Engineering Course Design

(Design Document Part A)

Pegah, Anabel, Jim, Chris
Instructional Goal
Professors in the engineering department have found that freshman students lack specific
knowledge in utilization of tools and machinery. First, we will create two video tutorials to teach
students the different tools and machinery used in the Engineering Innovation Center (EIC), in
order to facilitate the instructor led teaching process and accommodate to students different
skill levels. Second, students would apply knowledge acquired from videos to manufacture a
basic piece using tools and the Lathe machine.
Context Analysis
Context Concern

Context Outcomes

Timeframe available for design

2 short video tutorials (between 12-15

minutes each) need to be created by
August 2016.

Team

The instructional design team is

collaborating with the instructor at the EIC.

Budget

Design team will use current resources in

the engineering department (video
cameras), professors will help with
presentation of tools and will demonstrate
the proper use of machinery. Team will
volunteer their time and talents, so no
budget will be needed for the development
of video tutorials.

Authoring tools

Word, PowerPoint, Adobe Photoshop and

Premiere.

Do the designers have adequate content

area expertise

At least one of the instructional designers

is expert in the subject. Designers
generally rely on the instructor to provide
the guided expertise. This should require
several hours of one on one.

Have delivery system decisions already

been made?

Video lectures will be embedded in

BlackBoard (eCampus), and/or teachers
will provide links. Students will be required

to watch videos before class sessions (flip

classroom). These video sessions will
supplement the EIC PopUp class Lathe I,
II, and III.

Has the location where instruction will be

used already decided?

After students take introductory course,

they would be able to use equipment in the
EIC, under supervision, as described in the
course syllabus.

After learners learn the new skills, how

soon will they be able to apply it?

The intermediate and advanced classes

have a build component to assess the new
skill level.

Learner Analysis
Learner Characteristics

Learner Descriptions

Age and developmental level

College level 18-22, age-appropriate

mental development

Past academic performance

Have some literacy in mechanics

Reading level

Average reading, familiar with basic terms

in mechanics

Past experience with content area

None. Basic tool knowledge is desired.

Physical impairments

Individuals with a disability must be

evaluated on a case by case basis. We
have a pedestal ramp for wheelchair
bound individuals. We also have
accommodations for deaf individuals, but
blind or legally blind individuals are not
allowed to participate. Same for individuals
that are para or quadriplegic. Individuals
with mental impairments such as palsy or
Parkinsons are disallowed due to
instability of the grip strength and or
shakiness of the limbs. Individuals must
not be under the influence.

Mental impairments

This is a skills test, students with severe

learning disabilities may be disqualified.

Case by case basis.

Primary/secondary language

English is the predominant teaching

language.

Cultural/social background

N/A

Content Analysis
Student must be able to show competency in hand tools and machine parts identification, Lathe
setup, and basic part machining.
Goal 1: Identify safety guidelines required to work at the EIC (Video).
Goal 2: Identify the basic hand tools used at the EIC (Video).
Goal 3: Identify the parts and features of the machine Lathe (Video/computer simulation).
Goal 4: Demonstrate safety procedures while working in the EIC (Hands-on at EIC).
Goal 5: Demonstrate the procedure of using hand tool and set up Lathe (Hands-on at EIC).
Goal 6: Manufacture a basic part using the tools and Lathe (Hands-on at EIC).
Target behavior: 80% of the learners will create a part 70%* allowable tolerances of the design
specifications.
Considerations:
1) A symptomatic abuse of the safety protocols will be grounds for immediate dismissal
from the class.
2) Lack of proper preparation by viewing the online materials will be grounds for immediate
dismissal from the class.
* 70% Tolerance means that the part has to be made within 70% of the designated
specifications, a high bar for first time users.

Learning Types
Skills and Knowledge

Type of Learning

Identify basic tools and machines

Verbal information (labels) students will

have to associate each tools with its name
and use cognitive strategies to remember
the correct use of each tool.

Demonstrate the procedure of using each

tool/machine

Motor skills, students will have to be able

to physically manipulate tools and
machinery.

