrate a practices. reduction of friction. (Pneumatic---Energy (Pneumatics---Control Control)- Control and Circuits)- Students will measure air pressure. be able to acquire the (Pneumatic---Energy knowledge and skills to Control)- Generate a identify typical vacuum using fluid pneumatic components power. and their functions. (Pneumatic---Energy (Pneumatics---Control Control)- Cause Circuits)- Students will mechanical movement by be able to design and changing the air build a meter-in and pressure. meter-out circuit. (Pneumatic---Energy (Pneumatics---Control Control)- Use an air Circuits)- Students will bearing to reduce friction be able to remotely between two surfaces. control a double-acting


cylinder using pilot (Pneumatic---Energy control lines and a Control)- Control the flow pilot-operated rate of pressurized air. directional control (Pneumatic---Energy valve. Control)- Measure the (Hydraulic---Fundamen rate of airflow using a tals)- Students will be flowmeter. able to determine area, (Pneumatics---Control force and pressure. Circuits)- Read circuit (Hydraulic---Fundamen diagrams. tals)- Students will be (Pneumatics---Control able to calculate Circuits)- Match standard volume, fluid flow and pneumatic symbols to verify calculations the components they using the Hydraulic I represent. Training System. (Pneumatics---Control (Hydraulic---System Circuits)- Use the Details)- Students will pneumatic trainer, be able to perform components and circuit simple maintenance diagrams to construct a and troubleshooting on pneumatic circuit. the Hydraulics I (Pneumatics---Control Training System. Circuits)- Match standard (Hydraulic---System pneumatic symbols to Details)- Students will the function they identify. be able to change the direction and rate of (Pneumatics---Control fluid flow in a circuit. Circuits)- Identify the (Hydraulic---System functions and features of Details)- Students will mechanically and be able to identify the manually operated advanced components directional control valves. that are included with


the trainer, and build (Pneumatics---Control and operate advanced Circuits)- Use schematic hydraulic circuits. diagrams and the (HVAC)- Students will pneumatics trainer to be able to gain the build a circuit. knowledge and skills to (Pneumatics---Control identify the energy Circuits)- Control a principles of heating, double-acting cylinder ventilating, air using remotely piloted conditioning (HVAC) control valves. and refrigeration. (Pneumatics---Control (HVAC)- Students will Circuits)- Adjust the flow be able to determine rate to control component and circuit cylinder-rod speed and functions in both HVAC maintain back pressure. and refrigeration (Pneumatics---Control systems. Circuits)- Identify the (HVAC)- Students will functions and features of be able to specify the meter-in and meter-out different types of circuits. pollutants and (Pneumatics---Control allergens that affect Circuits)- Use indoor air quality. schematics and the pneumatic trainer to design and build a meter-in and meter-out circuit. (Hydraulic---Fundamental s)- Calculate the area of a piston. (Hydraulic---Fundamental s)- Perform start-up and shutdown procedures on


the hydraulics trainers. (Hydraulic---Fundamental s)- Adjust a pressure relief valve. (Hydraulic---Fundamental s)- Determine the volume, capacity and flow rate of a fluid. (Hydraulic---Fundamental s)- Calculate the time it takes for a piston to extend. (Hydraulic---Fundamental s)- Verify calculations using the Hydraulic I Training System. (Hydraulic---System Details)- Perform preventive maintenance on the Hydraulic Trainer. (Hydraulic---System Details)- Specify the different types of filters used in hydraulic systems. (Hydraulic---System Details)- Identify different types of hydraulic fluids. (Hydraulic---System Details)- Perform troubleshooting on the


hydraulics trainer. (Hydraulic---System Details)- Identify different types of hydraulic pumps, valves and accumulators, and specify their uses. (Hydraulic---System Details)- Build a fixed-displacement circuit. (Hydraulic---System Details)- Assemble a circuit that uses an accumulator for emergency power. (Hydraulic---System Details)- Describe the operation of a pressure reducing valve. (Hydraulic---System Details)- Test the operation of a clamp-and -bend circuit. (Hydraulic---System Details)- Build and operate a circuit with cylinders connected in series. (Hydraulic---System Details)- Build and operate a circuit with cylinders connected in


