INDUSTRIAL PROCESSES II INDEN 3313

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INDUSTRIAL PROCESSES IIINDEN 3313

• Lecture 1 --Introduction to Class Operation,
  Course Coverage, Prerequisite Skill Expectations
• Plastics Manufacturing

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OVERVIEW

• Overview of Class Operation
• Overview of Course/Syllabus
• Expectations/Assumptions Regarding Concepts From
  Prerequisites
• Plastics Manufacturing

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QUESTIONSTO START ??
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OVERVIEW OF CLASS OPERATION

• Lecture
• Turn In All Assignments As You Enter
• No Late Assignments Accepted
• Will Begin on Time
• Will Open With Request for Questions
• Will Present Materials
• Will Attempt to Amplify Readings, Not Substitute
  for Them.
• May Use Slides (on Web), Board, Other Materials
• Interrupt (Raise Hand) with Questions, Requests
  for Clarifications
• One Hundred and Ten Minutes (No Breaks)

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OVERVIEW OF CLASS OPERATION

• Lab
• Work Safely, Come Dressed Appropriately
• Turn In Any/All Assignment(s) As You Enter
• No Late Assignments Accepted
• Will Begin on Time (Location Will Vary)
• Will Open With Request for General Questions
• Will Provide Overview
• Students/Teams Will Work Independently
• One Hundred and Seventy Minutes
• Take Breaks as Needed

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OVERVIEW OF SYLLABUS/COURSE

• Goals/Coverage
• Extend Understanding of Manufacturing Processes
  and Their Application
• Plastics Manufacturing
• Finishing - Grinding and Surface Treatments
• Joining - Welding, Mechanical, Adhesives
• Part Specification - Drawing Standards
• Part Holding and Alignment - Jigs and Fixtures
• Machine Control - Numerical Control Programming
• Manufacturing Integration
• Elevation of Technical Report Generation and
  Presentation Skills (Case Study)

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OVERVIEW OF SYLLABUS/COURSE

• Resources
• Instructor
• Contact by E-mail, Voice Mail, Questions
  Before/after Class, Scheduled Meetings, Office
  Hours, Contact at Home no Later than 900 p.m.
• Technical Materials
• Text, Handouts, References, Library, Internet,
  Field Trips, Telephone Contacts
• Laboratory Equipment
• NC Equipment, Welding Facilities
• Materials From Processes I

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OVERVIEW OF SYLLABUS/COURSE

• Grade Determination (Curved As Needed)
• Two Tests _at_ 15
• One Final _at_ 20
• Homework _at_ 10
• Laboratory _at_ 10
• Case Study _at_ 30
• Expectations
• Academic Honesty at All Times!
• Footnote All Materials Used on Any/all Work
  Product -- e.g., Homework, Case Studies, Lab
• No Additional Warnings, No Tolerance for Violation

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OVERVIEW OF SYLLABUS/COURSE

• Schedule
• First Week (Instructor Travel and Cover Processes
  I Material)
• 1/13/00, 1/20, 1/27 Lecture in Lab (2 Hours)
• Field Trip (4/21/00) Will Be 1200 P.M. - 530
  P.M
• Notification of Other Changes
• Will Be Done As Early As Possible
• Due Dates As Provided on Syllabus

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UNDERLYING PRINCIPLE

• IF YOU DO NOT DEFINE YOUR EXPECTATIONS,
• IT IS VERY UNLIKELY THAT THEY WILL BE MET.
  ANONOMOUS

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Processes Covered
• Basic Math, Physics, Chemistry, and Engineering
  Sciences/Skills
• Understanding of Drawing Fundementals
• Basic Technical Report Development and Production
  Including Word Processing/Oral Presentation
• Thorough Understanding of Basic English Grammar
  and Conventions
• Basic Test Taking Skills

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Processes Covered
• Nomenclature Involved
• Precise Terminology, Synonyms
• Physics Involved
• Forces
• Movement
• Temperatures
• Materials Science Involved
• Materials Compatibility/Incompatibility
• Material Structure, How to Change

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Processes Covered
• Parameters Involved
• Design, e.g., Material, Basic Shape, Minimum
  Cross Section, Fillets, Radii, Tolerances,
  Surface Finish
• Operational, e.g., Operating Temperature, Speed,
  Feed, Depth, Tools, Tooling, Wear, Sources of
  Variation, Sources of Defects, Elimination of
  Defects, Process Capabilities
• Equipment e.g., Size, Force, Cost

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Processes Covered
• Applicability
• Alternatives Available, Cost/Quality Implications
• As Part of a Sequence/Routing
• As a Function of Volume to Be Produced
• Other
• Safety Considerations
• Environmental Concerns
• Availability, Reliability

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ASSUMED FROM PREREQUISITES

• Basic Math, Physics, Chemistry, and Engineering
  Sciences/Life Skills
• Modeling, Classical Optimization, Vectors
• Forces, Electricity, Heat/Energy Dissipation,
  Material States, Physical Properties/Units
• Unit Conversions, Materials, Statics, Combustion
  Reactions, Physical Constants
• Computer/Life Skills - E-mail, Internet,
  Spreadsheets, Phone Etiquette, Deportment, Time
  Management, Scheduling, Work Ethic, Teaming,
  Problem Decomposition

