Welding and Manufacturing

Course Overview

Course Textbook

Welding I is the introductory course within the Welding and Materials Joining pathway within the Manufacturing and Product Development Industry Sector. Students learn technical skills and professional communication and networking skills and acquire knowledge and skills in representative topics including the interpretation and layout of welded and assembled-part prints, cutting, mechanical bonding, joining, cohesive bonding, adhesive bonding, and mechanical fastening.

Welding is a complex engineering discipline that involves aspects of materials science and metallurgy, design, inspection and quality assurance, and mechanical, electrical and electronic systems. Welders use their advanced science and math skills to solve problems, and must understand the properties behind welds to ensure that welded structures are safe and a benefit to society.

As the CTE component of the Welding and Materials Joining Pathway, Welding I introduces students to Oxy-Acetylene Gas Welding and Cutting (OFC-A) processes, Shielded Metal Arc Welding (SMAW), and Gas Metal Arc Welding. Students begin to acquire knowledge and skills relating to the transfer of matter and energy through electrical and thermal systems. Students also study advanced fundamentals of mechanical and structural systems and facilities. Activities in this course include work-based learning that connects students to industry and the local community.

Throughout the class, students will practice general study skills including analytical reading, expository writing, presentation, persuasive, other written communication, conflict-resolution, and workplace professionalism. Safety is a priority, as students read, understand, and adhere to policies and procedures related to workplace safety and environment. And students practice personal and professional safety as it relates to Occupational Safety and Health Administration laws/acts.

Contact:
Randy Covacevich
rcovacevich@rcoe.us

Offered at:

David L. Long Regional Learning Center

Address:
41350 Guava Street
Murrieta, CA 92562

Course Content

The Manufacturing Industry

Students will learn about the manufacturing industry and the career opportunities within the industry. Students will also learn about the technological evolution of the industry and what impacts technology has made. This presentation also provides an overview of safety within the industry.

Students will be able to:

• Provide an overview of the manufacturing industry.

• Evaluate how the development of technology has affected the manufacturing industry.

Unit Assignment(s):

• Safety First - Using the Internet, library or any other available resources, students research and select a hazardous substance used in the manufacturing industry. Students locate a Material Safety Data Sheet detailing the substance they chose and gather at least 10 facts about the substance. Students develop a short presentation detailing their findings as well as a 10 question quiz on the safety aspects of the substance selected. Students share their findings with the class.

• Rise of Technology- Students trace the progress of industry growth by investigating a chosen piece of technology used in manufacturing. Students start by using any available resources to research and better understand a technology used within the manufacturing industry. Students trace the evolution of the technology and analyze events which influenced the development and research how the technology altered the means of engineering, production, consumption and distribution of goods once it was adopted as well as locating the international effects of the technology. Students analyze the positive and negative aspects of the chosen technology and develop a visual presentation on the technology and discuss factors which affected the implementation of this technology.

Manufacturing Product Process Development

This unit is a guide to exploring career opportunities found within the Manufacturing and Product Development Industry. Careers within this industry are responsible for the creation and implementation of manufacturing systems. Students will analyze and explore career descriptions, working environments, educational requirements, skills needed and the salary of several careers within the pathway. Careers covered include design engineer, materials engineer, industrial production manager and several more.

Students will be able to:

• Analyze occupations within the Manufacturing and Product Development Industry.

• Discover and describe career options available within the Manufacturing and Product Development Industry.

• Explore the working environment, education, skills needed and salary of careers available within the Manufacturing and Product Development Industry.

Unit Assignment(s):

Career Presentation - Students research the career they would most likely choose to pursue from the Manufacturing and Product Development Industry. Students should then develop a three minute presentation to deliver to the class over the chosen career. In the presentation, the student should cover the following: detailed description of the career and what people in the career do on a day-to-day basis, national and local entry level salary for the career, characteristics needed to succeed in the career, educational background needed for the career, national and local employment outlook for the Career, and why the student feels this career would fit them.

