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Missing from page 107 of the Student Guide Statistics Appendix: Stem-and-leaf diagram, p. 107.
Ensuring Quality (Module 8) was revised in December 2008. If you’re using the © 2008 Teacher and Student Guides, you’re all set. If you’re using older versions of either guide, here are your options:
If you’re using the © 2003 Teacher and Student Guides: |
If you’re using the © 2008 Teacher Guide and the © 2003 Student Guide: |
If you’re using the © 2003 Teacher Guide and the © 2008 Student Guide: |
- The revised teacher and student pages are listed and available here, where you can download and print them for classroom use.
- The revised student pages are also available here.
- You can also find the revised student pages at point of use in the Module Resources below, highlighted in gray.
|
- The revised student pages are available here.
- You can also find the revised student pages at point of use in the Module Resources below, highlighted in gray.
|
- The revised teacher pages are available here.
|
* Text highlighted in gray links to pages from the © 2008 Student and Teacher Guides.
ACTIVITY 1: What Is Quality?
SESSION 1
Before You Teach
THE LEMONADE STAND
Assign a number of students to bring each of the following types of lemonade for the class: store- bought, fresh-squeezed, from concentrate, and a powder mix.
SESSION 2
Before You Teach
Preview Design and Measure Steps on pages 8–9 in the Student Guide.
WHAT IS SIX SIGMA?
Tell students that the
Lemonade Stand Slideshow, shows them how to apply the eight Define and Measure Steps. In this example, they’ll see the merchant electing to look at how lemons are transported from the grower to the lemonade stand. Have students share their ideas about how to apply the Define and Measure Steps to the lemonade stand example as you show the Lemonade Stand Slideshow.
Use this file to print out the slides or edit the show if needed: Lemonade Stand Slideshow.
The Lemonade Stand Slideshow in Microsoft® PowerPoint® shows how the eight Define and Measure Steps are carried out for one of the lemonade stand issues.
EXTENSION 1.1
Use the link provided to the
NIST Web site. Investigate one of the Baldrige Award winners and develop a presentation about this recipient. Include information about the company (its services or products, size, and history), the type of data the company collects to assess the quality of its services or products, and several strategies the company has in place to ensure quality management.
EXTENSION 1.2
Go to the
ISO Web site, and take a look at the eight principles. Then make a recommendation to a company in an industry of your choice describing why it should consider and how it would benefit from implementing one or more of these eight quality management principles.
TEACHER INFORMATION: THE LEMONADE STAND
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ACTIVITY 2: Safety by Design
SESSION 4
Before You Teach
HOW TALL?
Preview Teacher Information: Class Height Boxplots on page T 41.
HOMEWORK 2.1
Read and outline or summarize one of the articles on airbags on the Ford PAS Web site. Pay attention to the advantages of, dangers of, and requirements for airbags mentioned in the article, as you will need to use this information in class.
Articles on Airbags Insurance Institute for Highway Safety: About Your Airbags
How Airbags Work
All About Airbags
Activity 2 Application Problems
Averages
Question 3:
A counselor tells you that ComputerZoo is hiring students to work part-time in the store. According to the counselor, the 20 students who work there now earn an average of $11/hour, which is $4/hour more than any other available part-time job in the area.
Your friend works at ComputerZoo and makes far less than $11/hour. Look at the ComputerZoo Spreadsheet, which lists the earnings of student workers, and answer the questions on page 27 and 28.
SESSION 5
Before You Teach
SEATBELT USE
Let students know that they will need to conduct a survey for Homework 2.2, so they should line up potential survey respondents in advance.
SESSION 8
Before You Teach
DATA IN THE WORKPLACE
Read through each of the case studies and Teacher Information: Cola Wars Explained on page T 45.
HOMEWORK 2.5
A number of recent reports have shown the dangers of multitasking—and, specifically, of making phone calls—while behind the wheel of a car. XAC has collected several research studies about the safety of cell phone use while driving that contradict the research presented in
Cell Phone Case Studies and wants to take into account the results of these additional studies, if they are valid. Look at two of these reports in the list below.
Summarize the study methods and results for each case by answering the questions on page 37.
Articles and Reports on Cellular Phone Use While Driving
An investigation of the safety implications of wireless communications in vehicles
Cellular phones and driving: Weighing the risks and benefits
Conversation disrupts visual scanning of traffic scenes
The effect of cellular phone use upon driver attention
Association between cellular telephone calls and motor vehicle collision
Driven to distraction: Dual-task studies of simulated driving and conversing. . .
Why do cell phone conversations interfere with driving?
Real World Driver: Driving Skills for Life
Drive for Life: The National Safe Driving Test Initiative
SESSION 9
VEHICLE MODEL SURVEY
Research the types of surveys that customers complete regarding automobiles and their use. Use the links below and base your Division survey on your research.
