In the manufacturing industry, product life cycle refers to the stages a product
goes through from its design through its production to its eventual disposal.
Examining this entire process helps manufacturers determine ways to increase the
efficiency of the production while minimizing wastes that are costly and harmful to
the environment. Finding ways to minimize waste throughout a product’s life cycle is
called reduction. One example of reduction is when manufacturers change the size
and shape of a product design to use mostly materials in their standard sizes. This
practice reduces the processing of the materials, minimizing waste and reducing
waste disposal costs. For instance, a standard sheet of plywood is typically 4′ × 8′.
Therefore, if a product is designed to use 2 full sheets of plywood in its production
versus using only partial sheets, the amount of energy for separating or cutting the
sheets is minimized and the amount of waste to be disposed of is reduced.
Now think about ways you can reduce waste in common activities. Examples
are making two-sided photocopies, using cloth instead of paper items, and turning
off lights when you are not using them. What other examples can you think of?
You may be surprised at how small adjustments in your everyday life can help
the environment.
Think Green
Product Life Cycle and Reduction
Automotive technicians use skill and knowledge
to inspect, maintain, and repair automobiles and light
trucks. They review the description of a problem, use
a diagnostic approach to locate the problem, repair
the vehicle, and test the repair. Automotive technicians
must be able to use a variety of testing equipment. This
equipment includes onboard and stationary diagnostic
equipment and computers.
High school students interested in becoming
automotive technicians can take courses such as
technology and engineering education, automotive
repair, electronics, and computers. Interested students
will need to complete some vocational or postsecondary
education programs in automotive service for entry-level
positions. These programs usually last six months to a
year. Many are hands-on programs, centered on topics
such as brake maintenance or engine performance.
Individuals who are organized, have strong customer service skills, enjoy
troubleshooting, and are hands-on workers will perform well in this field. It is
also important for automotive technicians to possess the necessary licenses,
certifications, and registrations. Automotive technicians may work as automotive
body and glass repairers, diesel service technicians, heavy vehicle and mobile
equipment service technicians, and small engine mechanics. One of the largest
professional organizations for automotive technicians is the National Institute for
Automotive Service Excellence (ASE).
Employment in this area is expected to grow. Automotive technicians may have
the following potential projects:
■ Identify automotive problems and diagnose using computer software.
■
Explain automotive issues to customers.
■
Repair and replace worn and damaged parts.
■ Perform routine care and maintenance.
Career Connection
Automotive Technician A
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items e related d to sustainability, ab b
energy n efficiency, n nc and
en en en n n ironment vi vi ro nm en ta ta l l l issues. is is su s es s . .
Career r Connection
features fe u can provide a a path a a
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Engineering Design Challenge
364 Copyright Goodheart-Willcox Co., Inc.
Vertical Structure
Challenge
Background
You have learned ve lea about the ut t forcess he for he for that th th at at
structures uc uct mu ures m ust be ablee e to support to sup to port port and withstan wit it hstan stan nd. nd nd .
An assortment An ass ortmen of structural t of s ct tructu membe ral me mbers be of f ddifferent n
shapess and sizes d is used use to support port the the structure r
and withstand thstan these d thes forces. e forc Determining es De termin the i best
design for the structure requires an ununderstanding
of structural analysis concepts y p in order to computep p p
the load lo capacity ad cap acity of structural of str uctura components. l co nen Using n g
this knowledge is k nowled your g team will will design desig and n and builld this k nowled nowled ge, yo ge, yo ur team will desig g n and buil ld
cient vertiical load-bearing ca ing
structure, ct using ur limited materials.
Situation
Your team will use their civil engineering
knowledge and skills to build the tallest, strongest, g
cient tower using a maximum of
24 sheets of standard copy paper. The paper will l
be used to create the structural members of the
tower. You may use 3/4″ cellophane tape to join n ″
the paper members. The tower must be at least
50 cm tall and span a 10 cm gap, . Yourr
tower must support at least 2.5 kg and withstand n
an earthquake test, using an earthquake-testing g
platform (a movable platform connected to a rig gid platform (a movable platform connected to a rig gid
frame by rubber bands or springs). Once the tower w
passes the earthquake testing, place it over the 1 10
cm gap as shown in . The tower cannot o be
attached to the platform. To test the load-bearin ng
capacity of the structure, place a bucket on top
of the structure, then slowly add sand until the
structure fails.
Desired Outcomes
Your team must design and construct a tower e
that meets the following requirements:
■
Stands at least 50 cm tall
■ Spans a 10 cm gap
■
Composed of no moore no mo o o than 24 sheets n 2 of paperrp p p a r r
■
Supports at least s 2.5 kg during earthquake
testing
Your team must also als als develop o deve o a lop a a technicall techni t t r cal r re porr r rt rt rt
that describes that d escrib how es how w the to the t t o ower wass designed de de de d d using using
engineering princciples princ The report Th Th sh s hould hould also
■
■
■
■
■
50 cm
10 cm
engine e ering prin prin nci ples The Th Th r eport should sh d also e engine ering prin prin nci ples The Th Th r eport should sh d also
Copyright Goodheart-Willcox Co., Inc. 366
® ®
TSA Modular Activity
Structural Engineering
Activity Overview
In this activity, you will create a balsa-wood
bridge and determine its failure weight (the load
at which the bridge breaks).
