STIC - Engineering: Workplace (Module 3)

Describing Processes Using Flow Charts / Converting Measurements
(Topic 4A & B)

Topic 4A Content

For this topic, additional background reading is not necessary. The post-task allows participants to apply some of the workplace-management practices from Module 3 Topic 1.

Topic 4A Delivery

The facilitator should prepare the following reference material on chart paper :

• Three standard flowchart symbols from Introduction 2
• List of workplace processes from Pre-task 1
• Standard flow chart symbols from Pre-task 2
• List of sequencers and conjunctions for explaining purposes for pre-task 2

Materials needed: OHP, OHT 1, chart paper and markers

Topic 4B Content

The facilitator should be comfortable with Imperial to Metric conversion formulas, which are provided.

Topic 4B Delivery

As many copies as necessary should be made of the following handouts:

• Handout 1 Conversion Chart
• Handout 2 Conversion Problems

Materials needed: chart paper and markers, calculator; (optional: Imperial measuring tools such as rulers, a yard stick, or other measuring devices)

Topic 4A Methodology

Introduction

(20 minutes)

1. On an overhead projector, show OHT 1 (the mouse trap). Have the class explain the process and label the machine as a whole class activity. The class should mention: crane, boxing glove, pulley, conveyor belt, boot, cage. The process is:

	- the mouse is kicked into the cage;
	- the cage is lifted up;
	- the mouse is punched onto the conveyor belt;
	- it is carried along and dropped into the sugar;
	- it's picked up;
	- placed in the cat's mouth and eaten.

2. How would this process be depicted in a flow chart? Give the class the following symbols to work with:

circle - marks the beginning or end of a process

rectangle - marks an operation of a process

arrow - shows direction of flow

Give the participants five minutes to depict the process on a flow chart. Then have one participant draw their flow chart on the blackboard. This is a sample flow chart; but engineers may make it more complicated.

Pre-Tasks

(25 minutes)

1. Have the participants brainstorm different kinds of processes in the workplace from their previous engineering experience. Have the following processes listed on chart paper for additional reference:

• a production process
• staff recruitment process
• wage negotiations
• staff training process
• a job application procedure
• communications procedures
• ordering process
• service procedures
• a product development process
• an engineering-specific process (e.g., a chemical process)

Have the participants draw a flow chart to describe the procedure they have chosen. Have them think of a flow chart as a map that enables one to complete an activity. Some of the more standard symbols are:

circle - marks the beginning or end of a process

rectangle - marks an operation of a process

diamond - is used to indicate decisions

triangle - is used for hold or storage

D - marks a delay

arrow - shows direction of flow

(Have these prepared on chart paper)

Differentiate between a step and a stage. A step is one action in a process. A stage is a series of actions that forms part of a process.

Also, make sure that the following sequencers and conjunctions are available as a reference for the task.

Task

(20 minutes)

1. Have participants describe orally the process they have charted to a partner, referring to their flow chart and explaining the sequence of events. Have them explain to their partner why things are done in the way they are.

Post-Task

(15 minutes) (Optional)

1. Have the participants think about the workplace practices that they discussed in the previous lesson - TQM, JIT, SPC etc. What was the general purpose of these practices? (efficiency, quality assurance, no waste or down time). Have the participants analyze their flow charts (or that of their partner's) for areas where improvements can be made to the process. Encourage them to think like managers and eliminate "non-value added" (or inefficient/unnecessary) steps in the process.

Methodology for Topic 4B

Introduction

(10 minutes)

1. Elicit from the participants what they know about different measurement systems. They should mention imperial and metric.

Mention that, until recently, Canada and U.S. used the imperial system of measurement, and that these units are still referred to and used, particularly by people thirty-five years of age and older. Ask the class if they can think of some potential workplace problems that could arise from the confusion. Relate to them the story of when an Air Canada jet had to make an emergency landing because it had run out of fuel. The captain thought that the refuelling crew was quoting him a number in kilograms when they were speaking in pounds (1kg = 2.2 lbs).

Pre-Tasks

1. (10 minutes)

Explain that the imperial system is still widely used in the workplace. Ask the class if anyone knows what the imperial system is based on. If not, explain that the imperial system was based on the convenience of things at hand. Centuries ago, the thumb inspired the inch; the foot left its imprint; the arm pointed to the cubit, yard, and fathom; and 1,000 double paces led to our mile. This system has useful units, but inconvenient conversion factors from one unit to another. When compounded to include more units of length, volume, and mass, the complexity becomes chaotic. The imperial system, with such conversion factors as 2, 3, 4, 5½, 6, 8, 9 12, 14, 16, 22, 32, 40, 1,760, 4,840, 5,280, and 7,000, is too complicated for practical use.

• 12 inches = 1 foot
• 3 feet = 1 yard
• 5,280 feet = 1 mile

2. (20 minutes)

Divide the class into five groups: one group deals with length; the others with area, cubic volume, and liquid or dry volume and weight. Each group is given a sheet of chart paper divided in half: one for metric and one for imperial measurement. Have each group identify units of measurement for their category. Then, as a whole class, take up the information on the charts, ensuring the following items are covered:

Adapted from Black, G.J. Canada Goes Metric . Doubleday Canada, 1980. pp. 121-4.

3. (10 minutes)

For the participants, it is most important to convert from imperial to metric. Emphasize that the conversions they will be given are accurate for daily use, but are not accurate enough for mechanical engineers, who deal with exact measurements. Explain that to convert from one measurement to another requires multiplication. Due to time constraints, we will convert imperial to metric. Tell the class to imagine someone is talking to them about 50 acres of land and they have no idea how big this is; what should they do? Distribute Handout 1 (Imperial to Metric Conversion Chart).

Task

(30 minutes)

1. Distribute Handout 2 for some mathematical problem solving involving conversion in an engineering context. Note that in problem 3 there is a conversion involving Canadian and U.S. gallons.

Post-Task

(20 minutes)

1. Have participants compare answers to the conversion questions.

Downloads

All downloads are in Adobe Acrobat PDF.

Download a print version of the above lesson plan and related materials.

Workplace: Topic 4A & B [170 KB, 15 pages]

Download the complete Facilitator's Guide and Participant's Workbook.

• Full Facilitator's Guide - Occupational Terminology [4 MB, 247 pages]