parallel. (HVAC)- Work with units of heat energy measurement, such as the British Thermal Unit(BTU) and the metric calorie (cal). (HVAC)- Calculate the heat energy required to raise the temperature of a specific volume of water. (HVAC)- Determine the number of calories that a specific volume of water releases as it cools. (HVAC)- Use the R-value of a substance to determine the amount of heat energy that the substance conducts. (HVAC)- Estimate the air exchange(in cubic feet per minute) that occurs in your home due to infiltration. (HVAC)- Work with several types of pressure measurements. (HVAC)- Determine pressure conversions. (HVAC)- Determine the


velocity pressure of moving air. (HVAC)- Cite historical facts pertaining to refrigeration. (HVAC)- Identify the differences and similarities of various refrigerants. (HVAC)- Specify the refrigeration principles of vapor-compressed and vapor-absorption systems. (HVAC)- Describe the operation of a heat pump. (HVAC)- Specify different types of pollutants and allergens that affect indoor air quality. (HVAC)- Study the health effects of various pollutants and contaminants.

Instructional Unit Quality Control CELL (Level 2) Engineering Technology Systems II Unit Content Objective Performance Indicator Performance Task State Standards Code:

-Statistical Process Control (Statistical Process (Statistical Process Pre-test 3.6.12.A,B,C -A Basic Understanding of SPC Control)- Students will Control)- Identify who is Topic Test 3.8.12.A,B,C,D -Organizing Data Into CELLS and be able to gain an responsible for quality Post-test Frequencies understanding of control. Group -Measures of Central Tendency Statistical Process (Statistical Process discussions -Measures of Dispersion Control (SPC). Control)- Compare the Assigned -The Normal Curve (Statistical Process current quality unit/topic -Understanding The Normal Curve Control)- Students will methodology with exercises and -Standard Deviation and the Curve be able to organize previous thinking. activities -Probability and the Normal Curve large amounts of data (Statistical Process Multi-media -Introduction To SPC Software into reduced, Control)- Recognize why modular learning -Working With the Software manageable forms and sampling is the basis of Projects -Variable Control Charts solve for statistical SPC. -Analyzing the Control Process measures. (Statistical Process -Making The Instruments Work With The (The Normal Curve)- Control)- Differentiate Software Students will be able to between a sample and a -Collect Resistance Data relate the shape of the universe. -Collect Digital Device Data curve to the (Statistical Process -Attribute And Pareto Charts distribution of values. Control)- Calculate range. -Charting Defective Parts (The Normal Curve)- -Charting Defects Per Unit Students will be able to (Statistical Process -Creating Pareto Charts Plot standard deviation Control)- Establish cells on the normal curve. and cell intervals. (The Normal Curve)- (Statistical Process Students will be able to Control)- Identify solve for probability frequencies. using the curve. (Statistical Process (Introduction To SPC Control)- Identify the Software)- Students three measurements of will be able to become central tendency. familiar with a (Statistical Process software package Control)- Calculate the used in industry for arithmetic mean.


working with statistical (Statistical Process process control (SPC). Control)- Identify the mode. (Introduction To SPC (Statistical Process Software)- Students Control)- Determine a will be able to develop median. a control chart and (Statistical Process apply the theory to Control)- Identify the previously learned measurements of computer generated dispersion. reports. (Statistical Process (Making The Control)- Define standard Instruments Work With deviation. The Software)- (Statistical Process Students will be able to Control)- Calculate make electrical standard deviation. measurements and (Statistical Process enter your readings Control)- Determine with the keyboard. variance. (Making The (The Normal Curve)- Instruments Work With Draw a normal curve. The Software)- (The Normal Curve)- Students will be able to Locate the measures of make measurements central tendency(Mean, with the digital caliper mode and median) on the and digital micrometer curve. and enter them (The Normal Curve)- automatically to the Identify the skew of a SPC software with the curve. footswitch or mouse. (The Normal Curve)- (Attribute And Pareto Relate the shape of a Charts)- Students will curve to measures of be able to create central tendency.


