Jan 08, 2016

PAPER AIRPLANE EXERCISE. PAPER AIRPLANE EXERCISE. Teams quickly encounter the problem-solving process when they are challenged to construct an “airplane” whose primary criteria of success is distance traveled in the air Objective Construct an “airplane” (to the standard) Fly the plane - PowerPoint PPT Presentation

Teams quickly encounter the problem-solving process when they are challenged to construct an airplane whose primary criteria of success is distance traveled in the air

ObjectiveConstruct an airplane (to the standard)Fly the planeImprove the plane using the 6 step problem solving method. (A3)The aim is to build and fly a plane to meet the customers demand

EquipmentEach team member will be given 1 sheet of paper

TimingEach team member will make the standard plane (5 min.)Fly the plane and measure distance (average of 5 flights) (10 min.)Each team will problem solve using the A3 / Ishikawa diagram (20 min.)Apply countermeasures (from Modification kit) and test. (10 min.)

RulesPlanes must be constructed from 1 standard size sheet of paper. All planes will be launched from 1 designated area and measured by distance traveled in the air.Smooth level flight. NO WADDED UP PAPER BALLS!

#1 Fold in half lengthwise#2 Turn down top corners#3 Fold point down to about - from bottom. #4 Again fold down upper corners.

#5 Now fold up the point.#6 fold in half so that point is on the outside facing forward#7 Fold down Delta wing on both sides.#8 Finished Standard Airplane

10 Min.

20 Min.

3 = Good / 2 = Maybe / 1 = No GoodPRACTICAL PROBLEM SOLVING WORK SHEET A3MethodManpowerMachineMaterialPROBLEMSTEP 5A: Countermeasures (Plan and Implement Solutions)STEP 6: Follow-up, Check & StandardizeSTEP 1: Problem DescriptionSTEP 4B: R C I (Potential Solutions) from 4ASTEP 5: Countermeasures (Select Solutions) from 4BSTEP 4A: RCI (5 why) from step 4STEP 2: Problem DefinitionSTEP 3: Locate Point of CauseSTEP 4: Root Cause Investigation (RCI) (Potential Causes)Environment

Practical Problem SolvingUse the Ishikawa (Fish bone) diagram.

10 Min.

Which teams Airplane will meet or exceed the customers demand?

Where did you locate the point of cause?What were your possible solutions?Was everything in your teams control?What was your problem definition?Did you need help from another team or outside organization? Did you ask another team for help? Why/Why not?When were your solutions implemented?What type of follow up a check procedure will you implement?Did any individual feelings mirror your daily work experiences and behavior?Were there any insights from this experience that will influence your future behavior?

*Divide the class into teams of 3-4 people per team, and have the teams name themselves. (We always count around the room 1,2,3,4 that way you randomly put people together that might not know each other) Everyone will build an airplane. Everyone will fly their airplane. Everyone will have the opportunity to modify their designs and then work as a team to pick the best one for the fly-off. *Objective: #1To get the students to use the PPS A3 form. #2 To understand how the Ishikawa diagram helps them to find the root cause of problems. #3 Team building as competition heats up between the teams.Equipment:Standard paper for the exercise, (8.5 x 5.5)The modification kit (See mod kits parts list for more info.)Timing: Self explanatory keep them on track. (People love to fly airplanes!)Rules: Customer wants a plane that flys straight and level for X distance. (Distance is usually limited by the size of the room you are using) Students are allowed to completely redesign their own models. (Must use the standard size paper) However they must demonstrate the use of the A3 to reach that conclusion. Notes! Think of a prize for the team that wins the competition. Straightest, Most level flight the farthest distance.If you are a large company, think of having a winners wall where you post the pictures of the winning teams with their airplane model that won.*Paper size is 5.5 x 8.5. (Standard 8.5 x 11 cut in half) I use card stock as it is a little heavier and makes the plane a little more unstable.*You will need to have a fairly large and open area to give The students room to fly their planes. The Airplane will fly, but it is not very stable. Having said that I have seen the standard airplane win the competition. Which brings up the question of Man, Method, Machine, Material, and Environment. How do they affect the outcome? *Here is where the instructor must guide the students. Everybody loves to fly the planes. It is sometimes hard to bring the teams together to Fix the problems they are experiencing with the design. Students must work through the A3 Fishbone (Ishikawa). You should have already familiarized the students with it, and some should have already used the PPS A3. *Problem:What is the problem? What is happening?

Goal:What should be happening?*Throw this slide up to discuss what affects the problem, and bore down to root cause. This will lead to countermeasures and the team coming to a decision about what modifications if any, they want to implement. As the teams come to conclusions bring out the modification kit. *Students can use anything in the modification kit to change their design. They can build any style or design they choose. All planes are limited to a 5.5 X 8.5 piece of paper. *Each team must now pick one plane they will fly for the Fly-off. They will also decide who will throw the plane. (Its a good idea to also have one team member to retrieve the thrown plane also.) Instructor keeps a tally on a flipchart or chalk/white board. Find an easy way to measure distance, we used table lengths. Designate the launch point where each team will throw their plane from. The class will usually determine the length of flight for recording. *Try to get everyone involved in the discussion. Question #6 is a great one for discussions about teamwork there is no rule against teams collaborating together.

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