In Any Color You Want

Why work on this activity?
1. To help develop logical thought patterns in a problem situation.
2. To develop communication skills.
3. To encourage forward planning and be able to explain a practical task in a written and/or diagrammatical form.
Mathematically, the task looks at a number of topics, starting with nets and construction skills. Algorithms and decision mathematics are also important parts of this problem. The problem is an excellent opportunity for group work in maths.

Possible approach
The activity is in three parts:
Introductory lesson – 35 mins.
Session 1 – planning - 1 hour
Session 2 – production - 1 hour.

Organisation

1. Introductory lesson on process information: flow charts; written and graphical presentation of information; timing sequences; delays/bottlenecks in the process and efficient use of time.  Examples are given for making a cup of tea and making a sandwich, which could be demonstrated and discussed in class.
2. Construct sample SAM VAN for groups.
3. Session 1: Initial planning can be done in pairs but they should be brought together in groups of 8 for the production line.  Any extra equipment needed should be planned at this stage.
4. Session 2: Only accept well made vans for the evaluation.
5. The session could be followed by a discussion led by a production manager from a local firm or a visit to a manufacturing company.

Equipment
Photocopies of SAM VAN construction sheets.  (About 200 per class- ideally printed on thin card but good quality photocopy paper would do.)
Photocopies of Flow Chart and Time and Action Record Chart – 1 per pupil.
Per group: Coloured pens, 2 pairs of scissors, 2 rulers, 1 reel double sided sellotape, 1 stopwatch/clock.
After session 1 pupils may ask for more of these items.
These can be brought from home if need be.
Paper for planning.

Key questions
1. How was the construction planned?  Were there any 'bottlenecks’ in the production line?  How were these eliminated?
2. How well did the group work as a team?
3. Were a large number of vans produced at the expense of quality?  How was quality control applied?
4. Draw on the experience of any factory visits/films seen by the group.

Possible extensions
Throwing a ‘spanner in the works’ for a group working very well could add to the layer of challenge