https://www.agexplorer.com/virtual-field-trip
https://www.agexplorer.com/virtual-field-trip/archive/2018-john-deere
John Deere: Careers that Innovate
Brought to you by John Deere & AgExplorer
Take your students on a high-tech tour of a John Deere facility in Waterloo, Iowa to see a breadth of exciting careers involved in the product lifecycle of John Deere tractors, from ideation to delivery. Students will meet a variety of John Deere employees who are critical before, during and after the manufacturing process. Additionally, students will see how an emphasis on quality and customer insight cultivates success in manufacturing John Deere 8400 Tractors today.
PDF Download of Teachers Guide
https://www.agexplorer.com/sites/agexplorer.com/files/pdf/AgExplorer_JohnDeereVFT_EducatorCompanionGuide.pdf
AgExplorer and John Deere Virtual Field Trip
Educator Companion Guide - Careers in Advanced Manufacturing
Overview
The AgExplorer and John Deere Virtual Field Trip takes your students on an insiders’ tour of the
John Deere factory in Waterloo, Iowa to see the breadth of exciting careers involved in each
stage of the manufacturing process of John Deere tractors. The Virtual Field Trip also explains
to students how all the pieces come together to meet the needs of those helping to feed the
world. Students meet engineering, supply management, and production employees and see how
an emphasis on quality and customer insight cultivates success in manufacturing John Deere 8R
Tractors today.
The Virtual Field Trip illustrates a variety of highly-skilled careers, both supervisory and wage
employment, involved in advanced manufacturing. It also highlights how advanced
manufacturing professionals utilize technology and the engineering process to improve products
and processes. These companion activities help engage students prior to and during the Virtual
Field Trip, and they extend the learning from the Virtual Field Trip to the classroom.
Objectives
Students will
• Explain how advanced manufacturing is the use of technology to improve products and
processes.
• Explore how professionals in advanced manufacturing processes and systems must be
able to identify problems, create solutions, think critically, effectively communicate as
part of a team, and apply new technologies and skills.
2
High School National Standards
Common Core State Standards Connections: ELA/Literacy
WHST.9-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
Next Generation Science Standards
ETS1.B: Developing Possible Solutions
When evaluating solutions, it is important to take into account a range of constraints,
including cost, safety, reliability, and aesthetics, and to consider social, cultural, and
environmental impacts. (HS-ETS1-3)
Agriculture Food and Natural Resources (AFNR) Standards
PST.01. Apply physical science principles and engineering applications to solve problems
and improve performance in AFNR power, structural and technical systems.
Materials
• Copies of Quality Manufacturing Processes handout, one per student
• Copies of Careers in Advanced Manufacturing capture sheet, one per student
• Internet Access
• Copies of Career Profile Research sheet, one per student
• White sketch paper and colored pencils
• Copies of From Design to Delivery sheet, one per student
Design for Delivery Materials (If materials are not available, teachers may choose to invite
students to create annotated sketches or use modeling software)
• A large set of interlocking building blocks, including some with wheels (enough for teams
of 4 to produce 5 identical “tractors” each for the From Design to Delivery activity
• Cardboard lids from copy paper boxes, one per team for the From Design to Delivery
activity
Engage
1. Begin class by handing each student a copy of the Quality Manufacturing Processes
handout.
2. Show the John Deere Quality Manufacturing video (about 4 minutes).
3. As they watch the video, students will complete two Engage activities on the handout:
complete the Engineering Cycle Diagram and an Audit Sheet Checklist based on what
they hear in the video.
4. Call on students to share what they have written.
5. Introduce students to the Virtual Field Trip by asking them to guess your 2-1-2. Provide
2 facts, 1 clue, and 2 pictures and invite students to guess what they may learn while
viewing the Virtual Field Trip.
Two facts:
3
• Advanced manufacturing is the use of technology to improve products and
processes.
• The field of advanced manufacturing includes a variety of highly-skilled
careers, both supervisory and wage employment.
One clue:
• Professionals in advanced manufacturing processes and systems must be able
to identify problems, create solutions, think critically, effectively
communicate as part of a team, and apply new technologies and skills.
Two pictures:
During the Virtual Field Trip
6. Distribute the Careers in Advanced Manufacturing capture sheet to students and review
the background information about the importance of advanced manufacturing at the
top.