Create a basic part using the

Cognitive, motor skills and procedural

tools/machines
Comply with the safety practices

Cognitive, attitudes and procedural

Instructional Objectives
1. Undergraduate students of engineering will be able to identify proper safety rules in a
multiple choice test with an accuracy of 100%. **
2. Undergraduate students of engineering will be able to name hand tools and identify their
functions by completing individually a 12 multiple choice question test from a random
pool of 50 questions, with 80% accuracy.
3. Undergraduate students of engineering will be able to identify Lathe components and its
functions by completing individually a 12-item multiple question test from a random pool
of 50 questions with 80% accuracy.

4. Undergraduate students of engineering will be able to demonstrate safety procedures in

the EIC by following 100% of safety rules in a checklist.**
5. Undergraduate students of engineering will be able to demonstrate the correct use of 10
randomly selected hand tools without any resource assistance with an accuracy of 90%
in a checklist.
6. Undergraduate students of engineering will be able to demonstrate proper setup of
Lathe and correct use of hand tools to adjust, individually and without assistance by
scoring 85% in checklist.
7. Undergraduate students of engineering will be able to manufacture a standard part
based on a design specification sheet, the final part should match at least with 70% of
the specifications. ***
** We will emphasize 100% safety procedures since a small mistake using the Lathe can cause
serious accidents ranging from severe cuts to possible loss of limbs or life.
*** For first time users complying with 70% of the designated specifications is a high standard.
As students gain experience they will have to comply with higher standards. In industrial
applications a part that is not been machined correctly has to either be reworked or scrapped.

Design Document Part B

Instructional Strategies
1. Undergraduate students of engineering will be able to identify proper safety rules in a multiple
choice test with an accuracy of 100%.
Type of Skills: Concept and attitudes
Strategies:
Concept - Demonstrations and practice with feedback.
Each instructional video will start with an introduction, demonstrating the safety procedures that
have to be followed while working at the EIC. The instructor will explain and demonstrate how to
handle the different groups of hand tools safely, and also general safety rules to use the lathe
machine.
Attitudes - Provide models of desired behavior and reinforce the behavior.
During the video lectures, the instructor will model the appropriate behaviors, he will provide
examples of how to hold tools, transport, use and discard the tools. Then different scenarios
would be included, students would decide if the safety rules were followed correctly, if the
scenario didnt present the correct procedures, they would discuss which were the desired
actions, and provide examples of desired behaviors.
Assessment:
After students watch Hand Tools Training video, they would take a multiple choice assessment,
they would be required to identify proper procedures and safety rules. If a student does not
demonstrate 100% mastery, he/she would receive feedback and will be allowed to retake test

until mastery is achieved. Students cannot continue the video without passing the safety
component, this is a definitive roadblock built into the online instruction module.
2. Undergraduate students of engineering will be able to name hand tools and identify their
functions by completing individually a 12 multiple question test from a random pool of 50
questions, with 80% accuracy.
Type of Skills: Verbal information, concept and problem solving
Strategies:
Verbal Information- Clustering and chunking
Students will be required to memorize names of hand tools used in the EIC. Video lectures will
use the clustering or chunking strategy. Video will present and describe hand tools in different
groups: screwdrivers, wrenches, drills, pliers, and saws.
Concept - Demonstrations, practice with feedback.
Concrete concepts will help students to identify particular features of the different hand tools.
Video lecture will present visuals, and instructor will demonstrate how to use each hand tool and
will provide examples, and tips of how to select the correct tool for a specific situation.
Problem Solving - Present the new problem
Once students have been presented with proper use of hand tools, they would identify which
tool is the most appropriate to use in different scenarios, practice will be embedded in a
PowerPoint presentation, and it would provide feedback to students.
Assessment:
After students watch Hand Tools Training video, they would take a multiple choice question test.
They would be required to identify the different tools and their functions, the test will consist of
12 random questions selected from a pool of 50 questions. Students will have to complete this
component and score 80% in the test, in order to proceed to the second video lecture.
3. Undergraduate students of engineering will be able to identify Lathe components and its
functions by completing individually a 12-item multiple question test from a random pool of 50
questions with 80% accuracy.
Type of Skills: Verbal and concepts
Strategies:
Verbal: Presenting basic information about lathe. It could be taught through clustering and
chunking. The video will introduce the lathe capabilities and description. Then, the lathe parts
and functions are going to be broken down into smaller groups to make it easier to remember:
carriage and cross slide, headstock, work holding accessories, tailstock, machining.
The students learn the parts in groups first, then each part is highlighted. This can be done
through a PowerPoint animation that highlights the group first and discusses each one next.
Concepts: Discussing lathe parts and functions. This part is about getting familiar with the
machine and how it works. It could be taught through visual demonstration of each part. There
will be a short video of an operator using the part making something, or just demonstrating the
function (depending on what is being demonstrated).
Then practice and feedback is used: They are given a function and ask if lathe can do it or not.
This can be done through a PowerPoint presentation or an online page with true, false items.

