Sunday, March 23, 2008

Dry Dock Movie

videoA look back at what we did in class when we began testing our boats. These pictures were taken over the course of a number of days around Lake Washburn for the Yacht Design Invitational. Students created boats that they designed in autodesk inventor after sketching them in their notebooks, and building them in Styrofoam.

This may seem a simple task, but these students had to create a curved symmetrical boat hull with a hot wire cutting tool, glue, small wooden dowels, wax paper, some sheet metal, toothpicks, and and hobby saws--no tape. This was especially challenging when it came to the sail, as we normally depend upon tape for everything.

As you can see in this video, the students went through the rapid prototyping process immediately into testing and the iterations of redesign for each design challenge:
  1. Speed
  2. Distance
  3. Weight-bearing
  4. Stability
  5. General purpose.
In order to come up with the general purpose outcomes, we created a table and charted performance, using descriptive statistics (mean averages).

Thursday, March 20, 2008

Puzzle Cube


The Puzzle Cube Unit asks that you think about the creation of a large cube puzzle from small blocks.

You will need to take 64 blocks and create a cube that is 4 x 4 x 4.



Thursday, March 6, 2008

Puzzle Cube Assignment Breakdown


When you have formed a group, you will need to keep on track for finishing this project. In order to do this, here are the steps and the items you will need to turn in to get graded.

Item 1> Create major pieces of your cube and draw an isometric drawing of each one of them. I recommend that each group member, (out of four) have 16 blocks, and they create no more than 5 larger pieces and they must fit together with the other group members pieces to create the larger cube. These pieces should be glued and ordered so that we have an optimal sequence to put the cube together.

Item 2> An annotated plan in your Engineering notebook. This should include descriptions of who is in your group, what your schedule is, and what are your ideas for the overall design.
Remember: This cube is a puzzle, and you will be asking other teams to solve teh puzzle. So you will present it unassembled and you will time how long it takes to put together. The cubes will be used in a contest between class hours, and the top cube from each hour will be made in 10x scale in Styrofoam.

Item 3> Isometric drawing of each piece on graph paper

Item 4> A finished Puzzle cube.
  • The cube needs to fit together in a 4x4x4 configuration.
  • The cube should have an attractive design on the sides--this can be drawn or a picture can be glued.
  • The cube should be able to fit together.
    • It should not just fall apart when you pick it up.

Item 5> Isometric drawings on graph paper--one for each piece.

Item 6> A table that tracks the name and time it takes each person to assemble the cube.
There should also be observations about each cube that should give some indication of why it is challenging to assemble--what are the characteristics?

Item 7> An Autodesk Inventor rendering of each piece in 3d. These pieces should be created as an assembly, and then animated to show the assembly process. Try find a way to put the design on your cube onto your AI assembly cube.

Item 8> A self-evaluation of your cube.
You should look at the quality of craftsmanship.
  • Craftsmanship is made of:
    • Function--it is useful and practical
    • Aesthetic--people find it attractive and well designed
    • Economy--there is no waste or extra parts associated with it.
  • Make a table with two columns
    • What I did well
    • What I would improve.
    • Comment on each element of craftsmanship

Wednesday, March 5, 2008

Standards you met!

National Science Education Standards Grades K-4 (ages 4 - 9)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
  1. Abilities necessary to do scientific inquiry

CONTENT STANDARD B: Physical Science
  1. As a result of the activities, all students should develop an understanding of
  2. Properties of objects and materials
  3. Position and motion of objects
  4. Motions and forces
  5. Transfer of energy
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop

National Science Education Standards Grades 5-8 (ages 10 - 14)CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
  1. Abilities necessary to do scientific inquiry
  2. Understandings about scientific inquiry
CONTENT STANDARD B: Physical Science
As a result of their activities, all students should develop an understanding of
  1. Motions and forces
  2. Transfer of energy
CONTENT STANDARD E: Science and Technology
As a result of activities in grades 5-8, all students should develop
  1. Abilities of technological design
  2. Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
  1. Science and technology in society
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
  1. Science as a human endeavor
  2. National Science Education Standards Grades 9-12 (ages 14-18)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
  1. Abilities necessary to do scientific inquiry
  2. Understandings about scientific inquiry
CONTENT STANDARD B: Physical Science
As a result of their activities, all students should develop understanding of
  1. Motions and forces
  2. Interactions of energy and matter
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop
  1. Abilities of technological design
  2. Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
  1. Science and technology in local, national, and global challenges
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
  1. Science as a human endeavor
The Nature of Technology
  1. Standard 1: Students will develop an understanding of the characteristics and scope of technology.
  2. Standard 2: Students will develop an understanding of the core concepts of technology.
  3. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Technology and Society
  1. Standard 4: Students will develop an understanding of the cultural, social,economic, and political effects of technology.
  2. Standard 7: Students will develop an understanding of the influence of technology on history.
Design
  1. Standard 8: Students will develop an understanding of the attributes of design.
  2. Standard 9: Students will develop an understanding of engineering design.
  3. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Abilities for a Technological World
  1. Standard 11: Students will develop abilities to apply the design process.
The Designed World
  1. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.
Abilities of technological design
  1. Understanding about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
  1. Science and technology in local challenges
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of Science as a human endeavor. National Science Education Standards Grades 5-8 (ages 10 - 14)