Introduction to Professional Communication

This unit provides a definition of professional communication. It includes a description of each of the channels of communication and internal and external business communication, including public relations, media relations, advertising and marketing (Reading 1-3). Professional communication skills and the types and purposes of professional communication, including reports, case studies, proposals and memos are also included. Students learn the listening process, its components and nine different types of listening. Students also examine communication, word choice, and meaning in interviews, verbal and non-verbal communication and group discussion (Reading 4). The various types of presentations, individual, persuasive, motivational and informative, are explained. Students will also be exposed to proper introductions, telephone etiquette and an overview of criticism.

Students will be able to:

• Identify purposes and types of professional communication.

• Examine specific components of the listening process in communication.

• Effectively communicate in interviews and presentations.

• Effectively apply appropriate etiquette and social responsibilities in communication.

Unit Assignment(s):

• Interview- Students conduct a mock job interview. One student will take the part of the interviewer. The other student will take the part of the interviewee. Provide the interviewer with the list of questions to ask the interviewee. The interviewer should record reactions to the interviewee's responses. The students should switch roles and repeat steps two and three. After each partner has taken a turn, instruct students to give feedback on good examples of professional communication made by the other and suggestions for improvement (Speaking & Listening 1, 4).

• Discrimination in the Workplace - Students may work in groups of two or individually. They should research recent events or occasions of discrimination in the work place. They should find one event or occasion and create a podcast about the event, as well as include information about how to prevent discrimination in the workplace.

• Persuasive Presentation - Students will develop a persuasive presentation utilizing the skills learned. The topic of the presentation will be why my pen or pencil is the best in the class. Students must have a visual aid and provide specific reason as to why their pen or pencil should be awarded this honor. Take a vote after all presentation have been made to select "Best in Class".

Communication Styles

This unit describes the importance of communication and how organizing information plays a crucial role in effective communication. This presentation addresses the various communication styles and provides examples of each. The four primary communication styles include: assertive, aggressive, passive and passive-aggressive communication. Students will learn the entire communication process. This includes each of the components of the Shannon-Weaver Model. The listening process and each of its parts, hearing, focusing, understanding and remembering, are explored. The various types of non-verbal communication are reviewed. Finally, professional communication and the impact of communication on society are examined. These include techniques such as: propaganda, bandwagon, glittering generalities and the "either/or" fallacy (Reading 8).

Students will be able to:

• Illustrate how to organize information.

• Describe the communication and listening processes.

• Interpret the effects of non-verbal communication.

• Apply communication to professional situations.

• Examine the impact of communications on society.

Unit Assignment(s):

• Paraphrase- Paired students find a subject on which they disagree with each other (e.g., a controversial issue). Student A makes a statement on the subject. Student Bis responsible for paraphrasing the thought. Student B should only repeat what he or she heard from A, without adding his or her own opinion on the subject. Student B continues revising the statement until A is assured B understands the statement completely.

• Cultural Differences in Communication - In two groups, students research an assigned country to find out the appropriate distances in proximity most prevalent in that country. Students also outline other cultural differences in communication styles and appropriate behaviors in the chosen country and culture (Reading 6). Each group creates a project (such as a podcast, blog, video diary or presentation) with their findings and presents it to the class (Speaking & Listening 4).

Blueprint Design

Students will use blueprint drawing for machining and welding. Students will also draft their blueprints based on student created projects, make necessary revisions, and present their final projects.

Students will be able to:

• Interpret scaled welding blueprints; gather design and materials information; perform calculations; and use the detail to plan, lay out, and produce parts or finished products.

• Communicate and collaborate to review requirements and specifications to validate the design.

• Assess the outcome of the prototype and analyze issues that need redesigning.

Unit Assignment(s}:

Create blueprint designs - Students will demonstrate understanding of linear, diameter, stacked, and angular dimensions to complete a 2D Shop drawing of a 3D model.

Written Communication Practices

This unit provides a basic understanding and history of written communication. Students learn the importance of organizing information and they are provided with examples of how to do so. This unit addresses the importance of proper grammar, spelling and punctuation (Language 1, 2). Editor's marks, along with examples, are explored in this unit. Finally, students learn tips for effective written communication.

