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Implement a multi-unit manufacturing process MFG 7-2

Achievement standard 2.13 AS91366

Implement a multi-unit manufacturing process focuses on the application of underpinning concepts and techniques in the multi-unit manufacturing of goods.

Learning objective: MFG 7-2

Students will:

  • develop and implement an effective manufacturing process.

Indicators

Students can:

  • analyse a range of technological outcomes to determine suitability for manufacture 
  • establish specifications, including tolerances, required of the outcome that is to be manufactured 
  • select a manufacturing process and quality control procedures that enable units to meet the established specifications and tolerances 
  • organise and use selected resources and carry out techniques independently and accurately in keeping with relevant codes of practice 
  • implement the manufacturing process using feedback from quality control to ensure the majority of the units meet the established specifications and tolerances.

Progression

At level 6, students will use a defined technological outcome that has already been deemed suitable for manufacture and that has established manufacturing specifications.

The step up to level 7 is that students do not start with a defined outcome that has been deemed suitable for manufacture. Students need to analyse an outcome(s) to determine the suitability for manufacture and make changes if necessary to make the outcome suitable for manufacture. Also at level 7 it is expected students will need to be more focussed on the effectiveness of the manufacturing process they develop.

Teacher guidance

To support students to develop and implement an effective manufacturing process at level 7, teachers could:

  • provide opportunity for students to analyse a range of technological outcomes to determine suitability for manufacture and discuss design changes as required 
  • support students in establishing specifications, including tolerances, required of the outcome that is to be manufactured 
  • support students to select a manufacturing process and quality control procedures that enable units to meet the established specifications and tolerances 
  • support students to organise and use resources and carry out techniques in keeping with relevant codes of practice.

Contexts for teaching and learning

This learning objective is about implementing a manufacturing process. However, within a programme of work it is possible to link these skills with knowledge about manufacturing – refer to learning objective MFG 7-1: Demonstrate understanding of advanced manufacturing concepts and techniques.

Students should be exposed to other manufacturing processes before they attempt to implement their own. This could be through such things as case studies, guest speakers, site visits, or videos. Refer to the links below for some possible case studies or other internet resources related to manufacturing.

Manufacturing can be incorporated into a teaching and learning programme either as a stand-alone activity or as a continuation from a project where students have already designed and developed a prototype. Either approach is appropriate. If it is as a stand-alone activity, then students start by investigating an outcome to determine its suitability for manufacture – the outcome being one where they have had nothing to do with the design or development until this point. If it is a continuation of another project, the starting point is to investigate the suitability for manufacture of an outcome that they have previously designed and/or developed as a prototype.

After determining the suitability of an outcome for manufacture (or making design changes if necessary to make it suitable for manufacture), students need to establish specifications and tolerances required. Teachers will need to decide how, within the time constraints of the overall programme, they can give students opportunities to practice this and other aspects of implementing a manufacturing process before starting on the process they are to be assessed on. In an ideal situation, students will learn about and practice implementing a manufacturing process for one outcome, and then move on to another outcome for assessment purposes.

Students will need to be taught possible ways to record the manufacturing process they develop such as flow charts, and feedback loops; and supported to explore any other suitable ways the process could be done.

Students will also need to explore how to record evidence of ongoing testing during production/test results of end samples.

Teachers should be familiar with Safety in Technology Education: A Guidance Manual for New Zealand Schools and the implications of the relevant sections when it comes to students implementing their manufacturing process.

Literacy considerations

Support students to understand the generic vocabulary of manufacturing, including such things as quality control, tolerances, feedback. In addition, there will be specialist language dependent on the context of the manufacturing process that students will need to be familiar with, for example, the specialised language associated with manufacturing feta cheese will be different to the language associated with furniture manufacturing.

Students will need strategies for clearly communicating their manufacturing process so any other people involved are clear on how to implement their part of the process and the expected specification and tolerances. This may include the use of flow diagrams.

Resources to support teaching and learning

Case studies

Assessment for qualifications

The following achievement standard(s) could assess learning outcomes from this learning objective:

  • AS91366 Generic technology 2.13: Undertake development and implementation of an effective manufacturing process

Key messages from the standard

The starting point for this standard is that students should analyse a technological outcome to determine its suitability for manufacture. Students should not be presented with an outcome that has already been deemed suitable for manufacture and just be asked to implement the manufacturing process for that outcome. Students may need to make design modifications to the outcome to make it suitable for manufacture and/or may need to consider more than one outcome to determine one that is suitable for manufacture.

Determining the suitability of a technological outcome for manufacture includes consideration of:

  • methods of construction or processing to be used
  • the materials, ingredients, and/or components to be used
  • qualities that need to be preserved (for example, function, aesthetics, ergonomics, cost, components)
  • resource availability (for example, labour, materials, components)
  • broader factors (for example, legal, social, cultural, political, environmental, and economic).

This standard requires students to develop and implement a manufacturing process with quality control procedures that guarantee its effectiveness during manufacture and as a finished outcome – ensuring that the majority of units in a multi-unit production run meet the established specifications and tolerances. This may mean testing/inspecting a percentage of the outcomes to ensure agreed tolerances are met.

When students are selecting an outcome for manufacture, teachers need to ensure that it is feasible in terms of timeframe, complexity and resources, and that it gives students scope to demonstrate that they meet all the requirements of the standard.

Examples of outcomes with the potential for manufacture include such things as:

  • simple cheeses such as feta, ricotta or haloumi, gourmet burger patties, chocolates, biscuits, snack food, deli meals, baked goods
  • Cape Cod chairs or similar furniture items, wooden toys, multiple units of such things as kitchen drawers or bathroom accessories
  • screen-printed t-shirts, small textile items
  • multiple units of a craft idea
  • print publications
  • mini herb gardens.

It is key to remember that the primary focus for this standard is the manufacturing process and the quality control of the outcomes, that is, on the process and implementation. The manufacturing process will need to run more than once in order to get the feedback and evaluation in order to improve the process. It is likely that the more stable the material and the simpler it is to control the stages of production, the less numbers of product will need to be produced to establish an effective manufacturing system.

Quality control systems need to be established (colour, weight, size, for example, related to the specifications and tolerances).

The context for this could be set in a production of outcomes for a market day, gala, hospice appeal, school canteen, camp, fundraising or part of a community service project or a Young Enterprise activity. Situating the process within an authentic context (for example, a market day, fundraising, camp food, promoting the school, team uniforms or a school trip) generally seems to be more motivating for students and leads to greater success.

While students need to manage the implementation process to achieve this standard, they may use other people (for example, classmates or parents) to help carry out the process. Evidence needs to be organised in a way that clearly documents the student’s decision making before, during, and after the development and implementation of the manufacturing process.

Several students may participate in the actual manufacture as long as they can individually demonstrate the evidence for the standard. For example, as a group, students design and manufacturer small wooden toys (for example, a toy train) for preschools – one student could design the engine, one the carriage and so on, and they then work to develop tolerances and outcome consistency that will then go towards a larger outcome. Each student could then design a process for the manufacture of their section of the toy.

Resources to support student achievement

Last updated March 26, 2018



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