CONTENT STANDARD E: Science and Technology
As a result of activities in grades 5-8, all students should develop
  1. Abilities of technological design
  2. Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
  1. Science and technology in society
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
  1. Science as a human endeavor
  2. National Science Education Standards Grades 9-12 (ages 14-18)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
  1. Abilities necessary to do scientific inquiry
CONTENT STANDARD B: Physical Science
As a result of their activities, all students should develop understanding of
  1. Motions and forces
  2. Conservation of energy and increase in disorder
  3. Interactions of energy and matter
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop
  1. Abilities of technological design
  2. Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
Natural and human-induced hazards
  1. Science and technology in local, national, and global challenges
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
  1. Science as a human endeavor
  2. Standards for Technological Literacy - All Ages
The Nature of Technology
  1. Standard 1: Students will develop an understanding of the characteristicsand scope of technology.
  2. Standard 2: Students will develop an understanding of the core concepts of technology.
  3. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Technology and Society
  1. Standard 6: Students will develop an understanding of the role of society inthe development and use of technology.
Design
  1. Standard 8: Students will develop an understanding of the attributes of design.
  2. Standard 9: Students will develop an understanding of engineering design.
  3. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Abilities for a Technological World
  1. Standard 11: Students will develop abilities to apply the design process.
The Designed World
  1. Standard 18: Students will develop an understanding of and be able to selectand use transportation technologies.
  2. Standard 20: Students will develop an understanding of and be able to select and use construction technologies.

Building the Sail

The Unit so far has consisted of learning the difference between design and engineering. At this point, you have learned that engineers have reasons, or a rationale for why they design and construct.

If you were offered $100,000.00 to design a boat, it is likely the person paying what want to know upfront why you are designing it the way that you are.

It needs to have a function or purpose--not just looking cool.


The major design concepts thus far have been:
  • Surface Area
  • Resistance
  • Force
  • Balance
  • Speed
  • Stability
  • Center of gravity
  • leverage
You have done a preliminary hull design based upon traditional designs and used the rationale and descriptions of practical usage. The focus is on how the shape of ship's hull can impact its speed and stability potential in water.

Teams of students design their own ship's hull on paper, and build it using foam
and other everyday materials. Teams review all hull designs, predict which will go
farthest, and then test their design on water using a spring scale.

You are now ready to create the sail and describe your design choices. It is recommended that you take a look at traditional sails.

In your notebook, you should describe and estimate the size of the sail, the mast, and spar and the materials along with your reasons for the shape, how it works, and why.

At this point, you should have your preliminary hull designed and ready for testing, a sail in the design process or constructed, and you should be ready to race.

The four challenges are:
  1. Speed
  2. Stability
  3. Weight bearing
  4. General purpose

Monday, March 3, 2008

The Senior Walk Through

A walk through is a document that describes process.

From the wikipedia:

A walkthrough is a term describing the consideration of a process at an abstract level. The term is often employed in the software industry (see software walkthrough) to describe the process of inspecting algorithms and source code by following paths through the algorithms or code as determined by input conditions and choices made along the way. The purpose of such code walkthroughs is generally to provide assurance of the fitness for purpose of the algorithm or code; and occasionally to assess the competence or output of an individual or team.

Something akin to walkthroughs are used in very many forms of human endeavour since the process is a thought experiment that seeks to determine the likely outcome(s) of an affair based on starting conditions and the effects of decisions taken.

Your assignment:


This paper is a reflection of the design process you initiated in the Dry Dock assignment, where you designed and created boats for the design challenge. Please create a 3 page document that includes images from Autodesk inventor, the perspectives from your notebook, and the final version of your constructed boat. Each picture should be explained. You should talk about the process of the boat construction from your initial design, to the finished boat.

key terms for this assignment are:

Prototype, Research, Testing, Iterative, Process, and Annotation.

These terms should be used in the paper.

You should also discuss and explain your design choices as they relate to:

Surface Area, Force, Resistance, Speed, Stability, balance, and center of gravity.

You should conclude your paper with statistics of the competitions and discuss how your boat did, how other boats compared, and what looked to be design factors that led to the greatest success in the competitions.

In essence, the paper needs to document and describe the design process from beginning to end, and then provide data about the race outcomes and what design attributes made for the best performing boats.