Project: aerospace
description
Using only the materials provided, design and build a device or vehicle to fly as far as possible. A team member may initiate the motion of the vehicle or device but must release the device or vehicle before the Starting Line.Brainstorm (5 minutes). Assign a recorder for your group. As a team, brainstorm as many ideas for your device/vehicle as possible as the recorder documents your ideas. You may handle and inspect the materials, but you may not alter or connect any of the materials in any way during this phase. Select one of your sketched ideas to pursue.Build, Test, and Redesign (12 minutes). Build your device or vehicle. Test the device as necessary and make changes to your original ideas as needed.Present. Each team will take a turn attempting to fly their vehicle as far as possible. A team member may initiate the motion of the device but the no part of the team member’s body may cross the Start Line when starting the motion. Each team will get two attempts. The longest distance traveled will be recorded.
Conclusion
1. How did your experience in the first Instant Challenge help you in solving this problem?
it help me because it caused me to think hard about what i needed to do.
2. Did you make changes during your Design/Build/Test phase that resulted in your vehicle flying a shorter distance? If so, what were the changes? no i did not make any changes because my design worked perfectly.
3. Do you think it is more productive to continually test your product or to test at set time intervals? Why?
yes to see if your product to need anything to help it work better or fly better.
description
Using only the materials provided, design and build a device or vehicle to fly as far as possible. A team member may initiate the motion of the vehicle or device but must release the device or vehicle before the Starting Line.Brainstorm (5 minutes). Assign a recorder for your group. As a team, brainstorm as many ideas for your device/vehicle as possible as the recorder documents your ideas. You may handle and inspect the materials, but you may not alter or connect any of the materials in any way during this phase. Select one of your sketched ideas to pursue.Build, Test, and Redesign (12 minutes). Build your device or vehicle. Test the device as necessary and make changes to your original ideas as needed.Present. Each team will take a turn attempting to fly their vehicle as far as possible. A team member may initiate the motion of the device but the no part of the team member’s body may cross the Start Line when starting the motion. Each team will get two attempts. The longest distance traveled will be recorded.
Conclusion
1. How did your experience in the first Instant Challenge help you in solving this problem?
it help me because it caused me to think hard about what i needed to do.
2. Did you make changes during your Design/Build/Test phase that resulted in your vehicle flying a shorter distance? If so, what were the changes? no i did not make any changes because my design worked perfectly.
3. Do you think it is more productive to continually test your product or to test at set time intervals? Why?
yes to see if your product to need anything to help it work better or fly better.
activity 2.3 glass box
Description:
Objects to be produced accurately often require more than a pictorial sketch. Multi-view drawings provide an accurate representation of an object which can be used to create a physical object. Typically multi-view drawings are used to show views of the faces of the object as if the viewer is looking directly at that face so that the line of sight is perpendicular to the face. This depicts the surface as the true size and shape.
Conclusion
1. How do you determine the orientation of orthogonal projections in a multi-view drawing?
You use a conventional projection - normally a first or a third angle projection
2. How would you describe the geometric relationship that exists between the adjacent views of a multi-view drawing?
The geometric relationship between the views would be that they have the same exact dimensions (length, width, height) as the "adjacent" view below it or next to it.
3. Why is it important to lay out a multi-view sketch with points and construction lines before drawing object lines?One technique used by drafters is that of multi-view drawings, which show an object from different viewpoints. Three views are common, but some simple structures only need one, while complex ones need four or more.
Description:
Objects to be produced accurately often require more than a pictorial sketch. Multi-view drawings provide an accurate representation of an object which can be used to create a physical object. Typically multi-view drawings are used to show views of the faces of the object as if the viewer is looking directly at that face so that the line of sight is perpendicular to the face. This depicts the surface as the true size and shape.
Conclusion
1. How do you determine the orientation of orthogonal projections in a multi-view drawing?
You use a conventional projection - normally a first or a third angle projection
2. How would you describe the geometric relationship that exists between the adjacent views of a multi-view drawing?
The geometric relationship between the views would be that they have the same exact dimensions (length, width, height) as the "adjacent" view below it or next to it.
3. Why is it important to lay out a multi-view sketch with points and construction lines before drawing object lines?One technique used by drafters is that of multi-view drawings, which show an object from different viewpoints. Three views are common, but some simple structures only need one, while complex ones need four or more.
project: the evolution of things
the first
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the first
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activity 3.3 making linear measurements
Description
How thick is one of the hairs on your head? Could it be measured accurately with a standard inch scale? If the smallest increment on an inch scale is 1/16 inch, then 20 average size human hairs could fit within the space of a 1/16 inch gap. The required degree of accuracy needed is dependent on the application. If you were to build a home, a standard inch scale is perfect for laying out walls and locating window openings. A dial caliper is a precision measurement tool that is often used in the design and manufacturing of consumer products and is, perhaps, the most common of all the precision measurement tools. Engineers, technicians, scientists, and machinists all use dial calipers to assist the processes of analysis, inspection, engineering design, reverse engineering, and manufacturing. Conclusion
1. What additional tools may have helped to measure these parts?
a ruler or tape measure could work to measure these things.
