applied technology & engineering postcard radio project · 2 postcard radio project...

APPLIED TECHNOLOGY & ENGINEERING

Name: ______________________________________

Date: __________________ Grade: ____ Section: ___

Postcard Radio Project

2

Postcard Radio ProjectDESIGN CHALLENGEDESIGN CHALLENGE

>> Design and build a simple radio that will receive an AM signal through the air without electricity>> Design and build a simple radio that will receive an AM signal through the air without electricity

Criteria Constraints

Your radio must have...• A completed circuit board• 8 meters of antenna wire• An earpiece• An a5rac6ve case or housing to hold all the parts

Your case must stay within these measurements: Maximum length: 10 cm (front to back) Maximum width: 18 cm (side to side) Maximum height: 10 cm (top to bo5om)

Approved Materials Key Points

• 1 circuit board• 1 earpiece• 8 meters of wire • 1metal tuning plate• 2 covers for front and rear of radio• 4 alligator clips• Wood• Paper clips• Plas6c• Cardboard

NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed.

• Electromagne6c (EM) radia6on is pre5y much all around us.

• When you listen to an AM or FM radio sta6on, the sound that you hear is transmi5ed to your radio by the sta6on using EM radia6on as a carrier—radio waves.

• Crystal radios pick up AM radio without ba5eries or electricity. The broadcast sta6on puts out enough power in the form of a radio signal. The crystal radio antenna captures this electromagne6c energy, and the signal then passes through the crystal detector and converts the signal back into sound using a diode.


NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed. Key Terms


NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed.

Electromagne=c waves – energy that can travel through air, solid materials and empty space.

Diode-‐ an electronic part that allows current or waves to flow in one direc6on only.

Wavelength-‐ the distance between peaks of electromagne6c waves.

Frequency-‐ how oPen a wave peak goes by. Amplitude-‐ the measure of something's size Decoder-‐ separates the sound wave from the rest of the

radio wave. TransmiCer-‐an electronic device that broadcasts radio

waves or signals

Class Compe==onClass Compe==on

Each radio will be rated as follows: 0 – No Signal: you can’t hear any signal at all 1 –Inaudible Sound: you can barely hear a signal, but can’t make out any words 2 – Weak Signal: you can hear a few words here and there, but nothing that makes sense 3 – Medium Signal: you can hear most words, but it s6ll sounds scratchy 4 – Strong Signal: you can clearly hear words or songs

Each radio will be rated as follows: 0 – No Signal: you can’t hear any signal at all 1 –Inaudible Sound: you can barely hear a signal, but can’t make out any words 2 – Weak Signal: you can hear a few words here and there, but nothing that makes sense 3 – Medium Signal: you can hear most words, but it s6ll sounds scratchy 4 – Strong Signal: you can clearly hear words or songs

3

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Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com HANDOUT 0-2

10

Project Title: __________________________________________ Start date: ______________________

Group Members: ______________________________________ End date: ______________________

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ENGINEERINGdesignProcess

A PROCESS is a series of steps, done in order, that brings you from one place to another or from beginning to end. Engineers use and follow this process to design and build solu6ons that improve our way of life.

4

STEP 1: Iden=fy the Need STEP 2: Research

STEP 3: Describe some possible solu=ons

STEP 4: Describe the best possible solu=on

STEP 5: Construct a prototypeSTEP 6: Test & Evaluate the prototype

STEP 7: Communicate the Solu=on

STEP 8: Redesign

10



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DIRECTIONS: Imagine that your’e part of a engineering team that developed one of these devices: a locker organizer, cup holder, toothbrush, iPad case, three-‐ring binder, water bo5le, clothes hanger, band-‐aid or other device that you’re familiar with. In the diagram below, describe what you may have done during each step of the Engineering Design Process (follow the example) to make this device.

We were asked to come up with a new design for the dashboard in next year’s model of Ford’s top-‐selling sport u<lity vehicle.

We looked at dashboard designs of other sport u<lity vehicles from the past and present and from all different manufacturers.

We brainstormed all the different ways that we could design a dashboard and thought about the materials we could use. We made a bunch of mini, 3D drawings showing different ways it could be aCached and fastened to the inside of the vehicle.

