GEARS

VIEW THE GEARS DESIGN BUILD COMPETITION


*You can skip the Pneumatic questions*

GEARS FINAL QUESTIONS: Please make a copy of these and rename the document with your

name "Pete Symula Gears" then share them with me.

Hi-Tech Times

HI~TECH TIMES~POE II

For this activity, choose a technological or scientific development that has or has the future potential to changed history in terms of the way humans live their daily lives.  This must be something cool, exciting, radical, futuristic something just plain wicked cool.... 

Think of in terms of your class mate will not believe it…

Let me show you….. Some newer forms of Augmented Reality.....

Use this opportunity to research something you have interest in and how its design & development/innovation did or could change/d history.  Area to be considered in your research; economic, environmental, cultural, political, and societal effects-both positive and negative.

You are encouraged to use whatever information will show evidence of the device or process that can be looked at, pointed to and demonstrated either in abstract or physical in nature.

1)      Use this sheet  to outline what you will tell the rest of our engineering team

2)      You will present you findings to everyone.

3)      In your presentation be energetic, and understand your topic/device.

sheet and evaluation form 


Now watch this short video and comment on the questions below.

So What now...?  Explain your take away's from this video.   What struck a nerve with you.  Please comment, be thoughtful in your response. 

ROCKETS

MODEL ROCKET RESOURCES

ROCKET PARTS AND TERMS

Videos & Plan Resources

What Is Drag Explained

Fins & Nose Cones

Ignighters & Their Uses

Engine Summary & Specific Rocket Application

Tables and Tangents

Time & Thrust Curves
Rocket Equations

HOVERCRAFT PROJECT

HOVER CRAFT PROJECT

Focus PBGR's :                                                                                                           

1) Students will develop an understanding of the attributes of design.                      

 Learning Targets:
~The design process includes defining a problem, brainstorming, researching and
generating ideas, identifying criteria and specifying constraints, exploring possibilities,
selecting an approach, developing a design proposal, making a model or prototype,
testing and evaluating the design using specifications, refining the design, creating or
making it, and communicating processes and results.
~The design needs to be continually checked and critiqued, and the ideas of the design
must be redefined and improved.

2) Students will develop an understanding of engineering design.

Learning Targets:
   ~Established design principles are used to evaluate existing designs, to collect data, and to
   guide the design process.
 ~Engineering design is influenced by personal characteristics, such as creativity,
   resourcefulness, and the ability to visualize and think abstractly.
~A prototype is a working model used to test a design concept by making actual
  observations and necessary adjustments.
~The process of engineering design takes into account a number of factors.

Hovercraft Assignment

Directions:  Get into your assigned group for this project and read the Hovercraft Vehicle Design Brief bellow.  You and your partner are to write a problem solving statement, provide 3 sites of viable reasearch and each sketch out 2 different designs for two complete Racing classes of hovercraft's and two complete Hauling class hovercraft's.  Use design paper for your sketches ideas which should include, the three standard views, list of materials and accurate dimensions.  Be sure to add notes that describe the parts and any other information that would be important for others to know about your designs.  You may use the internet for ideas to help get you started but you need to create original designs.

Problem

You and a partner will work together to design and build a hovercraft. Once you complete your prototype your engineering skills will be put to the test in two categories; Sport and Hauling classes. The Sport class test will be a race to see whose hovercraft can travel the given course in the shortest time possible. The Hauling class test will identify whose hovercraft has the greatest load carrying capacity. The vehicle that can carry the most weight the full length of the course will be declared the winner. The length of the track will be 8-10 feet. All crafts must be designed and built so that they meet the following criteria and constraints.

Design Criteria and Constraints

1. Craft size cannot exceed 7 inches in width and 11 inches in length. 2. The craft must be powered by the provided power source. 3. A maximum of 4 toy motors can be used and they must be the motors that are provided. 4. 3 blade propellers must be used to lift and propel the craft. 5. You must include lift and propulsion shrouds. 6. Vehicle must have an on/off switch wired to the specifications indicated. 7. Any materials that are not available in class that are needed for your design must be provided by your group.

HOVERCRAFT DESIGN BRIEF

Check list & Questions

Glider

PBGR:  Practice 1 Asking Questions and Defining Problems

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution

Curriculum focus of:

Identifying the problem

Generating solutions

Selecting the best solution

Prototyping

Making Predictions/Testing solution.

Analyzing results

Making improvements to meet the goal

Working towards proficiency in standards

STL 8-H-K STL 9-I-L

STL11-M-R

Please complete the pre assessment on flight below.

Directions
1) Follow the link below to discover how a glider flies and the forces that act on it which enable it to       do so.
2) In order to design a successful glider it is imperative that you are able to principles of flight with the acting forces, Please create a working glossary of terms in your transportation folder and define each as they relate to flight according the discussion and reading.

• Lift
• Drag
• Weight
• Fluid
• Bernoulli's Principle
• Force 

How does a glider actually work.  


Once you have defined your terms, take the challenge and build a paper glider.

Problem:  Make a glider that will create enough lift to fly for the longest amount of time.

Criteria: Use the defined glider design first.  Experiment with your own design next.

Procedure: 
1) Drawing upon your knowledge of flight principles, On a google doc, with your terms, create a chart and make a prediction on the flight times.  
2) Once you have make your prediction make three flight attempts, timing and recording each one Before you make any adjustment to your glider. 
3)  Record any necessary adjustment to your glider you feel will improve the glider/plane performance answering the following.

What adjustments did you make to your glider?
Why specifically led you to make the changes?
What do you expect to see as a result of the change?
What made your plane aerodynamic?
How did flight patterns change with the different variables?

4)  Test again and record the result.