7. Direct students to watch the AgExplorer and John Deere Virtual Field Trip. While they
watch, they should list two background experiences/training opportunities each
professional highlighted as influential.
8. Then, students should look to match some of their personal background and training
opportunities with the careers featured in the presentation and answer the other
questions on the back of the capture sheet.
After the Virtual Field Trip
Two activity options are available for students to apply and summarize their learning.
Activity #1 (Career Investigation)
1. Remind students that during the VFT, they met many professionals who are dedicated to
ensuring the production of the highest quality product to help solve the complex needs of
the agricultural industry. From designers and engineers, to welders and supply chain
experts, each career plays a unique role in addressing consumers’ needs by identifying
problems, creating solutions, thinking critically, effectively communicating as part of a
team, and applying new technologies and skills.
4
2. The VFT highlighted several of these careers. Ask students to share what they remember
about these jobs:
• Product Marketing Manager
• New Product Design Engineer
• Product Planner for Large Ag
• Production Supervisor
• Quality/Reliability
• Product Manager
3. Then, challenge students to learn more about one of the two careers they listed on the
back of their Careers in Advanced Manufacturing capture sheet. Pass out the Career
Profile, direct them to conduct a web search using www.AgExplorer.com, and invite
them to record their research.
4. Once research is completed, invite students to identify courses that can help them track
towards that career. Students may also wish to identify additional course offerings and
write a persuasive letter to the principal asking that the school offer more opportunities
in this area, either directly or through partnership with outside groups.
Activity #2 (From Design to Delivery)
1. Divide students into four-person teams, with one foreman/woman, one designer, one
assembly/quality control person, and one supply chain manager.
2. Inform each team that they have been tasked with creating a new design for a John
Deere tractor that meets consumer demand for a high-quality, low emissions agricultural
vehicle. Students can role-play being a customer to define specific criteria for other
teams they would like their tractor to meet. Their challenge is to design, assemble, test,
and deliver 5 identical “tractors” in 30 minutes.
The Criteria
• Consistent: The tractors don’t have to look like tractors, but they should be
identical and have at least four wheels, a chassis (base frame), and a cab.
• Compact: The tractors must all fit in the lid of a copy box for “transport” and
delivery to a predetermined location in the classroom at the end of the activity.
• Durable: The tractors must all pass an audit by the teacher and/or their fellow
classmates in which no visible defects are present.
5
The Constraints
Materials: Each team may only use materials provided by the teacher (the interlocking
blocks) to build their tractors and the copy box lid for transport.
The Build
Relying on the roles outlined above, work as a team to develop a prototype design, source
the materials needed for production, assemble the 5 finished products, test/evaluate for
quality control, and deliver the tractors to market by the deadline. Each group is
responsible for providing a multi-view, annotated sketch of their design and a complete
materials list for each unit with delivery.
Audit, Evaluate, and Redesign
After delivery of all tractors, the teacher and all members of the class complete an audit
Gallery Walk of each group’s products to check for consistency and durability based on
the criteria listed above. Students can then share out their feedback on each other’s
designs. After all groups have received feedback, they will have the opportunity to reflect
on how they might modify their design or any of the processes involved in assembly or
delivery to make improvements.
6
Name__________________________________________ Date___________
Quality Manufacturing Processes
Directions: As you watch the video, you will complete two activities based upon what you
learn: 1) the
Engineering Cycle Diagram, and 2) the Audit Sheet Checklist.
Engineering Cycle Diagram – Place the steps in the engineering cycle from the Word Bank
in the correct order in the diagram.
1_____
2_____
3_____
5_____ 4_____
6_____
7_____
Word Bank
Testing (Field/Lab/Customer) Concept/Design Auditing Computer-Based Analysis
Customer Feedback Prototype Development Assembly/Production
7
Audit Sheet Checklist – Imagine that you are a John Deere Auditor. List at least 5 items to
check for as you audit the finished product.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
Reflection - You likely inspect and examine products to make sure they meet your needs, too!
What are some examples of things you check on labels or read in reviews before you make a
purchase?
Food:
__________________________________________________________________
Clothes:
__________________________________________________________________
Entertainment:
__________________________________________________________________
Games:
__________________________________________________________________
8
Name__________________________________________ Date___________
Careers in Advanced Manufacturing Capture Sheet
(To be completed during the virtual field trip)
Many careers come together in the engineering, supply management, and production of John
Deere 8R Tractors. The demands of a growing population are resulting in strong job
opportunities in this area. This Virtual Field Trip illustrates a variety of highly-skilled careers
involved in advanced manufacturing and highlights how these professionals utilize technology
and the engineering process to improve products and processes.
