In any color you want

8851 /www/nrich/html/content/id/8851/ 1 0000-00-00T00:00:00 <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0">You are production engineers for Samuel Sweets Ltd. The directors have accepted a recommendation of the marketing department for a new packaging for the sweets in the form of a van. Your job is to design the new production line needed. Task <ul> <li>Find out how to construct the van.</li> <li>Decide how to colour it.</li> <li>Work out a flow diagram for the construction of the van. Produce instructions for the assembly line workers.</li> <li>Time the processes involved.</li> <li>Form a production line. Construct as many vans as you can following the instructions you made.</li> </ul> Materials <ul> <li>SAM VAN construction sheets.</li> <li>Coloured pens; scissors; rulers.</li> <li>Doubled sided sellotape.</li> <li>Paper for planning.</li> <li>Time and Action Record Chart.</li> <li>Stopwatches or clocks.</li> </ul> </mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0">Why work on this activity? 1. To help develop logical thought patterns in a problem situation. 2. To develop communication skills. 3. To encourage forward planning and be able to explain a practical task in a written and/or diagrammatical form. Mathematically, the task looks at a number of topics, starting with nets and construction skills. Algorithms and decision mathematics are also important parts of this problem. The problem is an excellent opportunity for group work in maths. Possible approach The activity is in three parts: Introductory lesson – 35 mins. Session 1 – planning - 1 hour Session 2 – production - 1 hour. Organisation 1. Introductory lesson on process information: flow charts; written and graphical presentation of information; timing sequences; delays/bottlenecks in the process and efficient use of time. Examples are given for making a cup of tea and making a sandwich, which could be demonstrated and discussed in class. 2. Construct sample SAM VAN for groups. 3. Session 1: Initial planning can be done in pairs but they should be brought together in groups of 8 for the production line. Any extra equipment needed should be planned at this stage. 4. Session 2: Only accept well made vans for the evaluation. 5. The session could be followed by a discussion led by a production manager from a local firm or a visit to a manufacturing company. Equipment Photocopies of SAM VAN construction sheets. (About 200 per class- ideally printed on thin card but good quality photocopy paper would do.) Photocopies of Flow Chart and Time and Action Record Chart – 1 per pupil. Per group: Coloured pens, 2 pairs of scissors, 2 rulers, 1 reel double sided sellotape, 1 stopwatch/clock. After session 1 pupils may ask for more of these items. These can be brought from home if need be. Paper for planning. Key questions 1. How was the construction planned? Were there any 'bottlenecks’ in the production line? How were these eliminated? 2. How well did the group work as a team? 3. Were a large number of vans produced at the expense of quality? How was quality control applied? 4. Draw on the experience of any factory visits/films seen by the group. Possible extensions Throwing a ‘spanner in the works’ for a group working very well could add to the layer of challenge</mdoxml> 2 3 0 0 1 0 0 In any color you want Applications STEM - design technology Applications potential STEM problem