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					          STEM
     WORK PLACEMENT
  1ST June to 4th June 2009
     Copeland, Cookstown

Judith Mallon- Maths Teacher
St Joseph’s College, Coalisland
                The Company
 Copeland Ltd is part of an American company
  called Emerson Climate Technologies.

 Emerson are the worlds’ leading provider of:

  –   Heating
  –   Ventilation
  –   Air Conditioning
  –   Refrigeration
  –   Oil and Gas
 Copeland started production in 1997.

 They make compressors which are used in
  refrigeration, air conditioning and, more
  recently, heat pumps.

 At present they make up to 1500
  compressors per day. They started off
  with 100 per day!
   The reason for their success in
    this market is the use of Scrolls
    inside their compressors.

   Most other companies use pistons

   These Scrolls and their
    production are top secret!

   They are made behind “the wall”

   Some employees never get behind
    the wall and those who work there
    have to sign a confidentiality
    agreement.

   I was lucky enough to get a tour
    behind the wall!

   Here is a picture of “the wall”. I
    wasn’t allowed to take any
    pictures behind it.
 In my placement, I shadowed employees
  on their day-to-day duties. I discovered
  how they used Maths in their job and
  where using and applying Maths in the
  workplace can be linked to my Schemes of
  Work.

 I worked with Engineers, Production
  Supervisors, Business Improvement
  Facilitators, IT Technicians, Quality
  Managers and Human Resource Managers.
   I met lots of interesting people.
    One employee, Eugene Corr, is a
    past pupil of St Joseph’s College.
    He has worked in Copeland Ltd
    for 11 years.

   Eugene completed a HND, Degree
    and is now in his final few weeks
    of completing a Masters Degree
    from The University of Ulster,
    Jordanstown.

   Copeland Ltd offered him this
    opportunity to continue his
    professional development due to
    his enthusiasm and hard- work.

   He did all this alongside his full-
    time employment.

   Here is a picture of Eugene.
 Another employee is Tom
  McQuaid. Tom is a Business
  Improvement Facilitator.

 This means he facilitates and
  oversees business
  improvement initiatives.

 His job resembles a teacher’s
  job. He is always trying to find
  ways to make improvements
  and minimise errors through
  group work and problem
  solving.

 He certainly gave me some
  ideas that I can bring back to
  the classroom and implement
  in my teaching.

 Here is a picture of Tom.
 To do this work effectively everyone needs   a basic
  understanding of Maths.
 For example:
 The employees on the shop floor need to be able tomentally
  add and subtract positive and negative
  decimal numbers.
 Target-setting and reporting back are done through bar
  charts, scatter graphs, box plots, mean and
  standard deviation.
 Measurements used include volume, conversion
  between metric and imperial units and
  trigonometry.
 Problem solving is another key aspect that features strongly
  in the day to day running of the company.
 In terms of softer skills and qualities, an
  employee needs to be a team player.
  Every department is linked and someone
  is always relying on someone else to get
  the job done successfully.

 Co-operation, communication, enthusiasm
  and adaptability feature strongly
  alongside punctuality, attendance and
  willingness to take and give direction.
 I intend to encourage my pupils to achieve
  these skills and qualities by incorporating
  them into my lesson plans and classroom
  activities.
 I plan to introduce a more practical
  aspect to some of my lessons e.g finding
  volumes of boxes.
 Group work is another method I mean to
  use more of and is highly relevant to the
  Maths curriculum. I have seen its
  benefits in terms of employability
  through this placement.
 Everyone wears the same uniform right to the
  plant manager. This seems to give all employees
  a sense of equality and importance.

 Although the type of work was very different
  to what I do each day, I also found a lot of
  similarities between the running of this
  company and that of my school.

 Everyone works together to maximise
  production, minimise waste and hence achieve
  the best possible results, just like a school.
 The ages of the workforce ranged from 18 to
  approximately 50, although there were a few
  employees over 50.

 There are around 200 employees made up of
  approximately 70% males and 30% females.

 I did notice that the Engineers and Production
  Supervisors were primarily male.

 Here are a few pictures of people at work,
  including myself.
                          Compressors ready to
Catherine and Monica in
                              be shipped
    Final Assembly




     Part of the
  manufacturing line           Packaging
More compressors ready    Lisa and Ashleigh in
  to be collected and      Human Resources
        shipped




   Barry and Myself in
                         The top secret “Scroll”
    Helium Operation
 Although I had a brilliant placement, I
  love my job as a teacher so I wouldn’t
  change permanently to what I did all
  week.

 However it gave me an invaluable insight
  into the working environment and the
  employability skills that we, as teachers,
  need to convey to our pupils.
 I plan to stress to my pupils the
  importance of Maths in every aspect of
  the working day and show them how it is
  relevant to their future employment.

 I cannot emphasise enough how showing
  enthusiasm for your job can result in
  great rewards and opportunities such as
  further education and development thus
  leading to promotion and hence a pay rise!

				
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