While watching the AgExplorer and John Deere Virtual Field Trip, complete the
table below:
List two background experiences/training opportunities each professional highlighted as influential.
Product
Marketing
Manager
New
Product
Design
Engineer
Product
Planner
for Large
Ag
Production
Supervisor
Quality/
Reliability
Product
Manager
1. 2.
1. 2.
1. 2.
1. 2.
1. 2.
1. 2.
9
Now, match your own background / opportunities to the careers highlighted.
Which background experiences of yours mirror any that you heard during the video? Maybe you
have built a model, held a leadership position in a club, or solved a challenging problem.
List two or three experiences below.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Have you heard of any of the high school courses or training opportunities mentioned by
any of the professionals being available at your school?
If yes, list them below.
_____________________________________________________________
_____________________________________________________________
If no, which courses or opportunities would yoube interested in exploring further to see
if they could be offered at your school or through an extension/partnership program?
_____________________________________________________________
_____________________________________________________________
List two careers from the Virtual Field Trip that are most interesting to you based on your
background, the training opportunities available to you and explain your selections.
__________________________________________________________________
__________________________________________________________________
Why is it important for a company like John Deere, or other agricultural companies, to have
many differernt types of careers and employees?
__________________________________________________________________
__________________________________________________________________
10
Name__________________________________________ Date___________
Career Profile Research
Directions: Conduct research on www.agexplorer.com to further explore a career that you
learned about in the Virtual Field Trip. Record your notes below.
CAREER
NAME ______________________________________________________
Brief
Description
Training &
Skills
Required
Salary Range
Related
Careers
Current Job
openings,
If available
How this
career impacts
the agricultural
industry
Current classes
I am taking
that impact
this career
How this
career matches
my interests
How this
career matches
my
skills/strengths
Training
opportunities I
would need in
the future to
pursue this
career
11
Name__________________________________________ Date___________
From Design to Delivery
You have been asked to create a new design for a John Deere tractor that meets consumer
demand for a high-quality, low emissions agricultural vehicle. To align with efficient
manufacturing, your team will need to design, assemble, test, and deliver 5 identical “tractors”
in 30 minutes. In order to create a successful design, you will need to work as a team to
distribute the work.
Assign Roles!
Many different people work together to create the innovative and practical designs we see in
agriculture, construction, and forestry machinery. Assign different roles to each member of your
group.
Job Description Student Name
Foreman/woman Plan, coordinate, budget, and supervise
projects.
Designer Combine artistic talent with research on
product use, marketing, and materials to
create a functional design.
Assembly/Quality
Control
Examine products and materials for
defects and monitor quality standards.
Supply Chain
Manager
Coordinate and manage the entire life
cycle of a product.
The Criteria
Consumers have asked for the tractor to include the following characteristics:
Consistent: The tractors don’t have to look like tractors, but they should be identical and
have at least four wheels, a chassis (base frame), and a cab.
Compact: The tractors must all fit in the lid of a copy box for “transport” and delivery to
a predetermined location in the classroom at the end of the activity.
Durable: The tractors must all pass an audit by the teacher and/or their fellow
classmates in which no visible defects are present.
Materials: Each team may only use materials provided by the teacher (the interlocking
blocks) to build their tractors and the copy box lid for transport.
Which career role would be the best fit to monitor the criteria?
__________________________________________________________________
__________________________________________________________________
12
The Build
Work as a team to develop a prototype design, source the materials needed for production,
assemble the 5 finished products, test/evaluate for quality control, and deliver the tractors to
market by the deadline.
Your group is responsible for providing a multi-view, annotated sketch of your design and a
complete materials list for each unit with delivery.
Use the chart below to keep track of how much time each team member spends on each task.
There should be a fair and even division of labor for this project.
DESCRIPTION OF TASK PERSON(S)
RESPONSIBLE
AMOUNT OF
TIME
SPENT ON
TASK
Audit, Evaluate, and Redesign
Complete an audit Gallery Walk of each group’s products to check for consistency and durability
based on the criteria listed in the table. After all groups have received feedback, you will have the
opportunity to reflect on how you might modify your design or any of the processes involved in
assembly or delivery to make improvements.