2. Revisit number 1 above. Measure at least five of the dimensions of your part using a standard ruler and record the measurements in brackets next to each caliper measurement. Which measuring device (the caliper or the ruler) provides the best measurements? Why?
the caliper gives the best measurement because its more accurate and you don't have to guess all the time.
Description
How thick is one of the hairs on your head? Could it be measured accurately with a standard inch scale? If the smallest increment on an inch scale is 1/16 inch, then 20 average size human hairs could fit within the space of a 1/16 inch gap. The required degree of accuracy needed is dependent on the application. If you were to build a home, a standard inch scale is perfect for laying out walls and locating window openings. A dial caliper is a precision measurement tool that is often used in the design and manufacturing of consumer products and is, perhaps, the most common of all the precision measurement tools. Engineers, technicians, scientists, and machinists all use dial calipers to assist the processes of analysis, inspection, engineering design, reverse engineering, and manufacturing. Conclusion
1. What additional tools may have helped to measure these parts?
a ruler or tape measure could work to measure these things.
2. Revisit number 1 above. Measure at least five of the dimensions of your part using a standard ruler and record the measurements in brackets next to each caliper measurement. Which measuring device (the caliper or the ruler) provides the best measurements? Why?
the caliper gives the best measurement because its more accurate and you don't have to guess all the time.
activity 3.6 instant challenge machine
Description
There are many ways to solve a problem. Sometimes it is as simple as applying a piece of duct tape. Other times it takes months or years for a product to progress from an idea into full-scale production. In this activity your team will quickly design and build a device that will send a cotton ball as far as possible through the air.
Conclusion
1. Analyze the cotton ball travel distance data that you collected.
Done
a. Record the travel distances of the cotton ball that you measured during the testing phase below and create a dot plot of your data.
done
b. Create a histogram of your data using five class intervals.
Done
c. Is the data normally distributed? Justify your answer.
yes check picture
d. Calculate the mean, median, range and sample standard deviation of the travel distances of the cotton ball.
done
e. Give a range of travel distances within which you would predict that 95% of all cotton balls launched with your device would fall. For example, you might predict that 95% of the cotton balls that you launch would travel between 2.25 ft and 3.00 ft. Justify your answer. i predict that the cotton 99% of the time will fall right in front of me.
2. Do you feel that the statistical analysis results would be a better measure of performance when comparing alternate devices that the distance traveled by a cotton ball in a single attempt? Why or why not?
it would be better if we were judge on the design rather than the how far the cotton ball went,.
3. How would you recommend using the results of your statistical analysis of travel distances to assess device performance (rather than giving points for the distance of the single attempt allowed in the challenge)?
i would base it on the design and the design process.
4. If you had the opportunity to optimize your design, how would you increase the distance that the cotton ball moves?
i would add some parts to make it more efficient.
5. If you had the opportunity to optimize your design, how would reduce the amount of materials used?
i wouldn't optimize it it had all the parts it need.
6. How could you improve the effectiveness of your team?
we would work hard and come up with a better prototype if we had more time.
Description
There are many ways to solve a problem. Sometimes it is as simple as applying a piece of duct tape. Other times it takes months or years for a product to progress from an idea into full-scale production. In this activity your team will quickly design and build a device that will send a cotton ball as far as possible through the air.
Conclusion
1. Analyze the cotton ball travel distance data that you collected.
Done
a. Record the travel distances of the cotton ball that you measured during the testing phase below and create a dot plot of your data.
done
b. Create a histogram of your data using five class intervals.
Done
c. Is the data normally distributed? Justify your answer.
yes check picture
d. Calculate the mean, median, range and sample standard deviation of the travel distances of the cotton ball.
done
e. Give a range of travel distances within which you would predict that 95% of all cotton balls launched with your device would fall. For example, you might predict that 95% of the cotton balls that you launch would travel between 2.25 ft and 3.00 ft. Justify your answer. i predict that the cotton 99% of the time will fall right in front of me.
2. Do you feel that the statistical analysis results would be a better measure of performance when comparing alternate devices that the distance traveled by a cotton ball in a single attempt? Why or why not?
it would be better if we were judge on the design rather than the how far the cotton ball went,.
3. How would you recommend using the results of your statistical analysis of travel distances to assess device performance (rather than giving points for the distance of the single attempt allowed in the challenge)?
i would base it on the design and the design process.
4. If you had the opportunity to optimize your design, how would you increase the distance that the cotton ball moves?
i would add some parts to make it more efficient.
5. If you had the opportunity to optimize your design, how would reduce the amount of materials used?
i wouldn't optimize it it had all the parts it need.
