Learning Activity ~ Problem-based Learning (PBL) Design Tool ~

Focus/Goals/Objectives: Math and computation. Demonstrate machining-related computational competencies using both metric and U.S. customary units in accordance with related requirements identified in NIMS and Columbus High School’s Linkages Program MF10: Working alone with a calculator, a metric to English Chart, and a part print, convert measurements on the print from English to metric or metric to English MF12: Demonstrate the ability to add and subtract both inch-fractional and metric measurements as they might be derived from a typical part print or process.

Activity Title: Metrics in Machine Tool/Manufacturing – (Demonstrate machining-related match) es using both metric and U.S. customary units in accordance with related requirements identified in NIMS What type of course(s) would this activity be best suited for: Manufacturing, Science, Technology, Engineering, and Math What concepts could be incorporated from Science, Technology, Engineering, and Math? -Use formulas, handbook tables, charts and technical reports to solve problems or make decisions -Chart, interpret and explain statistical process control and inspection data Interpret single or multiple-page Engineering drawings or sketches (inch or metric) to determine features to be machined -Explain the reason for using calibrated measuring tools -Be able to effectively use common precision machining measuring tools (U.S. customary or metric) such as steel rulers, combination square sets, depth gages, spring calipers, outside/inside/depth micrometers, venire/dial/digital calipers, venire/digital height gage, protractor, mechanical/electronic indicators, go/no go gages; comparators; surface plates, angle plates, parallel blocks, inspection centers, sine bars/plates, and profilometer/surface finish comparison devices -Use knowledge of temperature scales, heat and heat transfer -Use fractions to solve practical problems - Simplify numerical expressions

Science Technology Engineering Math

5/9th rule Temps Metric conversion Fractions Estimation

Pre-requisite Knowledge: Basic math

Time required: 2 block classes or 4 regular 44-minute class periods.

Materials: Calculator, conversion charts and or computer, blueprints from local industry, Local real temperatures.

Author: Tracy Dodson - Columbus High School, Columbus, Nebraska

Knowledge-Skills-Attitudes (KSA) of the PBL Activity: Students should be able to convert from English to metric and metric to English. Knowledge: 5th grade math Skills: calculator/ conversion table use Attitudes: Bright one

Resources for the KSAs: NIMS, Tidbits

(RTW) Business and Industry Connection(s) - Context: Students experience an authentic situation that persons in the workplace also face. (Ex: problem solving, questioning, and data collection) Given a blue print of a part TLWDTAT work in a QC room at 21° Celsius in Juarez, Mexico Convert all the English system dimensions to metric.

Method: Provide activity directions. Have students obtain blue prints from their community. Seek prints in metric and English. What’s the temperature today? 74 degrees…ask them to convert it to Celsius and many won’t be able to do it. What’s the standard height of a desk, 29 inches have them convert it to centimeters, and many won’t be able to do it. Given day-to-day temperatures and common machine tool mechanical drawings TLWDTAT, convert measurements on the print from English to metric or metric to English.

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Assessment Strategies: Practices included at end of document

Reflection and Debriefing: It is crucial that students pass given work related handouts/assignments with an 80 percent or better.

Evaluation of the Activity and the KSAs: 80 percent or better using charts, or using calculator on basic work relate assignments

References: NIMS, News Tidbits, conversion charts

Example from Becton Dickinson

School-to-Work BD Linear Measurement: English and Metric Pre- Test

Date___________________ Name___________________________________________

1. Express each unit of the following lengths as indicated.

a. 93 inches as feet ______ g. ½ yard as inches _____

b. 120 inches as feet ______ h. 240 inches as feet _____

c. 31/2 feet as inches ______ i. 9.60 feet as inches _____

d. .6 yard as inches ______ k. 222 inches as yards _____

e. 6 yards as feet ______ l. 70 inches as feet _____

f. 20 feet as yards ______ m. 11/4 yards as feet _____

2. A 21/2 –inch diameter milling cutter revolving at 100.0 revolutions per minute has a cutting speed of 100.0 feet per

minute. What is the cutting speed in inches per minute?

3. How many complete 8-foot lengths of round stock should be ordered to make 250 pieces 1.300 inches long? Allowing

1 ½” lengths of stock for kerfs and scrap.

Pieces each 3.50 inches long are to be cut from lengths of bar stock. Allowing 0.20 inch for cut off per piece, how

many complete pieces can be cut from twelve 6-foot lengths of stock? Express each of the following metric units of

length as the indicated English unit of length. Round answers to two decimal places as necessary.

1. 2.000 inches in millimeters __________ 6. 5.368 inches in millimeters _________

2. 0.260 inches in millimeters __________ 7. 0.93 inch in centimeters _________

3. 20.00 inches in centimeters __________ 8. 100.00 inches in meters _________

4. 3.00 feet in meters __________ 9. 1/8 inch in millimeters _________

5. 2.50 yards in meters __________ 10. 41/4 inches in centimeters _________

11. Determine the total length of stock in inches required to make 35 bushings, each 43.2 mm long. Allow 1/4 waste

for each bushing. Round the answer to one decimal place.

_____________

12. What is the decimal equivalent of 27 mm? (1" = 25.4 mm)

a. 0.750"

b. 0.875"

c. 1.063"

d. 1.156"

13. Convert 70° degrees Fahrenheit to Celsius _______________

14. Covert 130° degrees Celsius to Fahrenheit _________________