Tom Carlisle – Professor Industrial Engineering Technology, Sinclair Community College

1. Use of Physical Simulation, Computer Simulation and a Common Product in a Series of Courses to Illustrate Industrial and Manufacturing Engineering Technology Principles

2. Tom Carlisle – Professor Industrial Engineering Technology, Sinclair Community College • Charles Winarchick – Associate Professor Industrial Engineering Technology, Sinclair Community College

3. Charlie is sorry he couldn’tbe here today, but wanted to say hello.

4. We Wish To Thank Charlie and I wish to thank the conference sponsors for the opportunity to make this presentation • NJCATE - A National Center for advanced Technological Education • NCME – National Center for Manufacturing Education • MATEC – Maricopa Advanced Technologies Education Center • FL-ATE – Florida Advanced Technological Education Center

5. I hear and I forget • I see and I remember • I do and I understand • Confucius

6. “…all forms of action learning share the elements of real people solving and taking action on real problems in real time and learning while doing so.” • Marquardt – Harnessing the Power of Action Learning”

7. Sinclair Community College • Home of National Center for Manufacturing Education

8. NCME • Authentic Learning Tasks • Replicate real world applications • Focus on Building Specific skills and competencies • Closure and generalizations

9. Physical Simulation • Materials – K’Nex building materials

10. Physical Simulation • Materials – K’Nex building materials • Strengths • Simple to use • Readily available • Can be configured to produce any number of different products • Reusable • Inexpensive • Weakness • Can only be used to simulate assembly operations

11. Controlled Access Timer BoxesCAT Box

12. CAT Box

13. Parts Spitter

14. Parts Spitter

15. Physical Simulation • Create a Product

16. Link to Courses This product and the information relayed to it is used in: • IET 101 – Work Methods Analysis and Improvements • IET 111 – Work Measurement Techniques • IET 115 – Survey of Production and Inventory control • IET 130 – Lean Manufacturing • IET 207 – Manufacturing System Analysis • IET 135 – Manufacturing Cost Analysis

17. Course Content • IET 101 Work Methods Analysis and Improvement • Plan-Do-Study-Act (PDSA) Cycle • Productivity • Process Flow Chart and Flow Diagram • Pareto Analysis • Cause and Effect (Fishbone) Diagrams • Brainstorming

18. Course Project • IET 101 Work Methods Analysis and Improvement • Teams of from 4 to 8 students • Goal- build as many wagons as possible in 30 minutes • Start with a given “less than ideal” process • Spend the term working on and implementing improvements • Last class- formal presentation and demonstration

19. Product

20. Project Improvements • Ideas generated by team are communicated to IE lab technician who produces needed fixtures and tooling • This simulates the use of a maintenance department in a plant

21. Course Content • IET 111 Work Measurement • Effective work motions • Work methods • Basic Ergonomics • Time study and Work Standards • Introduction to MTM • Motion Kaizen • Workplace design

22. Course Project • IET 111 Work Measurement • Design an “effective” workplace using the K’nex wagons • Use workplace holding fixtures to do progressive build-up of wagons • Class broken into 4 teams (one for each station) • Construct, run, time and determine standards • Demonstrate and report during last class

23. Products

24. Fixtures

25. Fixtures

26. Course Content • IET 115 Production & Inventory Control • B.O.M.s • Push vs. Pull systems • Routings and scheduling • Capacity forecasting and planning • Kanbans

27. Course Content • IET 130 Lean Manufacturing • Value Stream mapping • Lead Time reduction • Waste Identification and Elimination • Containerization • Standardized Work and Takt Time • Set-up reduction • Cell Design and one piece flow • Kanban

28. Course Project • IET 130 Lean Manufacturing • Take basic wagon from 101 And 111 and add another model and options • Use Work Stations from 111 • Add production simulation machines: CAT Box and Parts Spitters

29. Course Project • IET 130 Lean Manufacturing • Students on 4 to 12 person teams • Run to customer demand (Takt Time) • Can run 1 or 2 Work cells • One sub-assembly cell • CAT Boxes and Parts Spitters as needed • Final Class – cell demonstrated using 10 sided die for part distribution probability

30. Course Content • IET 135 Manufacturing Cost Analysis • Costing of products using routing information • Production and product costs • Project estimating and job quoting and bidding

31. Computer Simulation • IET 207 Manufacturing Systems Analysis • Use of ProModel simulation software • Design and evaluate increasingly complex manufacturing and service processes • One course project is to physically setup a physical simulation of a process in our IET lab • Over two to three weeks the students study the physical simulation and record data needed to complete a computer simulation • Students then complete a computer simulation of the process

32. Computer Simulation • IET 207 Manufacturing Systems Analysis • The computer simulation is ran and processes data recorded and evaluated • The students then run the physical simulation and compare results to the computer simulation • Discussions concerning the validity and verification of the computer simulation verses the physical reality, strengths and weaknesses of computer simulation, value of both types of simulation and similar matters take place

34. Future Developments • Run IET 130 and IET 207 concurrently • IET 207 students will do a computer simulation of the work cell arrangement in designed in IET 130

35. Results • By using the same family of products in several courses students begin to understand how different concepts and techniques taught in different courses are interrelated

36. Results • Survey of 173 students who answered the question “ The lab component of this course assisted me in learning the subject” showed: • 64.7% Strongly Agree • 20.8% Agree

37. Results • Selected comments (no unfavorable comments received): • “The wagon project is an excellent way to show how to use what we learned” • “I liked the hands on experience, rather than just sitting in a class room going over movies or reading out of a book” • “Very hands on and real world related” • “Fun. It was fun.”

38. Questions?