We looked at our drawings and the project criteria and chose the best idea. Next, we made a detailed, measured drawing showing different views of the dashboard from the front, back, boCom, sides and top.

We used our measured drawing to make an exact prototype of the dashboard.

We examined the prototype for any defects and tested it to make sure it was the right size and would fit inside a sport u<lity vehicle.

We sent the dashboard to Ford motor company and asked them if it fit their requirements, liked the way it looked and had any sugges<ons for improving it.

We used the feedback from Ford motor company to make changes in the dashboard and drawings and were proud to see our dashboard design in thousands of sport u<lity vehicles the following year.

5

Radio sta6ons convert sounds into radio waves and send out the waves everywhere. Radio waves travel across the crystal radio antenna all the 6me. Radio waves make radio wave electricity flow between the antenna wire and the ground wire. This electricity is connected to the crystal radio. The crystal radio uses a tuner to tune the electricity to receive just one sta6on. Then it uses a detector to convert this radio wave electricity back to sound electricity. It uses an earphone to convert the sound electricity to sound you can hear.

Crystal RadioA crystal radio is the simplest kind of radio. Most radios you buy use complicated electronics to make a strong copy of the sound. A crystal radio is a simple kind of radio that just picks up the wave and changes it straight into sound. It does not use separate power or ba5eries to make a stronger copy of the sound. It gets all of its power only from the radio wave.

Radio WavesRadio waves are invisible waves of electricity and magne6sm. Each radio sta6on sends out radio waves. They travel out from the sta6on something like water waves travel out from a splash in a pond. Water waves travel slow, about 10 miles each hour. Radio waves travel very fast, at 186,000 miles each second.

TunerThe tuner separates one radio sta6on from all the others. Different radio sta6ons send out waves that have different space between them. A sta6on at 600 kHz on the tuning dial sends out radio waves with twice as much space between them as one at 1200 kHz. Also, a sta6on at 1200 kHz sends out twice as many waves per second as one at 600 kHz. The number of waves per second is called frequency. The tuner uses the radio sta6on frequency to separate sta6ons and tune in only the sta6on you want. The tuner uses resonance to make the radio sensi6ve to just one frequency at a 6me.

KHz is short for kilohertz. It is the numbers we see on the radio tuning dial. This is the way radio sta6ons are separated. When radio first started, before 1920, tuning dial numbers gave the distance between waves. Engineers call this distance the wavelength. Today it is how many waves hit the antenna in a second. When the waves are closer together, like for a sta6on at 1200 kHz, there are more waves per second crossing the antenna. When the waves are far apart, there is a longer 6me between waves. Today the tuning dial numbers are waves per second. Engineers call this number the frequency. Today's AM broadcast band has the frequencies between 535 kHz and 1610 kHz.

Antenna WireThe antenna wire picks up the radio wave electricity. A crystal radio needs a long antenna wire. Big antennas pick up more radio wave electricity. The antenna wire is just any electric wire that goes from the radio high up in the air. Longer than 80 feet is good. It works be5er outside and high up. Higher than 20 feet high is good. A good crystal radio antenna can be a small copper wire going out of a window and up high in a tree. Short antennas in the house work a li5le bit. Antennas near power lines are dangerous and do not work well.

Ground WireThe ground wire connects the radio to the dirt. The dirt conducts electricity enough to give the antenna electricity some place to flow to. The ground wire helps the antenna get more power from the radio wave. A ground wire goes from the radio to something metal that goes into the dirt. The metal thing that touches dirt is called ground.

GroundGround is a metal thing that connects to something big, like the world. Dirt is a good ground. It gives the antenna electricity a place to flow into and out of. A good ground is a metal pipe several feet down in the dirt outside. Cold water pipes are good. They go in the ground on one end. Your body acts like a ground a li5le bit. Your body is too small and does not work well.

10



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ENGINEERINGdesignResearch

Step2

6

Radio Wave ElectricityRadio wave electricity is electricity that radio waves make in the antenna wire. Radio waves hit the antenna something like ocean waves hit the shore. Ocean waves make water rush up and back with each wave. Radio waves make electricity flow up and down in the antenna wire like that. Radio wave electricity flows back and forth about a million 6mes each second. It changes back and forth faster for a shorter distance between the waves. Engineers call this Radio Frequency electricity, or RF.

