Type of Activity

Read about and discuss various privacy and security articles, resulting in final assignment production

Outcomes    

1. Understand various attributes of digital privacy, including scams, passwords, privacy, and user agreements
2. Produce a Smore assignment that addresses each of this attributes learned through reading and class discussion

Materials/Supplies

Chromebooks, internet access, access to various articles and a Smore Account

Activity

• Throughout the course of the unit, the instructor will discuss privacy and security topics.  For this lesson, the students will have their choice of reading two of four possible articles:
  • Article: 7 Surprising Things Lurking in Online ‘Terms of Service’ Agreements’
  • Article: 6 Terrifying User Agreements You’ve Probably Accepted
  • Article: Four Methods to Create a Secure Password You’ll Actually Remember
  • Article: How to Create a Strong Password and Remember It 
• After students read two articles, they will be put into two discussion groups to review and discuss what they read.
• In addition to this reading and additional activities, students will eventually work on a Final SMORE Project Assignment. 
• Questions to answer. 

1. Why is it important to create strong password for your online accounts?
2. What are things to look for in online scams or phishing?
3. What are the things we should be looking for in online user agreements and Privacy agreements?

• Students will put together a Smore based on the questions above.

Evaluation

Students will be evaluated using a rubric that addresses each of the main questions.

Objectives: Students should be able to:

• Set up a lathe to perform a knurling operation.
• Successfully knurl a part using the given instructions.

Materials/Resources Needed:

• Measuring kit
• Drop punch piece 2 turned to correct diameter
• Lathe
• Knurling tool
• Knurling instructions handout
• Computer with projector

Anticipatory Set

• I will ask students what they think the purpose of a knurl is?

Discussion:

• I will start off by going through the knurling section on the metals website, including a short video and several slides, and discussing knurling and how it works. I will also show examples of good and bad knurl.
• Students will then be given a knurling sheet with instructions which they will bring to the shop to help guide me to knurling my part.

Model

• After the knurling discussion, I will bring them over to the lathes for a demonstration on knurling for their part. Students will have a set of instructions in which they will guide me through the process of knurling my tap wrench part.

Guided Practice

• If there is time at the end of the demonstration, groups can begin to set up their knurling tools to knurl tomorrow.
• On day two, students who are ready to knurl will begin to knurl their hammer handle using the lathe.

Closure

• Day 1 – We will clean up at the end of the period for approximately 6 minutes.
  • Questions to ask prior to leaving
    • Why does the diameter of the piece INCREASE after knurling?
    • Why does the blueprint call out for such a large tolerance when knurling?

• Day 2 – We will clean up the lab approximately 6 minutes before the end of class.
  • What types of issues arose when knurling and how can you fix them?

Check for Understanding

Students will be assessed based on informal observation on my part as well as the project rubric which contains a knurling section. Not all students work at the same pace so this will take place over the next couple of days as students reach and complete this step in their projects.

Independent Practice

Knurling is often used in many functional parts in manufacturing, especially in the tooling arena. If students complete the progression of metals classes, they will be knurling for various NIMS and TMA projects in the future.