13
https://www.agexplorer.com/virtual-field-trip/archive/2018-john-deere
John Deere: Careers that Innovate
Brought to you by John Deere & AgExplorer
Take your students on a high-tech tour of a John Deere facility in Waterloo, Iowa to see a breadth of exciting careers involved in the product lifecycle of John Deere tractors, from ideation to delivery. Students will meet a variety of John Deere employees who are critical before, during and after the manufacturing process. Additionally, students will see how an emphasis on quality and customer insight cultivates success in manufacturing John Deere 8400 Tractors today.
PDF Download of Teachers Guide
https://www.agexplorer.com/sites/agexplorer.com/files/pdf/AgExplorer_JohnDeereVFT_EducatorCompanionGuide.pdf
AgExplorer and John Deere Virtual Field Trip
Educator Companion Guide - Careers in Advanced Manufacturing
Overview
The AgExplorer and John Deere Virtual Field Trip takes your students on an insiders’ tour of the
John Deere factory in Waterloo, Iowa to see the breadth of exciting careers involved in each
stage of the manufacturing process of John Deere tractors. The Virtual Field Trip also explains
to students how all the pieces come together to meet the needs of those helping to feed the
world. Students meet engineering, supply management, and production employees and see how
an emphasis on quality and customer insight cultivates success in manufacturing John Deere 8R
Tractors today.
The Virtual Field Trip illustrates a variety of highly-skilled careers, both supervisory and wage
employment, involved in advanced manufacturing. It also highlights how advanced
manufacturing professionals utilize technology and the engineering process to improve products
and processes. These companion activities help engage students prior to and during the Virtual
Field Trip, and they extend the learning from the Virtual Field Trip to the classroom.
Objectives
Students will
• Explain how advanced manufacturing is the use of technology to improve products and
processes.
• Explore how professionals in advanced manufacturing processes and systems must be
able to identify problems, create solutions, think critically, effectively communicate as
part of a team, and apply new technologies and skills.
2
High School National Standards
Common Core State Standards Connections: ELA/Literacy
WHST.9-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
Next Generation Science Standards
ETS1.B: Developing Possible Solutions
When evaluating solutions, it is important to take into account a range of constraints,
including cost, safety, reliability, and aesthetics, and to consider social, cultural, and
environmental impacts. (HS-ETS1-3)
Agriculture Food and Natural Resources (AFNR) Standards
PST.01. Apply physical science principles and engineering applications to solve problems
and improve performance in AFNR power, structural and technical systems.
Materials
• Copies of Quality Manufacturing Processes handout, one per student
• Copies of Careers in Advanced Manufacturing capture sheet, one per student
• Internet Access
• Copies of Career Profile Research sheet, one per student
• White sketch paper and colored pencils
• Copies of From Design to Delivery sheet, one per student
Design for Delivery Materials (If materials are not available, teachers may choose to invite
students to create annotated sketches or use modeling software)
• A large set of interlocking building blocks, including some with wheels (enough for teams
of 4 to produce 5 identical “tractors” each for the From Design to Delivery activity
• Cardboard lids from copy paper boxes, one per team for the From Design to Delivery
activity
Engage
1. Begin class by handing each student a copy of the Quality Manufacturing Processes
handout.
2. Show the John Deere Quality Manufacturing video (about 4 minutes).
3. As they watch the video, students will complete two Engage activities on the handout:
complete the Engineering Cycle Diagram and an Audit Sheet Checklist based on what
they hear in the video.
4. Call on students to share what they have written.
5. Introduce students to the Virtual Field Trip by asking them to guess your 2-1-2. Provide
2 facts, 1 clue, and 2 pictures and invite students to guess what they may learn while
viewing the Virtual Field Trip.
Two facts:
3
• Advanced manufacturing is the use of technology to improve products and
processes.
• The field of advanced manufacturing includes a variety of highly-skilled
careers, both supervisory and wage employment.
One clue:
• Professionals in advanced manufacturing processes and systems must be able
to identify problems, create solutions, think critically, effectively
communicate as part of a team, and apply new technologies and skills.
Two pictures:
During the Virtual Field Trip
6. Distribute the Careers in Advanced Manufacturing capture sheet to students and review
the background information about the importance of advanced manufacturing at the
top.
7. Direct students to watch the AgExplorer and John Deere Virtual Field Trip. While they
watch, they should list two background experiences/training opportunities each
professional highlighted as influential.