Assessment:
After students watch Basic Lathe Training video, they would take a multiple choice question
test. They would be required to identify the different parts and functions of the Lathe machine,
the test will consist of 12 random questions selected from a pool of 50 questions. Students will
have to complete this component and score 80% in the test, in order to proceed to the hands-on
component of the course at the EIC.
4. Undergraduate students of engineering will be able to demonstrate safety procedures in the
EIC by following 100% of safety rules in a checklist.
Type of skills: Rules, problem solving, motor skills.
Strategies:
Rules: Students will be able to follow shared rules all the time they are working at the EIC.
Videos have shown step by step how to safely perform each task and how to behave in different
situations (rule development and rule uses strategies). Students have also used selfinstructional PowerPoint presentations with interactive buttons to submit answers to
practice(practice and feedback strategy).
Problem solving: Students have to be able to follow proper rules for a required task and
demonstrate correct steps to finish it.
Students would apply what they have learned from instructional videos to the new situations
while working at the EIC. Instructors will review the safety rules and safety procedures of
working in the EIC (Remind students of prerequisite skills).
Motor Skills: Students have to be able to demonstrate the correct procedures of working in the
EIC. Students have been instructed with the integration of videos how to perform under different
situations, now they will have to apply what they learned from the videos, the instructor must be
present (Provide demonstrations and models, and opportunities for practice with feedback).
Assessment:
Students would be assess on their compliance to safety procedures since the moment they set
foot at the EIC, all the way until they leave. Instructors will record students behaviors using a
checklist, as they work in the EIC.
5. Undergraduate students of engineering will be able to demonstrate the correct use of 10
randomly selected hand tools without any resource assistance with an accuracy of 90% in a
checklist.
Type of Skills: Problem solving and motor skills.
Strategies: Problem solving and motor skills
Problem solving: Students have to be able to select proper tool for a required job and
demonstrate correct steps when working. Review the tools, safety rules and steps of using them
through question and answer interaction, asking students to explain each one verbally (Remind
students of prerequisite skills). Once students have been presented with proper use of tools,
they would identify which tool is the most appropriate to use for a specific tasks (present a new
problem strategy).
Motor Skills: Students have to be able to demonstrate the correct use of different tool. Students
will be instructed with the integration of videos how to use hand tools, now they will have to