Students will be able to:

• Apply the appropriate use of grammar, spelling and punctuation rules.

• Examine methods to organize information.

• Discover various avenues for research and preparation for communications.

Unit Assignment(s}:

• Editor's Marks- Students use editor's marks to correct the mistakes in the letter provided. Then the students will use a separate sheet of paper to rewrite the letter correctly.

• Reserve Newspaper Outline - Each student chooses an article from a newspaper. The student uses the article to create a reverse outline detailing the information presented. The student organizes the information from most to least important in the outline, which should be completed on a sheet of paper (Writing 2).

• Pamphlet - Students develop at least an eight page (including the front and back cover) pamphlet explaining a product, process or historical event. The pamphlet should be organized, include graphics and be written in a formal style (Writing 2).

Oxy-Acetylene Gas Welding Process

In this unit, students will be introduced to the process of using fuel gases and oxygen to increase flame temperature to allow localized melting of materials (e.g. steel) in a room environment (Welding CTE Standard C2.0).

Students will be able to:

• Understand and demonstrate how materials can be processed through the use of welding tools and equipment.

• Use OFC equipment safely.

• Identify the correct welding applications in welding ferrous and non-ferrous metals.

Unit Assignment(s}:

Weld a butt, lap and t-joint to A.W.S. specifications - Students will show they can understand and demonstrate how materials can be processed through the use of welding tools and equipment; differentiate and apply various types of welding assembly processes; follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; and determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical context.

Math, Measurement, & Science in Manufacturing

This unit provides a definition of the manufacturing field. It describes types of tools used by manufacturers and how to apply basic math and science concepts to the manufacturing field.

Students will be able to:

• Understand manufacturing.

• Examine measurements, tools and their involvement in manufacturing.

• Review basic math concepts and how they are used in manufacturing.

• Understand the basic science concepts and their involvement with manufacturing.

Unit Assignment(s}:

• Manufacturing Math - Students complete a series of math calculations. Students research proper conversions using a computer.

• Measuring- In small groups, students work together to measure various items in the classroom with a speed square, scale and measuring cup(s). Students carefully measure each item and record its length, weight or volume. Then, students participate in a class discussion to talk about the challenges of measuring and the methods they used to measure accurately and precisely.

• Manufacturing Using Science - Students in small groups draw an assigned structure with measurements on a drawing sheet. Each group forms a hypothesis determining if the structure will stand or fall. Students then get materials for construction including popsicle sticks and glue. Each group presents their model and explains their findings and their accepted or rejected hypothesis. If rejected, they include how they would change their original measurements.

Shielded Metal Arc Welding (SMAW)

In this unit, students will begin to explore Shielded Metal Arc Welding (SMAW). Student experiences will demonstrate how the intense heat from an electric arc is used to melt and fuse metals to form a weld. Students will apply STEM concepts to solve design issues and produce products. Differentiate and apply various types of welding assembly processes (Welding CTE Standard C3.0).

Students will be able to:

• Produce flat welds proficiently based on visual testing using various electrodes.

• Produce horizontal welds proficiently based on visual testing using various electrodes.

• Produce vertical weld proficiently based on visual testing using various electrodes.

• Produce overhead weld proficiently based o visual testing using various electrodes.

• Run a continuous bead with the ability to restart a weld.

• Identify the five common joints and their appropriate application.

• Identify shapes of metal.

• Identify power sources, electrode lead, terminals, and polarities.

• Recognize the importance of high and low current settings, electrode size and heat, arc length, and electrode angle when making a weld.

• Apply industrial math in the use of measuring equipment.

Unit Assignment(s}:

• Create and weld a 90 degree open corner joint- For this assignment, students will demonstrate the planning and layout operations used in the welding processes; understand and demonstrate how materials can be processed through the use of welding tools and equipment; understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes; understand various joining or combining processes; follow precisely a complex multi-step procedure when taking measurements or performing technical tasks; make formal geometric constructions with a variety of tools and methods; understand scale, proportion, and quantity; define and delimit an engineering problem.