8. Then, students should look to match some of their personal background and training
opportunities with the careers featured in the presentation and answer the other
questions on the back of the capture sheet.
After the Virtual Field Trip
Two activity options are available for students to apply and summarize their learning.
Activity #1 (Career Investigation)
1. Remind students that during the VFT, they met many professionals who are dedicated to
ensuring the production of the highest quality product to help solve the complex needs of
the agricultural industry. From designers and engineers, to welders and supply chain
experts, each career plays a unique role in addressing consumers’ needs by identifying
problems, creating solutions, thinking critically, effectively communicating as part of a
team, and applying new technologies and skills.
4
2. The VFT highlighted several of these careers. Ask students to share what they remember
about these jobs:
• Product Marketing Manager
• New Product Design Engineer
• Product Planner for Large Ag
• Production Supervisor
• Quality/Reliability
• Product Manager
3. Then, challenge students to learn more about one of the two careers they listed on the
back of their Careers in Advanced Manufacturing capture sheet. Pass out the Career
Profile, direct them to conduct a web search using www.AgExplorer.com, and invite
them to record their research.
4. Once research is completed, invite students to identify courses that can help them track
towards that career. Students may also wish to identify additional course offerings and
write a persuasive letter to the principal asking that the school offer more opportunities
in this area, either directly or through partnership with outside groups.
Activity #2 (From Design to Delivery)
1. Divide students into four-person teams, with one foreman/woman, one designer, one
assembly/quality control person, and one supply chain manager.
2. Inform each team that they have been tasked with creating a new design for a John
Deere tractor that meets consumer demand for a high-quality, low emissions agricultural
vehicle. Students can role-play being a customer to define specific criteria for other
teams they would like their tractor to meet. Their challenge is to design, assemble, test,
and deliver 5 identical “tractors” in 30 minutes.
The Criteria
• Consistent: The tractors don’t have to look like tractors, but they should be
identical and have at least four wheels, a chassis (base frame), and a cab.
• Compact: The tractors must all fit in the lid of a copy box for “transport” and
delivery to a predetermined location in the classroom at the end of the activity.
• Durable: The tractors must all pass an audit by the teacher and/or their fellow
classmates in which no visible defects are present.
5
The Constraints
Materials: Each team may only use materials provided by the teacher (the interlocking
blocks) to build their tractors and the copy box lid for transport.
The Build
Relying on the roles outlined above, work as a team to develop a prototype design, source
the materials needed for production, assemble the 5 finished products, test/evaluate for
quality control, and deliver the tractors to market by the deadline. Each group is
responsible for providing a multi-view, annotated sketch of their design and a complete
materials list for each unit with delivery.
Audit, Evaluate, and Redesign
After delivery of all tractors, the teacher and all members of the class complete an audit
Gallery Walk of each group’s products to check for consistency and durability based on
the criteria listed above. Students can then share out their feedback on each other’s
designs. After all groups have received feedback, they will have the opportunity to reflect
on how they might modify their design or any of the processes involved in assembly or
delivery to make improvements.
6
Name__________________________________________ Date___________
Quality Manufacturing Processes
Directions: As you watch the video, you will complete two activities based upon what you
learn: 1) the
Engineering Cycle Diagram, and 2) the Audit Sheet Checklist.
Engineering Cycle Diagram – Place the steps in the engineering cycle from the Word Bank
in the correct order in the diagram.
1_____
2_____
3_____
5_____ 4_____
6_____
7_____
Word Bank
Testing (Field/Lab/Customer) Concept/Design Auditing Computer-Based Analysis
Customer Feedback Prototype Development Assembly/Production
7
Audit Sheet Checklist – Imagine that you are a John Deere Auditor. List at least 5 items to
check for as you audit the finished product.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
Reflection - You likely inspect and examine products to make sure they meet your needs, too!
What are some examples of things you check on labels or read in reviews before you make a
purchase?
Food:
__________________________________________________________________
Clothes:
__________________________________________________________________
Entertainment:
__________________________________________________________________
Games:
__________________________________________________________________
8
Name__________________________________________ Date___________
Careers in Advanced Manufacturing Capture Sheet
(To be completed during the virtual field trip)
Many careers come together in the engineering, supply management, and production of John
Deere 8R Tractors. The demands of a growing population are resulting in strong job
opportunities in this area. This Virtual Field Trip illustrates a variety of highly-skilled careers
involved in advanced manufacturing and highlights how these professionals utilize technology
and the engineering process to improve products and processes.