attribute charts to (The Normal Curve)- analyze countable data Explain standard for defective parts deviation. and defects per unit. (The Normal Curve)- (Attribute And Pareto Describe how the value Charts)- Students will of the standard deviation be able to create affects the shape of the Pareto Charts and curve. explain how to use (The Normal Curve)- them. Recognize that (+ - 3) standard deviations contain almost 100 percent of the values for a normal curve. (The Normal Curve)- Identify the difference between specification limits and control limits. (The Normal Curve)- Relate standard deviation to normal curve percentages. (The Normal Curve)- Calculate Z values. (The Normal Curve)- Use the Table of Z Scores. (The Normal Curve)- Find a percent of items below, above and between a given value. (Introduction To SPC Software)- Contrast variable and attribute


data. (Introduction To SPC Software)- Identify three variable data charts. (Introduction To SPC Software)- Navigate through SPC software. (Introduction To SPC Software)- Relate theory to computer calculations. (Introduction To SPC Software)- Analyze computer-generated statistical information. (Introduction To SPC Software)- Analyze a control chart. (Introduction To SPC Software)- Calculate process control limits. (Introduction To SPC Software)- Use the Factors for Computing Control Chart Limits Table. (Introduction To SPC Software)- Relate control charts to normal curves. (Introduction To SPC Software)- Recognize why control charts are


used in industry. (Introduction To SPC Software)- Examine control charts for out-of-control processes. (Introduction To SPC Software)- Explain hw control charts help correct processes. (Introduction To SPC Software)- Analyze the relationship of specification limits to control limits. (Introduction To SPC Software)- Determine the capability of a process by calculating process capability ratios. (Making The Instruments Work With The Software)- Read resistor color codes to determine resistor specifications. (Making The Instruments Work With The Software)- Measure the electrical resistance using a digital multi-meter. (Making The Instruments Work With The


Software)- Enter values into the SPC software for analysis. (Making The Instruments Work With The Software)- Determine if the process is in control. (Making The Instruments Work With The Software)- Use the SPC software to solve for the capability ratios. (Making The Instruments Work With The Software)- Connect digital tools and the footswitch to an interface (Gage Way). (Making The Instruments Work With The Software)- Configure the SPC software to communicate with the interface. (Making The Instruments Work With The Software)- Enter data from both digital tools concurrently. (Making The Instruments Work With The Software)- Collect


multiple measurements from one part. (Making The Instruments Work With The Software)- Analyze data using the X-bar, R Chart and the Process Capability Chart. (Attribute And Pareto Charts)- Distinguish attribute data from variable data. (Attribute And Pareto Charts)- Explain the difference between defective parts and defects per unit. (Attribute And Pareto Charts)- Identify and create the charts for defects per unit. (Attribute And Pareto Charts)- Solve for the percentage defective. (Attribute And Pareto Charts)- Create P Charts and NP Charts. (Attribute And Pareto Charts)- Analyze the information on the charts. (Attribute And Pareto Charts)- Identify the type


of data that must be used for a U Chart and a C Chart. (Attribute And Pareto Charts)- Explain the difference between the U Chart and C Chart. (Attribute And Pareto Charts)- Create data files with spreadsheet capability. (Attribute And Pareto Charts)- Create U and C charts, and analyze the information. (Attribute And Pareto Charts)- Identify Pareto's Law. (Attribute And Pareto Charts)- Explain the purpose of a Pareto chart. (Attribute And Pareto Charts)- Construct a Pareto chart using the SPC software. (Attribute And Pareto Charts)- Interpret the data to determine priorities.

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