6. How could you improve the effectiveness of your team?
we would work hard and come up with a better prototype if we had more time.
Activity 3.9 statistics quality
Description Today’s consumers are constantly trying to judge the quality of products. But what is quality? How and by whom is quality determined? Some would say the designer creates specifications, which in turn dictate the quality of a product. That quality is also based on the acceptable value of a part within a whole product. Statistics are commonly used in manufacturing processes to control and maintain quality. This activity will allow you to apply statistics in order to analyze and determine the quality (as measured by the consistency of the size) of wooden cubes. The wooden cubes will be used in the Puzzle Cube Challenge in the next Unit. You will design and construct a puzzle cube as part of the challenge. The consistency in size of the wooden cubes will affect the quality of your final product.
Conclusion
1. You have calculated statistics related to your 27 wooden cubes. Consider how your statistical analysis results would change if all of the data values for all of the cubes measured by all of the students in your class were compiled and used for analysis. Then answer the following questions.
a. How would the histogram of the entire class’ data change compared to your histogram?
they could have had different measurements for their blocks and the histogram will be a lot different
b. What value would you expect for the mean of the length measurements if the data from the entire class were used? Explain.
the mean for the entire class would be a lot more than data i have.
c. Would you expect the standard deviation of the class’ measurements be larger, smaller, or about the same as the standard deviation of your measurements? Why?I would expect it to be larger because they are adding all of the results together against mine.
2. In which phase(s) of a design process might statistics be most useful? Why?
in the research stage so you know what to do better than the last person.
3. How can statistics of a product’s dimensions be used to assess the quality of the product?
because the you can tell if the product was useful or not.
Description Today’s consumers are constantly trying to judge the quality of products. But what is quality? How and by whom is quality determined? Some would say the designer creates specifications, which in turn dictate the quality of a product. That quality is also based on the acceptable value of a part within a whole product. Statistics are commonly used in manufacturing processes to control and maintain quality. This activity will allow you to apply statistics in order to analyze and determine the quality (as measured by the consistency of the size) of wooden cubes. The wooden cubes will be used in the Puzzle Cube Challenge in the next Unit. You will design and construct a puzzle cube as part of the challenge. The consistency in size of the wooden cubes will affect the quality of your final product.
Conclusion
1. You have calculated statistics related to your 27 wooden cubes. Consider how your statistical analysis results would change if all of the data values for all of the cubes measured by all of the students in your class were compiled and used for analysis. Then answer the following questions.
a. How would the histogram of the entire class’ data change compared to your histogram?
they could have had different measurements for their blocks and the histogram will be a lot different
b. What value would you expect for the mean of the length measurements if the data from the entire class were used? Explain.
the mean for the entire class would be a lot more than data i have.
c. Would you expect the standard deviation of the class’ measurements be larger, smaller, or about the same as the standard deviation of your measurements? Why?I would expect it to be larger because they are adding all of the results together against mine.
2. In which phase(s) of a design process might statistics be most useful? Why?
in the research stage so you know what to do better than the last person.
3. How can statistics of a product’s dimensions be used to assess the quality of the product?
because the you can tell if the product was useful or not.
activity 4.1 puzzle design challenge Introduction
Have you ever looked at a product that has been well-designed? Do you find yourself asking questions such as, “How did the designer think of that idea?” or “What is involved in the creation of that product?” The more you study and learn about design and how designers create items, you begin to learn certain skills and knowledge that you can only acquire through experience. Design challenges provide opportunities to apply skills and knowledge in unique and creative ways.
Conclusion
1. Why is it important to model an idea before making a final prototype?
2. Which assembly constraint(s) did you use to constrain the parts of the puzzle to the assembly such that it did not move? Describe each of the constraint types used and explain the degrees of freedom that are removed when each is applied between two parts. You may wish to create a sketch to help explain your description.
3. Based on your experiences during the completion of the Puzzle Design Challenge, what is meant when someone says, “I used a design process to solve the problem at hand”? Explain your answer using examples from the work that you completed.
Have you ever looked at a product that has been well-designed? Do you find yourself asking questions such as, “How did the designer think of that idea?” or “What is involved in the creation of that product?” The more you study and learn about design and how designers create items, you begin to learn certain skills and knowledge that you can only acquire through experience. Design challenges provide opportunities to apply skills and knowledge in unique and creative ways.
Conclusion
1. Why is it important to model an idea before making a final prototype?
2. Which assembly constraint(s) did you use to constrain the parts of the puzzle to the assembly such that it did not move? Describe each of the constraint types used and explain the degrees of freedom that are removed when each is applied between two parts. You may wish to create a sketch to help explain your description.
3. Based on your experiences during the completion of the Puzzle Design Challenge, what is meant when someone says, “I used a design process to solve the problem at hand”? Explain your answer using examples from the work that you completed.