While watching the AgExplorer and John Deere Virtual Field Trip, complete the
table below:
List two background experiences/training opportunities each professional highlighted as influential.
Product
Marketing
Manager
New
Product
Design
Engineer
Product
Planner
for Large
Ag
Production
Supervisor
Quality/
Reliability
Product
Manager
1. 2.
1. 2.
1. 2.
1. 2.
1. 2.
1. 2.
9
Now, match your own background / opportunities to the careers highlighted.
Which background experiences of yours mirror any that you heard during the video? Maybe you
have built a model, held a leadership position in a club, or solved a challenging problem.
List two or three experiences below.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Have you heard of any of the high school courses or training opportunities mentioned by
any of the professionals being available at your school?
If yes, list them below.
_____________________________________________________________
_____________________________________________________________
If no, which courses or opportunities would yoube interested in exploring further to see
if they could be offered at your school or through an extension/partnership program?
_____________________________________________________________
_____________________________________________________________
List two careers from the Virtual Field Trip that are most interesting to you based on your
background, the training opportunities available to you and explain your selections.
__________________________________________________________________
__________________________________________________________________
Why is it important for a company like John Deere, or other agricultural companies, to have
many differernt types of careers and employees?
__________________________________________________________________
__________________________________________________________________
10
Name__________________________________________ Date___________
Career Profile Research
Directions: Conduct research on www.agexplorer.com to further explore a career that you
learned about in the Virtual Field Trip. Record your notes below.
CAREER
NAME ______________________________________________________
Brief
Description
Training &
Skills
Required
Salary Range
Related
Careers
Current Job
openings,
If available
How this
career impacts
the agricultural
industry
Current classes
I am taking
that impact
this career
How this
career matches
my interests
How this
career matches
my
skills/strengths
Training
opportunities I
would need in
the future to
pursue this
career
11
Name__________________________________________ Date___________
From Design to Delivery
You have been asked to create a new design for a John Deere tractor that meets consumer
demand for a high-quality, low emissions agricultural vehicle. To align with efficient
manufacturing, your team will need to design, assemble, test, and deliver 5 identical “tractors”
in 30 minutes. In order to create a successful design, you will need to work as a team to
distribute the work.
Assign Roles!
Many different people work together to create the innovative and practical designs we see in
agriculture, construction, and forestry machinery. Assign different roles to each member of your
group.
Job Description Student Name
Foreman/woman Plan, coordinate, budget, and supervise
projects.
Designer Combine artistic talent with research on
product use, marketing, and materials to
create a functional design.
Assembly/Quality
Control
Examine products and materials for
defects and monitor quality standards.
Supply Chain
Manager
Coordinate and manage the entire life
cycle of a product.
The Criteria
Consumers have asked for the tractor to include the following characteristics:
Consistent: The tractors don’t have to look like tractors, but they should be identical and
have at least four wheels, a chassis (base frame), and a cab.
Compact: The tractors must all fit in the lid of a copy box for “transport” and delivery to
a predetermined location in the classroom at the end of the activity.
Durable: The tractors must all pass an audit by the teacher and/or their fellow
classmates in which no visible defects are present.
Materials: Each team may only use materials provided by the teacher (the interlocking
blocks) to build their tractors and the copy box lid for transport.
Which career role would be the best fit to monitor the criteria?
__________________________________________________________________
__________________________________________________________________
12
The Build
Work as a team to develop a prototype design, source the materials needed for production,
assemble the 5 finished products, test/evaluate for quality control, and deliver the tractors to
market by the deadline.
Your group is responsible for providing a multi-view, annotated sketch of your design and a
complete materials list for each unit with delivery.
Use the chart below to keep track of how much time each team member spends on each task.
There should be a fair and even division of labor for this project.
DESCRIPTION OF TASK PERSON(S)
RESPONSIBLE
AMOUNT OF
TIME
SPENT ON
TASK
Audit, Evaluate, and Redesign
Complete an audit Gallery Walk of each group’s products to check for consistency and durability
based on the criteria listed in the table. After all groups have received feedback, you will have the
opportunity to reflect on how you might modify your design or any of the processes involved in
assembly or delivery to make improvements.
13
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