The Future

is near.

The Future
is near.

“WHAT DOES THE FUTURE OF MANUFACTURING LOOK LIKE?”

ENTER COMPETITION

Enter the Competition

Enter the Competition

HOW TO ENTER

Choose Your Challenge

A Day in the Life…

How to Make This

Finish the Story

Create Your Response

Youtube Video

Drawing

Slideshow

Send it to Us!

Attach your idea to the form

Submissions Due June 15th

Winners announced August 30th

SUBMIT HERE

Competition Details

Competition Details

“WHAT DOES THE FUTURE OF MANUFACTURING LOOK LIKE?”

Tomorrow’s future is just around the corner.

Going to work is very different than it used to be – especially when it comes to the production of goods. Manufacturing jobs used to require workers to sit for long hours in assembly line, making part after part. Today, technology has changed the way we work. Many manufacturing employees now use computers to oversee robotic assembly operations. People work alongside robots to produce products, often stepping in to check automated work or to perform detailed procedures that only human hands can do. We have amazing amounts of technology available to help us make work more efficient, from AI to connected systems (IoT) to additive printers… but what will tomorrow’s manufacturing look like, and what will our roles be in the manufacturing world of the future?

In your future, will there be…

  • Acres of 3D printers each producing orders in real-time response to our online orders?
  • Robots that look like humans working side-by-side bio-employees?
  • Production shops next to Starbucks where we can drop in to have our custom coffee maker created?
  • Automated “joke stations” to replace the interaction of your coworkers and provide some non-production relief for tired workers?
  • Virtual reality computer stations that workers can use at home to walk through the production line and inspect for quality?

What does your future look like?

Help Clemson University researchers imagine the possibilities for tomorrow’s manufacturing environment by sharing your vision of the future. Complete one of the three challenges below and enter using the button below by June 15, 2020. Submissions will be evaluated for creativity, feasibility, and submission quality (can we read it, is the story understandable, etc.). Winners will be invited to the CU-ICAR campus for a tour of Clemson University’s premier engineering research facilities, then participate in a hands-on workshop with university researchers.

SUBMIT HERE

DEADLINES & DATES

» June 15, 2020 – Submissions due 
» August 30, 2020 – Winners announced 

SUBMISSION REQUIREMENTS

» Students in grades 2-7 are eligible to participate 
» Digital entries must be uploaded using the submission form (here)  
» Submission formats may include:

  • Written document (.pdf, .doc(x), .jpg, google doc link)
  • Drawing or illustration (.pdf, .jpg, google slides, .ppt(x))
  • Video (youtube, TikTok, .mov) 

» All files submitted must be less than 2GB 

SUBMIT HERE

CHALLENGE

OPTION #1

A DAY IN THE LIFE…

Imagine a manufacturing worker of the future. What does his or her day look like? What does their job require them to do? How do they move around the factory? How do they interact with other workers? Where do they eat lunch? For your submission, describe a day in the life of tomorrow’s manufacturing worker with a story (written or video) or a drawing. 

CHALLENGE

OPTION #1

A DAY IN THE LIFE…

Imagine a manufacturing worker of the future. What does his or her day look like? What does their job require them to do? How do they move around the factory? How do they interact with other workers? Where do they eat lunch? For your submission, describe a day in the life of tomorrow’s manufacturing worker with a story (written or video) or a drawing. 

CHALLENGE

OPTION #2

HOW TO MAKE THIS

Pick a basic product (think: toothbrush, sneakers, or pillow, etc.). Explain how it will be made in the future. Discuss the jobs of automation and machines, but also explain what the worker will do? What will their job look like? How will they work with the machines? For your submission, describe the process of how your product is made with a story (written or video) or a drawing. 

CHALLENGE

OPTION #2

HOW TO MAKE THIS

Pick a basic product, like a toothbrush, sneakers, or pillow, and explain how it will be made in the future. Discuss the jobs of automation and machines in this process, but also explain what the worker will do? What will their job look like? How will they work with the machines? For your submission, describe the process of how your product is made with a story (written or video) or a drawing. 

CHALLENGE

OPTION #3

FINISH THE STORY

Read the story “Skyler and ChowChow Yummy” below and consider the following questions: What did Skyler see? What does she do to fix the malfunctioning Robo-Chef? What other technology does ChowChow Yummy use? For your submission, finish the story of Skyler (written or video) or with a drawing.

Skyler & ChowChow Yummy

Today was going to be a big day, Skyler just didn’t know it yet. She worked for “ChowChow Yummy”, one the of the largest organic pet food manufacturers in the country. The company specialized in creating customized meal plans for picky pets. Weekly meals were cooked and assembled at the plant, and then packaged and shipped straight to the pet’s home. National Pet Day was just around the corner and orders were booming as owners prepared to spoil their fur-babies with special meals!   