DetectorThe detector changes the radio wave electricity into sound electricity. Radio sta6ons make the radio waves get stronger and weaker as the sound changes. The strength of the radio waves copy the sound vibra6ons. The detector changes the back and forth radio wave electricity into one way sound electricity. When the radio wave is strong, it makes strong sound electricity. When the radio wave is weak, it makes weak sound electricity. This makes sound electricity that copies the sound vibra6ons.The detector works by lehng electricity flow one way but not the other. Normal wires let electricity flow both ways.When radio first started, inventors found rocks that work for detectors. They were crystal rocks, like galena, pyrite and lots of others. That is where the name Crystal Radio came from. Now detectors are made with wires on them. Engineers call them diodes.EarphoneThe earphone makes sound you can hear out of the sound electricity. The earphone connects the sound electricity to an electromagnet. The electromagnet pulls on a thin metal plate that can move. The electromagnet makes the plate vibrate and make sound. When we hold the earphone to our ear, we can hear the radio. The sound is not very loud. That is because the radio gets all its power from the radio wave. The wave does not have much power. You need to add more power from a ba5ery or plug to make it louder. That takes complicated electronics.

Resonance and frequencyResonance happens in electric circuits and in mechanical things. It is easier to understand in mechanical things first. If hang a small weight on a string one about 9 inches long (about 23 cm) it will swing back and forth one 6me each second. If you try to speed it up of slow it down, you can't. It swings at just one frequency, which is one cycle per second. That is resonance. The string and weight is resonant at one cycle per second. To make it slow down by half, make the string twice as long. The length of the string changes the resonant frequency. You can say that the length of the string "tunes" the resonant frequency.

For electricity, a coil and capacitor make a resonant circuit. The capacitor plates get an electric charge from other parts in the radio. That charge flows through the coil. As it does, it builds up a magne6c field in the coil. When all the charge is gone from the capacitor, the magne6c field makes the electricity keep on flowing a li5le. This charges the capacitor plates the opposite way. As the opposite charge builds up on the capacitor plates, it finally stops the charge flow in the coil. Then the charge in the capacitor plates makes electricity flow the opposite way through the coil. That builds up a magne6c field in the opposite direc6on. The charge swings back and forth between the coil and capacitor at one certain frequency. That is the resonant frequency of the coil and capacitor.Frequency is measured in cycles per second, and also in Hertz, abbreviated Hz. and in kHz. and MHz.

CoilA coil is a length of electric wire wrapped around and around to help it make a strong magne6c field. There are many forms for a coil. When other parts in the radio make electricity flow through the wire, the coil builds up a magne6c field. This makes the electricity want to keep flowing even aPer the cause is taken away. The effect is measured in Henrys, or Micro Henries.

CapacitorA capacitor is two metal plates separated by an insulator. A wire is connected to each plate. A capacitor will hold electric charge something like a rechargeable ba5ery. When something puts posi6ve electric charges on one plate and nega6ve electric charges on the other plate, the capacitor holds that charge. It holds the charge because there is no electrical conductor path inside the capacitor. If there is an electrical conductor path outside the capacitor, the charges in the capacitor will flow around the path as electricity and the charge will be lost.

For crystal radios, most outside antennas act like capacitors. The antenna wire is one 'plate' and the ground beneath it acts like the other 'plate'. That is how a coil can resonate with an antenna to tune a crystal radio. This lets some crystal radio circuits tune with only a coil and no capacitor. The antenna acts as the capacitor while it also picks up the radio wave signal.

Davidson, John. How a Crystal Radio Works (for beginners). The Xtal Set Society. 21 Sept. 2006.<h5p://www.midnightscience.com/howxtal.html>

http://www.midnightscience.com/howxtal.html

http://www.midnightscience.com/howxtal.html

7

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(<4"(0)&$(2/"/($4"(/&$"''3$"($)(*)112#3*&$"(3$/(+)/3$3)#($)($4"(0&/"(/$&$3)#8(