Motor Carrier Transportation Surveys 2004
A Factual Survey of Automobile Usage
EXTENSION 2.3
The International Organization of Standards (ISO) has developed a set of international standards on quality management and quality assurance, called the ISO 9000, and another set on what organizations do that affects their physical surroundings, called the ISO 14000.
Go to the
ISO Web site and research these two sets of standards. Describe how such standards would be useful to companies doing international business.
TEACHER INFORMATION: ANSWERS TO ACTIVITY 2 APPLICATION PROBLEMS
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ACTIVITY 3: Working Smarter, Not Harder
SESSION 11
Before You Teach
WHICH CARRIER?
Preview Teacher Information: Solutions to the Normal Wait Problem on page T 56 [T 57 ©2008].
SESSION 12
WHAT'S YOUR Z-SCORE?
Before You Teach
- Preview the steps to calculate z-scores for Students A and B in the example given on pages 48–49 in the Student Guide.
- Preview Teacher Information: Hiring Decisions Results on page T 59 [T 60 ©2008].
SESSION 13
Before You Teach
A WORLD OF KNOWLEDGE
Preview Teacher Information: Answers to Activity 3 Application Problems on pages T 60–T 61 [T 61–T 62 ©2008].
HOMEWORK 3.3
The U.S. Department of Labor maintains a division called the Bureau of Labor Statistics (BLS), which gathers information on labor economics and statistics. Access the BLS Web site. Research the different types of nonfatal injuries by answering the questions below.
- What types of nonfatal injuries and illnesses does BLS track? What do you think is the rationale behind this classification scheme for nonfatal injuries and illnesses?
- Graph the annual number of total recordable cases of nonfatal injuries and illnesses for as far back as you can find data. Then graph the annual numbers for each of the four subtypes (either separately or on one coordinate plane) for as far back as you can find data.
- What effects would nonfatal injuries have on the operations of a company such as XAC?
- How might XAC use these statistics on nonfatal injuries?
SESSION 14
PUTTING Z-SCORES TO WORK
NOTE: There is an error on page T 62 (Teacher Information: Solutions to XAC Issues). In the first XAC issue, students can determine the mean salary using the following equation:
The equation should be –1.28 as in:
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ACTIVITY 4: The Car for Your Generation?
SESSION 16
Before You Teach
MYSTERY GRAPHS [Teams/Whole Class]
Display
More Mysteries RM 4.1 if an LCD projector is available or hand out copies (one copy for each student).
MARKETING TO CUSTOMERS’ CRITICAL NEEDS
Work as part of an Ad team to analyze the
XAC Marketing Data Spreadsheet in order to determine the relationships between customer characteristics (such as age or miles driven per week) and customer satisfaction ratings.
SESSION 20
QUIZ 2
Use the second half of this session to have students complete Quiz 2. Students need to use the table of z-scores to complete the quiz, so allow them access to computers or hand out copies of the Complete Table of Z-Scores (RM 4.4).
Your teacher will hand out a copy of the Complete Table of Z-Scores, or allow you to access it online.
EXTENSION 4.1
In the
XAC Marketing Data Spreadsheet, Gas Mileage Satisfaction Ratings seem to be directly related to both Miles Driven per Week and Tire Pressure. Can you find an equation and one or more graphs that express this relationship?
EXTENSION 4.2
The
XAC Marketing Data Spreadsheet contains 584 people’s survey responses. Is this sample large enough for XAC to justify basing such important business decisions on it? Find out more about sampling and inferential statistics in order to answer this question.
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ACTIVITY 5: Out of Control
SESSION 21
Before You Teach
Post Control Charts B, C, and D from RM 5.1 Sample Control Charts: Machine Calibration.
INTERPRETING CONTROL CHARTS
SESSION 22
Before You Teach
KEEP THE SUPPLIER?
Preview
Teacher Information: Keep the Supplier? on pages T 99–T 101 [T 100 –T 102 ©2008. Students will use the
Table of Control Chart Constants to solve the
Keep the Supplier? problem in this session.
SESSION 23
Before You Teach
QUALITY ASSURANCE
Preview the Quality Assurance Cases on pages 90–94 in the Student Guide.
SESSION 25
Before You Teach
THE SUM OF THE PARTS
Preview Teacher Information: The Sum of the Parts Solutions on pages T 102–T 104 [T 103–T 105 ©2008].
SESSION 26
Before You Teach
Worksite Visit Preparation
- Arrange for the class to visit the worksite of a local company.
- Prepare for the class worksite visit, using the guidelines in the toolkits.
- Making Industry Connections Guide
- BEAC Toolkit
No student module resources for this activity.
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ACTIVITY 6: Quality in the Workplace
SESSION 27
Before You Teach
Worksite Visit Preparation
Finalize plans for the class worksite visit.
Optional: If students are interested in seeing different methods of quality control, here are some optional additional resources.
Virtual Tours-Quality and Monitoring
No student module resources for this activity.
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12/30/08