Skyler was a drone data coordinator at the ChowChow Yummy factory. Her job was to oversee the fleets of drones that flew around the facility delivering raw ingredients to the Robo-Chefs (3D printers that produced the custom meals for each digital order). Thousands of drones buzzed through the airspace of the factory dancing around each other in perfect synchronicity. If it weren’t for Skyler, these drones would be a mess. She carefully oversaw the flights to make sure that the routes were optimized. She monitored power consumption and recharging at the centralized solar-power-bump so that no drone would run out of battery mid-flight. She even spot-checked production quality using the drones’ connected camera system.   

With a warm cup of coffee in her hand, Skyler settled into her control station for the morning and adjusted her tele-goggles. As she tightened the headstrap, she noticed a small red alarm blinking in the corner of the heads–up-display, “ERROR 325 – CHF 25 MFLG.”   

“Hmm… looks like one of the Robo-Chefs is having trouble again,” She said to herself. She wanted to take a closer look. She released the lock on her desktop joystick and slid it in front of her. With a few quick voice commands, she took manual control of a nearby drone and steered it closer to the malfunctioning Robo-Chef. What she saw surprised her…  

CHALLENGE

OPTION #3

FINISH THE STORY

Read the story “Skyler and ChowChow Yummy” below and consider the following questions: What did Skyler see? What does she do to fix the malfunctioning Robo-Chef? What other technology does ChowChow Yummy use? For your submission, finish the story of Skyler (written or video) or with a drawing.

Skyler & ChowChow Yummy

Today was going to be a big day, Skyler just didn’t know it yet. She worked for “ChowChow Yummy”, one the of the largest organic pet food manufacturers in the country. The company specialized in creating customized meal plans for picky pets. Weekly meals were cooked and assembled at the plant, and then packaged and shipped straight to the pet’s home. National Pet Day was just around the corner and orders were booming as owners prepared to spoil their fur-babies with special meals!   

Skyler was a drone data coordinator at the ChowChow Yummy factory. Her job was to oversee the fleets of drones that flew around the facility delivering raw ingredients to the Robo-Chefs (3D printers that produced the custom meals for each digital order). Thousands of drones buzzed through the airspace of the factory dancing around each other in perfect synchronicity. If it weren’t for Skyler, these drones would be a mess. She carefully oversaw the flights to make sure that the routes were optimized. She monitored power consumption and recharging at the centralized solar-power-bump so that no drone would run out of battery mid-flight. She even spot-checked production quality using the drones’ connected camera system.   

With a warm cup of coffee in her hand, Skyler settled into her control station for the morning and adjusted her tele-goggles. As she tightened the headstrap, she noticed a small red alarm blinking in the corner of the heads–up-display, “ERROR 325 – CHF 25 MFLG.”   

“Hmm… looks like one of the Robo-Chefs is having trouble again,” She said to herself. She wanted to take a closer look. She released the lock on her desktop joystick and slid it in front of her. With a few quick voice commands, she took manual control of a nearby drone and steered it closer to the malfunctioning Robo-Chef. What she saw surprised her…  

Teacher Resources

Teacher Resources

BASELINING STUDENTS KNOWLEDGE OF MANUFACTURING

Classroom Talking Points

Teachers, if you’d like to share this challenge with your students, please consider the following information. This outline has been designed for remote delivery (e.g. Zoom class) but can be customized to your current class delivery structure. 

Suggested Lesson Structure

Lecture (10 minutes) – A short lecture can be given to students to introduce them to concepts in advanced manufacturing. This lecture is intended to base-line students’ understanding of advanced manufacturing applications, technologies, and workforce requirements. [Power Point Link] 

Discussion (10 minutes) – Engage students with a short discussion about advanced manufacturing. This discussion should help students firm up their understanding of advanced manufacturing concepts. Questions you might ask the students include: 

  • What manufacturing companies are near you? What do they make? Do you know anyone who works there? 
  • What do people do in manufacturing jobs today? What skills do they need? 
  • How can technology (i.e. machine learning, AI, 3D printing, sensors, etc.) help make manufacturing better?   

In-Class Activity (15 minutes) – If your remote instruction allows, assign students into groups of 3-4 (breakout rooms) and ask them to research an advanced manufacturing concept (links are provided below). When they return, ask each group to report what they found.  

Assignment (30-60 minutes) – Ask students to complete one of the challenges listed here. They can submit their work through this link directly, or you can collect their submissions and batch send it to us through the link yourself. 

Digital Resources

Lecture Powerpoint Structure

Videos from Our Experts

Other #Inspo Links

Get in Touch

POINT PERSONS FOR THE CENTER FOR ADVANCED MANUFACTURING

For general inquiries regarding the Clemson University Center for Advanced Manufacturing,
please contact Mark Johnson
864.656.9748

EMAIL MARK

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