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ASSUMED FROM PREREQUISITES

• Understanding of Drawing Fundementals
• Basic Elements, e.g., Lines, Circles,
  Construction Techniques
• Coordinate Systems - Alignment and Orientation
• 3-D Wireframe Drawing
• Use of Color, Layers/Levels, Documentation
• Drawing Conventions/Standards (ISO, ANSI)
• Line Thickness, Dimensioning, Annotation

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ASSUMED FROM PREREQUISITES

• Basic Technical Report Development and Production
  
• Report Development Steps
• Problem Conceptualization/Comprehension
• Methodology of Solution Conceptualization and
  Scheduling
• Conceptualization of Final Report Content and
  Format/Presentation Structure
• Preliminary Research and Proof of Concept
• Detailed Analysis and Documentation
• Proofing and Rewriting (Repeat As Needed)
• Final Organization/Delivery

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ASSUMED FROM PREREQUISITES

• Basic Technical Report Development and Production
  
• Report Production Methodology
• Document as Material is Generated
• Write as Work Completed into Final Form/Document
• Document Citations as Work Evolves
• Capture/Develop Illustrations Immediately
• Critically Review Grammar, Diction
• Word Processing
• Use of a Consistent,Conventional Style
• Use Automatic Spelling and Grammar Checking
• Reuse Text when Possible

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Basic English Grammar
  and Conventions
• Punctuation (Use and Spacing Conventions)
• Clauses (When to Use and How to Punctuate)
• Sentence Structure (2-3 Clause Maximum)
• Paragraph Structure (4-5 Sentence Minimum)
• Topic Sentence
• Body/Exposition of Topic Defined in Topic
  Sentence
• Summary Sentence

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Basic English Grammar
  and Conventions
• Logical Flow
• Introduce Concept, Decompose
• Explain Concept, Sub-Concepts
• Summarize Concept
• Report and Paragraphs Must Have This Logical Flow
• Order Implies Importance
• Order of Topics
• Items in Indented Lists, Tables

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ASSUMED FROM PREREQUISITES

• Thorough Understanding of Basic English Grammar
  and Conventions
• Visual Organization
• Font Size, Effects Applied (Bold, Italics,
  Underline, Centered, etc.)
• Font (Text Readability)
• Positioning and Indentation (Hierarchy)
• Paragraphs
• Lists, Illustrations
• Numbering (Optional, Formal)
• Illustrations in Order of Appearance
• Appendices in Order of Reference in Text

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ASSUMED FROM PREREQUISITES

• Basic Test Taking Skills
• Structure and Format of Response Must Reflect
  Question Asked
• Maximize Information Content (Graphics, Tables,
  Text)
• No Extra Credit for Answers to Questions not
  Asked
• Be Explicit, Instructor WILL NOT Infer Answer
• Jot Notes to Self in Margin
• Initial Reading
• Expand Before Responding
• Manage Time - Work Deliberately

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ASSUMED FROM PREREQUISITES

• Basic Test Skills -- Question Formats
• Define
• Xxxx is ...
• Differentiate
• The difference between a and b is that a , while
  b .
• If more than two items, use a table.

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ASSUMED FROM PREREQUISITES

• Basic Test Skills -- Question Formats
• Compare and Contrast
• A is like B in that both . They differ in that
  ...
• If more than two, use table with upper diagonal
  showing similarities and the lower showing
  differences.

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ASSUMED FROM PREREQUISITES

• Basic Test Skills -- Question Formats
• List and Compare ...
• Make List
• Make Comparison(s)
• Compare and Contrast
• A is like B in that both .
• If more than two, use table with upper diagonal
  showing similarities and the lower showing
  differences.

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ASSUMED FROM PREREQUISITES

• Basic Test Skills -- Question Formats
• List and Discuss ...
• List and Explain ...
• Use Table --

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ASSUMED FROM PREREQUISITES

• Basic Test Skills -- Question Formats
• Ordered List and Explain Ordering/Relative
  Importance ...
• Use Table --

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ASSUMED FROM PREREQUISITES

• Basic Test Taking Skills -- Question Formats
• Solve/Find
• Usually Requires an Arithmetic Solution.
• Develop/Design a Solution and Discuss
• Clearly Explain/Define Solution, then Discuss it.
• Illustrate
• Draw Graphic or Provide Text Example.
• Explain Why/Why Not
• State Position, Explain It.

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GUIDING PRINCIPLES -TESTING, GRADING

• YOU CANNOT IMPROVE THAT WHICH YOU DO NOT MEASURE.
  D. SCOTT SINK
• BEHAVIORAL CHANGES CAN ONLY BE ACHIEVED IN
  RESPONSE TO POSITIVE OR NEGATIVE REINFORCEMENT
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  B. F. SKINNER

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INSTRUCTORS TESTING PHILOSOPHY/CONCEPT

• Uses Stratified Sampling to Accentuate Mastery of
  Material Achieved by Students
• i.e., More Test Questions are Devoted to More
  Difficult Material
• Tests More Focused on Second and Third Levels of
  Knowledge
• Level 1 -- Definitions, Terminology
• Level 2 -- Compare/Explain of Defined Items
• Level 3 -- Integration of Concepts, Selection of
  Appropriate Concepts and Their Defense
• Simple Regurgitation Will Generally Not Be
  Requested.
• All Errors Will be Noted and Deductions Made.

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QUESTIONSOR CLARIFICATIONS ???
Reminder Discuss Timing of Thursday Class