• Create a cube which is square on all axes (X, Y, Z) maintaining 90 degree angles to a+/- 2 degree angular tolerance with a dimensional tolerance to+/- 1/8 inch on all axes (linear dimension).

• Weld Report - Students must find, identify, document and report on welds they find on five different structures outside of the school environment.

Public Speaking Basics

This unit discusses different types of speeches and the concepts and elements involved with speaking fundamentals, along with research and organization techniques during meetings (CTE Standard 9.0). Strategies for tailoring a speech for an audience, as well as rehearsing techniques, microphone tips and body language are also discussed.

Students will be able to:

• Identify the different components of a speech.

• Analyze various factors to consider when creating a speech for a variety of audiences, situations and purposes.

• Recognize the appropriate presentation technique when presenting in a formal or informal setting.

Unit Assignment(s}:

• Communications Circle- Students stand in a circle, facing inward, and take turns speaking for 60 seconds on their knowledge or opinion of an assigned topic. Students may add to or contradict the previous student's statement as long as the information presented is related to the chosen topic.

• Conducting a Meeting - In small student groups, students select a relevant topic in which they are interested in discussing during a meeting. Groups must follow the four phases of meeting management in order to effectively conduct a meeting: planning for the meeting, setting up the meeting, running the meeting and following up. After planning and conducting the meeting, students write a brief paragraph on the importance of practicing effective meeting management skills and describe what they learned from the activity (CTE Standard 9.0).

• Industry Meeting- Students choose a current issue from within the community, take a position on the subject, and create a persuasive speech to defend their position (Writing 1). Students create and present a three to five minute presentation using the speech writing format.

Extemporaneous Speaking

Key elements, such as audience identification, writing tips and researching techniques are identified, along with how each is necessary to better prepare, practice and perform as an extemporaneous speaker. Preparation and time management are also discussed (CTE Standard 9.0).

Students will be able to:

• Adapt language for audience, purpose, situation and intent.

• Employ planning and time management skills related to professional communications.

• Analyze audience, occasion and purposes of speaking occasions.

• Utilize effective strategies to organize presentations.

Unit Assignment(s}:

• Students take an industrial metal projects - Students are given 30 minutes to construct an outline and a three to five minute speech and present to the class (Speaking & Listening 4).

Gas Metal Arc Welding

In this unit, students will begin to explore Gas Metal Arc Welding. Student experiences will demonstrate how the intense heat from an electric arc is used to melt and fuse metals to form a weld. Students will apply STEM concepts to solve design issues and produce products.

Students will be able to:

• Produce flat welds proficiently based on visual testing using micro-wire.

• Produce horizontal welds proficiently based on visual testing using micro-wire.

• Produce vertical weld proficiently based on visual testing using micro-wire.

• Produce overhead weld proficiently based o visual testing using micro-wire

• Run a continuous bead with the ability to restart a weld.

• Identify the five common joints and their appropriate application. Identifying shapes of metal.

• Identify power sources, gun angle, wire speed, gas flow, contact tip to work distance (CTWD), cables/leads, and polarities.

• Recognize the importance of high and low current settings, electrode size, wire speed, gas flow, contact tip to work distance (CTWD), and gun angle when making a weld.

• Apply industrial math in the use of measuring equipment.

Unit Assignment(s}:

• Weld a 90 degree open corner joint- For this assignment, students will demonstrate the planning and layout operations used in the welding processes; understand and demonstrate how materials can be processed through the use of welding tools and equipment; understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes; understand various joining or combining processes; follow precisely a complex multi-step procedure when taking measurements or performing technical tasks; make formal geometric constructions with a variety of tools and methods; understand scale, proportion, and quantity; define and delimit an engineering problem.

• Cube - For this assignment, students will design and create a cube which is square on all axes (X, Y, Z) maintaining 90 degree angles to a+/- 2 degree angular tolerance with a dimensional tolerance to+/- 1/8 inch on all axes (linear dimension); understand and demonstrate how materials can be processed through the use of welding tools and equipment.

