Motion-Time Study A Contextual Teaching & Learning Activity

Motion-Time Study A Contextual Teaching & Learning Activity

Motion-Time Study A Teaching & Learning Activity Presented by W. L. Pete Brannan, Ed.D., DTE Engineering & Technology Education Teacher Manufacturing Instructor Rockdale Career Academy, Georgia 2001

1 Four Classes Produced Lego Beach Buggies Using Three Different Assembly Methods Individual production Linear Assembly Line production Assembly Cell production

2 LEGO Beach Buggy Kit, #6437 3 Suggested Alternative Kits 4 Georgia Performance

Standards ENGR-FET3 Students will explain the universal systems model. ENGR-FET4 Students will apply mathematics and science to the solution of a technological problem. ENGR-STEM4 Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to

the solution of technological problems. 5 Georgia Performance Standards CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration.

CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. 6 Georgia Performance Standards CTAE-FS-4 Problem Solving and Critical

Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. 7

Procedure 8 Individual Production Each individual assembled one vehicle Two timed trials: First was a timed training event, using pictured directions in the kit

Second was a speed trial Second assembly time demonstrated improvement because of prior training 9 10 11

12 13 14 15

Individual Assembly Results (In Seconds) Period 1 Trial 1 for Training Trial 2 for Time Low

120 70 High Average 420 268 185 126

Period 2 Trial 1 for Training Trial 2 for Time 98 50 525

345 226 121 Period 3 Trial 1 for Training Trial 2 for Time

120 70 340 145 213 116

Period 4 Trial 1 for Training Trial 2 for Time 180 125

455 360 291 182 16 Time for Assembly of One

Vehicle (in Seconds) Individual Assembly Results 600 500 400 Series1

300 Series2 200 Series3 100

0 1 2 3 4

5 6 7 8 9

10 11 Low/High/Average by Class 17

Linear Assembly Line Production Assembly teams of 7 to 10 people Parts were separated & stationed along assembly line Timed the assembly of 10 vehicles Calculated the time to assemble one vehicle Evaluated for production adjustments, then did it again

18 19 20 21 22

23 24 25 26

27 Average Time per Vehicle (in Seconds) Linear Assembly Line Results 40 35 30

25 20 15 10 5 0 Series1 Series2

1 2 3 4

5 6 7 8 9

10 Assembly Groups 28 Nonlinear Assembly Cell Production

Assembly teams of 3 to 5 people Parts were separated & clustered in the middle of a table, team around the table Timed the assembly of 5 vehicles Calculated the time to assemble one vehicle Evaluated for production adjustments, then did it again 29

30 31 32 33 34

35 36 37 38

39 40 Average Time per Vehicle (in Seconds) Nonlinear Assembly Team Results 250

200 150 Series1 100 Series2

50 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Assembly Teams 41 What did we learn?

42 Production Questions What is meant by Time is money!?

How is time a technological resource? How can we improve production efficiency? How do we reduce the average time per item produced? What do we do with the saved time? 43 Production Questions

How do we increase the production volume in a given period of time? Why would we change the order in which we perform tasks? Why/how would we combine tasks? What is a subassembly? Is there a right number of employees? 44

Production Questions Could we produce at the same rate with fewer employees? Which assembly method resulted in the lowest production time per vehicle? Why? Compare the production experience between the linear assembly line and the nonlinear assembly cell. Identify and explain the

strengths and weaknesses of each method. 45 Production Questions Is there value in individual production? How? Why? What is the significance of observations and recorded data in production? How would we chart or diagram these three

assembly methods? How would motion-time studies affect the profitability of a company? 46 Production Questions How do the following work skills and traits affect employers and employees? How do they affect your performance at school?

Attendance Punctuality Task mastery Task completion

Team player Leadership and ability to follow leadership Adaptability Accountability 47 How did we learn?

48 Learning Theories Behaviorist - (Social Learning) students learned on the job Constructivist - students developed new knowledge through a process of active

construction Empiricist - students learned from that which they experienced Contextual - students learn from each other through cooperation, discourse, teamwork, and self-reflection 49 Learning Descriptors:

Tactile - hands-on, Interdisciplinary takes advantage of prior draws from information experience with playing and skills acquired in with Lego's several disciplines Visual - eyes-on, Cooperative - small

instructions are not group to whole group written, just pictures membership and participation Reflective - thinking about what was learned Fun - self explanatory 50

This is the only class where we can sit on the floor and play with Legos. 51 How do we know that we learned

what we learned? 52 Measurement?

Teacher and Administrative Observation Peer and Self Evaluation Reflection on Participation Student Application Student Portfolio Documentation 53 The End

54

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