apply what they learned from the videos while working at the EIC, the instructor must be present
(Provide demonstrations and models, and opportunities for practice with feedback).
Assessment:
Students would be required to complete the activities described in 10 randomly selected cards,
the students will determine the correct tools to perform the task. The instructor will evaluate
students performance according to the checklists. Then the quantitative data will be collected
and analyzed.
6. Undergraduate students of engineering will be able to demonstrate proper setup and
functions of Lathe individually and without assistance by scoring 85% in checklist.
Type of skills: Motor skills - Using the lathe and hand tools required to adjust the lathe
Strategies:
Motor skills: Practice and feedback. The students have been taught the machine set up through
a video and now they get a chance to work with the machine under the instructors supervision
and receive feedback on their work. This way they can improve and maintain what they have
learned in the theory part.
Assessment:
The assessment is a performance test conducted by the instructor and the students need to be
able to demonstrate the setup and functions the instructor requests.
7. Undergraduate students of engineering will be able to manufacture a standard part based
on a design specification sheet, the final part should match at least with 70% of the
specifications.
Type of skills: Problem solving and motor skills
Strategies:
Problem solving: Practice and feedback. The students do pair work in this step to come up with
the best way of making the part together. They show their plan to the instructor and get
feedback.
Motor skills: Practice and feedback. The students continue their pair work and manufacture the
part under the instructors supervision and receive feedback. Also while one student is working,
the other student is observing and provides feedback to the partner.
Assessment:
Problem solving: The instructor grades each pairs plan based on a rubric created for the task.
Motor skill: The instructor checks the manufactured part with the blueprints and grades each
student based on the percentage the part matches the blueprints.

Formative Evaluation
For our formative evaluation we have chosen expert review and small groups. This
training is very specific and an expert would understand if the instruction is appropriately
designed for the students level. Experts would be asked to review instructional materials, and
provide feedback by completing checklists shown below.

Also feedback from small groups may be useful to see if the students learn better this way, or if
another approach is required. We will observe students interaction with the instructional
materials and their performance while working at the EIC. We will compare the data obtained
from students performance using the new materials, against students performance from
previous courses, to determine effectiveness of new materials.

Formative Evaluation Checklist

Hand tools and Manual Lathe Popup Class
Reviewer: ____________________________Review Date: __________________
Course Instructor:_________________________________
Thank you for reviewing this course which is currently under development. Your comments are greatly
appreciated. Please provide any information as review the instructional, technical and safety aspects of the
course.
Video Modules Shop Safety-Basic Hand Tools-Lathe Identification
Subjects Reviewed

Checklist

Comments

Content is accurate, current

and complete.

YES

NO

The sequence of the modules

appear logical.

YES

NO

Directions for all activities are

clear.

YES

NO

Quality of the videos and

slides are clear and concise.

YES

NO

Safety in a shop setting

covered well and accurately.

YES

NO

Quiz and testing methods

appear fair and valid.

YES

NO

Learning is the main focus.

YES

NO

Direct Instruction Modules Manual Lathe Operation

Subjects Reviewed
Work area is organized and
clean.

Checklist
YES

Comments
NO

The sequence of training

appears logical.

YES

NO

Directions for all activities are

clear.

YES

NO

Instructor is knowledgeable
and able to present the
instruction.

YES

NO

Safety in a shop setting

covered well and accurately.

YES

NO

Quiz and testing methods

appear fair and valid.

YES

NO

Learning is the main focus.

YES

NO

Please add any additional comments:

Instructor Checklist Popup Class Manual Lathe I

Engineering Innovation Center 2016
Unit checklist for direct instruction.
Instructor
Date - Time

Class Size
Module 1: Safety Check
Task
Does each student have proper clothing? Safety glasses on?
Are all electrical switches off?

Completed

Work area clean and orderly?

Students accounted for and within sight?
Module 2: Tool check
Task

Completed

Have each student identify 3 hand tools by name.

Have each student properly show usage of box end wrench on lathe adjust.

Have each student properly show usage of slotted (standard) screwdriver on tool
mount.
Have each student use caliper to adjust material jaws.

Module 3: Material check (Students now work in pairs on two lathes)

Task

Completed

Explain the properties of the aluminum material.

Have each student team load material into the lathe chuck jaws.
Have each student team calibrate the material to true center in the lathe jaws.
Have each student insert tool die for cutting material.
Module 4: Operations check
Task

Completed

Verify all chucks and tool dies are secure.

Check location of students and energize lathes.

Instruct student teams on proper pressure to cut the metal.
Instruct each student on cutting tool changes.
Module 5: Final check and cleanup
Task

Completed

Finish part cutting, inspect part.

Instruct students on how to tear down part and remove cutting tools.
Have each student team clean work area and inspect each lathe.
Evaluate each part and grade. Give feedback to each team.
Checklist completed by: ____________________________________________