Teamwork and Collaboration

This unit defines teamwork, lists the skills, styles and roles necessary for positive collaboration as well as detailing the benefits and responsibilities of working in a team environment. Personality types, leadership styles and team roles are discussed in detail (CTE Standard 9.0). Teambuilding skills in the workplace as well as how to be an effective team member within a group setting will also be identified.

Students will be able to:

• Differentiate between various learning styles, personality traits and leadership styles found within the classroom and the workplace.

• Develop team-building skills.

• Identify leadership and teamwork qualities which creates a pleasant working atmosphere.

• Exhibit teamwork skills and the ability to cooperate, contributes and collaborate as a member of a team.

• Explain and recognize the value of collaboration within the workplace.

• Conduct and participate in meetings and employ mentoring skills.

• Demonstrate collaboration skills through teamwork.

• Identify and practice effective interpersonal and team-building skills involving situations with coworkers, supervisors and clients.

Unit Assignment(s}:

• Team Roles - Working in groups of five to eight, students use teamwork to solve the school's need for better advertising. Each student is assigned a role as discussed in the unit. Students work as a team to develop a flowchart or other type of graphic organizer to illustrate processes taken and tasks assigned to each team member. They should execute the plan by designing, organizing, creating, reflecting, maintaining and updating processes and team member responsibilities as needed.

• Work-Related Problem Solving - Working in groups of four or five, students research, identify and apply the steps of the problem-solving process. After researching and identifying the problem-solving process, students create a step-by-step problem-solving guide. Then, they apply the problem-solving process to one of the three work-related scenarios. They write a proposal outlining their plan for solving the problem and should include justification for their decision or solution.

Conflict Management

This unit defines conflict, investigates common causes of conflict and compares different conflict management styles Students analyze how conflicts can be destructive to businesses and organizations; however, they can bring about positive impacts if handed properly. Students will learn skills to resolve conflict and the process of third party intervention.

Students will be able to:

• Define conflict.

• Analyze common causes of conflict.

• Compare five conflict management styles.

• Learn skills to resolve conflict.

• Explain third party intervention process.

Unit Assignment(s}:

• What Caused the Conflict? - Students each write down a conflict he or she has experienced personally. However, students don't include the ways they solved their conflicts. Students are assigned a peer's conflict and determine the causes of the conflict and the most appropriate solution. Student volunteers read the case, provide the causes of the conflict, and present the solution.

• Conflict Management Style - Students in pairs design a conflict scenario. They take turns playing the roles using five different conflict management styles: competitive, accommodating, avoiding, compromising and collaborating. Students role play and choose the most appropriate conflict management style.

• Conflict Theories Essay- In small groups, students research the theories of the causes of conflict. In small groups students write a paper based on their research (Common conflict theories include Attribution, Field, Social Exchange and Equity theories).

Ethics in Business

This unit provides the definition of ethics, discusses current ethical issues in today's business world, explains social responsibilities of businesses and provides guidelines for making ethical decisions. Experts from various organizations share real-world experience and provide advice to conduct business ethically.

Students will be able to:

• Define ethics.

• Illustrate contemporary issues of business ethics.

• Explain social responsibilities of businesses.

• Learn the skills of making ethical decisions.

Unit Assignment(s}:

• Business Social Responsibility- Students are assigned a role as a committee member of a business. Students write a proposal of possible activities the business can do to fulfill its social responsibilities considering business social responsibilities such as community involvement, environmental protection, interest of affiliated parties, etc.

• Unethical Case Study- Students use the Internet to find a contemporary business case of unethical conduct. Students write an essay based on the information found and share their findings through a class discussion.

• Ethical Dilemma - In small groups, students to write about a real-life ethical dilemma that have experienced personally or those their friends or family may have experienced. Those dilemmas are passes to another group who will discuss the solution of the ethical dilemmas.

Industry Partnerships

Nikkiso Cryoquip

Embed Business Website Link

https://www.nikkisoceig.com/brand/nikkiso-cryoquip/

Provide input and feedback towards CTE Welding and Manufacturing educational program. Participate in quarterly CTE advisory committee meetings as an industry partner. Provide student with internships for work-based learning opportunities.