Materials
■
Grid paper
■ 20′ of 1/8″ × 1/8″ balsa wood ″
■
3″ × 5″ note card ″
■
Glue
Background Information
General. There are several types of bridges.
The length of the span and available materials
generally determine the type of bridge used in
a particular situation. For this activity, a truss
cient.
Truss bridges. The truss bridge design is
based on the assumption that the structural
members carry loads along their axes in
compression or tension. The members along the
bottom of the bridge carry a tensile load. Those
along the top of the truss carry a compressive
load. The members connecting the top and
bottom chords (members) can be in tension or
compression.
Gussets. Gussets are plates connected to
members at joints to add strength. The structural
steel members are welded or bolted to the gusset.
When designing your bridge, include a gusset at
each joint, if possible.
Wood properties. Due to its molecular
structure, wood can normally carry a greater
load in tension than it can in compression. Also, a
shorter member can carry a greater compressive
load than a longer member.
Guidelines
■
Create a scale sketch of the bridge before
building.
■
Two pieces of balsa wood can be glued
together along lengthwise surfaces. No more
than two pieces of balsa can be glued together.
Do not use excessive amounts of glue.
■ Gussets cut from the 3″ × 5″ card can be no ″
larger than the diameter of a US quarter. One
gusset cannot touch another gusset. This plate
cannot be sandwiched between two pieces of
balsa wood.
■ The bridge design must take into account the
loading device. Your instructor will provide
c guidelines for bridge length, bridge
width, and the required details for attachment
of a loading device.
■ Your bridge will be weighed before being
loaded.
Evaluation Criteria
Your project will be evaluated using thee
following criteria:
■
Accuracy of sketch, compared to completed
bridge.
■
Conformance to guidelines.
■ ciency (failure weight ÷ bridge weight).
engineering principles The r report should also engine e ering p in pri n nci ples T he Th r eport s hould sh d also e engine ering p in pri n nci ples Th he Th Th r eport s hould sh d also
Engineering n Design De D i si gn gn Challenges C ha ll ll en en ge ge laboratory r r a a activities c c ti ti requ r eq eq ui ringn ri ri ng provide p p
creativity ea and critical ri ri thinking k ng ng skills. s s ki ki ll ll s. s.
TSA TS Modular Activity ti ti y dditional d d di di ti ti on on activities ie e s intende in in te te nd d d e ed to feat ea ea t tu res provide ad d d
ents. n n d de velop p p skills used d d in in i TSA SA SA competitive p e ve
292 Foundations nda of Engineer eering & Tech chn ology
Copyright Goodheart-Willcox Co., Inc.
Summary
✔ Secondary manu m anufac turin uring involves the ves th act e acti ons
used to change industrial nd ustria u materials l mate into int
products.
✔ Casting s Cas and molding processes ses give give materials materi als
shape shape by introducing a liquid d q ma materi m al into a a
d mold.
✔ Forming processes n cesses apply apply force force through thro hr a a
forming orm device vi to ce to cause cause the m the ma m terial rial to change to ch o
sh shape.
✔ Separating Sep processsess remove ses excess ve e xc material m
to make mak an object ect o of the correect size ct siz si and e a shape.
Machining chin and ing an shearing d shea h are ring a two re two ty types t of
separating separa processes. p roc o
✔ Conditioning nd in g processes, whiich change hang n the
internal ter properties pro r of a material, ter include ial, i nclu
h h l i i i i
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Check Your Engineering IQ
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www.g-wlearning.com/technologyeducation/
Test Your Knowledge
Answer r the following h llowi end-of-chapter of- of questions ue using the n
information i a provided provi in this chapter. s c
1 1. Seecondary ndar manufacturing processes in ss change
ind dust str rial materials into _____. __
2. Caasting Ca a sting sti and molding processes es givee g materials m
sh sh hape hape by introducing by int roduci a(n) g ( _____ ) ____ mateer rial into a
moold old.
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range _____..__ th iis tthatt
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below the material’s yield pointnt
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the material’s elastic ranger
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pointtp
point and
Cop y right Goodheart-Willcox C o ., Inc .
mechani mechan ical and ic d ch h emical i l condit condi ioning ning . .
✔ ✔ ✔ ✔ ✔ ✔ t parts together,, s to r r
include clud bonding and mechanical fasteening. nin
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enhance en their appearance. pp Some change the he
surface of the product, od while others involvee the t e
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customprocespsr.oduction,massntinuoeusopment on production, n,
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versus versus consumegr the c onsume cost r cost of th of th p e p oduct oduct and and
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t h e ma terial ri ’s ela la stic ange
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the materiall’s fracture ’s f r e poin
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identification, and a comprehension of chapter material.
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personal, a and workplace skills.
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developing skills related to chapter content.
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