Part of Unit: Mechanical Fasteners
Lesson Plan Overview / Details
A brief overview/introduction to fastening with mechanical fasteners with an emphasis on use of correct fasteners in the assembling process.
The instructor must fabricate the "puzzles" for this activity before beginning this lesson. The material can be any sheet metal and the fasteners can be of any type. Try to use fasteners that will allow some parts to swing or move.
- One class period
- 55 Minutes
California Career and Technical Education Standards
- MPD.C.C3.1 Use various methods for the assembly of machined and formed parts and products i...
- MPD.C.C3.2 Select and use the tools, such as taps and dies, wrenches, and spot welders, and...
- MPD.FS.11.0 Demonstration and Application
- MPD.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
- Students will describe how mechanical fasteners are used in assembling processes.
- Students will correctly identify and classify into three categories, the various mechanical fasteners.
- Students, in cooperative groups, will successfully assemble a project.
Activities in this Lesson
- What holds it together - Hooks / Set
As students enter the classroom, they will pick up the handout and get into small groups to look at the object or objects being shown on the front. Working in small groups, they must try to figure out what they are looking at.
Allow for discussion and guesses.
Show the video clip. Once they have viewed the short video clip, ask the following questions and allow for any discussion:
- Why is using the proper fastener important?
- What could go wrong if the wrong fastener is used?
- Ask the students to name some events in history (past and not so past) where the use of the wrong fastener or the failure of a fastener resulted in catastrophic events.
With the students, brainstorm what they know about fasteners and have them name all they know. Give the correct answers to the objects shown when they came in the room.
- YouTube- PMH - Fixing the Plane's Wing with Duct Tape -- India.wmv [ Watch Video ] [ Download Original Video ] Clip of flight crew repairing airplane wing with duct tape
- Photos of Fasteners [ Download ] Photos of eight different fasteners
- Photos of Fasteners with labels [ Download ] Same photos with labels of each fastener
- Introduce Mechanical Fasteners - Lecture
Students will fill in handout/notes as I introduce and explain the categories of mechanical fasteners and then the types that fit into each category. As a type of fastener is shown, I say what it is, what it is made of, and it's general use. Some fasteners, students will know, others they will not. Have samples of the nine fasteners available along with the proper tools to install the fasteners correctly. This should take no more than 10 minutes of the class period.
- How things go together... - Demo / Modeling
Assemble the "puzzle."
If necessary, take the pieces apart and do it again.
- shape_puzzle_bee_bw.pdf [ Download ] Drawing and pieces for a bee
- shape_puzzle_butterfly_bw.pdf [ Download ] Drawing and pieces for a butterfly
- shape_puzzle_car_color.pdf [ Download ] Drawing and pieces for a car
- shape_puzzle_house1_bw.pdf [ Download ] Drawing and pieces for a house
- shapepuzzletricyclebw.pdf [ Download ] Drawing and pieces for a tricycle
- Putting the pieces together... - Group Work
Have all the "puzzles" on work benches in the shop. Divide the class into groups that correspond to the number of benches. Students go to assigned work benches and begin looking over "puzzle." Once they determine was tools are needed for assembly, they send one student to the tool panel to obtain the required tools. If you are using a timed contest, have all groups keep the tools on the bench until the start signal is given.
Have groups work together to assemble the "puzzle" correctly. Observe the groups to insure that the fasteners are not over-tightened.
Once the groups have assembled the "puzzle," have one person return the tools to the tool panel and another person use the paperclip to attach the piece of paper with all members names on the "puzzle" along with what they think the puzzle looks like.
- Share your solution - Closure
After students have returned tools and returned to their seats, have each group share the completed "puzzle." As they share, review the fasteners.
- Assessment Types:
- Observations, Completed Puzzle
The first assessment is the completed worksheet that will be used as a note-taking exercise. Next, will be teacher observation of the students using the different fasteners to assemble the "puzzle." Last will be the fully assembled "puzzle." If it is correct and the fasteners are correctly used - the assembly is a success.