&8 =>+'&3#($4"(+2%+)/"()?(&(."*)."%(3#(&(*)112#3*&$3)#(/@/$"18(08 -."#$3?@(%(.()?($4"(."*)."%/(3#($43/(/@/$"1(&#.(."/*%30"(4)6(3$(3/(2/".8(*8 =>+'&3#($4"(+2%+)/"()?(&($%&#/13$$"%(3#(&(*)112#3*&$3)#(/@/$"18(.8 -."#$3?@(%(.()?($4"(">&1+'"/()?(&($%&#/13$$"%(3#($43/(/@/$"18(A)%($4"(

$%&#/13$$"%(@)2(4&B"(3."#$3?3".7(">+'&3#(3$/(/+"*3?3*(%)'"8(#

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10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step2

DIRECTIONS: Write an open response to this engineering situa6on. It will help you think about and analyze essen6al engineering principles contained in this project.

8

Possible Prototype #3 Possible Prototype #3

Multiple-Use Classroom Resources 18

Isometric Dot Paper

Teaching Aid Master 18

©Prentice-Hall, Inc. All rights reserved.

Briefly explain this idea:

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10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6

ISOMETRIC drawings are 3D drawings (show three sides). In the boxes below, drawSIX DIFFERENT ISOMETRIC drawings (see example) of possible prototypes for this project.Try it on-‐line: h5p://connectedmath.msu.edu/CD/Grade6/Ruins/index.html


Step3



Isometric Dot Paper




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Example



Isometric Dot Paper




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http://connectedmath.msu.edu/CD/Grade6/Ruins/index.html

http://connectedmath.msu.edu/CD/Grade6/Ruins/index.html

9



Isometric Dot Paper




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Isometric Dot Paper




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Isometric Dot Paper




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10

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step4

List your top three choices from pages 7 & 8 and iden6fy their advantages and dis-‐advantages. Engineers call these TRADE-‐OFFS.

Advantages of this prototype

+ big wheels on the back of the car will provide more power+ be5er trac6on with the floor

+ will look cool

Disadvantages of this prototype

-‐more weight which might slow it down-‐it takes more energy to move bigger wheels sothere will be less power to push the car

Example

Prototype # ______

Advantages (+)

Disadvantages (-‐)

Prototype # ______

Advantages (+)


Prototype # ______

Advantages (+)


IdenFfy which prototype you’ve chosen to build and describe why you think its the best solu@on.

Prototype # _____

11

!"#$%&& & '"($%&& &&

)*(+,-*".+/0&'*"1/2-3&&&

45& 6+,,3$&"&3/#.7$&(+*$$89/#$23/2"7&,:;$0(&(+"(&"..$"*&9/<<$*$2(7=&<*,#&9/<<$*$2(&>/$135&?,#$&$@"#.7$3&"*$%&! 0$77.+,2$&! 0"#$*"&! 3(".7$*&

! 0+"/*&&&! *$#,($&0,2(*,7&! "7"*#&07,0A&

! 0,#.B($*&#,2/(,*&,*&CD&! 3+,$&,*&32$"A$*&&

& !"#$&,<&(+$&,:;$0(%&& &

&& E*/$<&9$30*/.(/,2&,<&(+$&,:;$0(%&& &

& & &

& & &

& & &

& & &

& & &

&F5& )*(+,-*".+/0&9*"1/2-3&"*$&9*"1/2-3&,<&(+$&,:;$0(&3$$2&<*,#&9/<<$*$2(&3/9$35&C+$&$@"#.7$&:$7,1&3+,13&(+$&,*(+,-*".+/0&9*"1/2-3&,<&"&3("0A$980B:$5&

FRONT RIGHT

BACKLEFT

& & &

TOP

FRONTLEFT RIGHT

BOTTOM

BACK

&& & G3,#$(*/0&>/$1&,<&3("0A$9&0B:$& )*(+,-*".+/0&9*"1/2-3&& & "29&,*(+,-*".+/0&.*,;$0(/,23& ,<&(+$&3("0A$9&0B:$&&& G2&(+$&3."0$&.*,>/9$9H&3A$(0+&(+$&3/@&,*(+,-*".+/0&>/$13&,<&(+$&,:;$0(&0+,3$2&":,>$5&&

IJ)!C&DGKL& EM6N&OJKMJP&DGKL&

Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com HOMEWORK 2-1

FRONT VIEW BACK VIEW TOP VIEW

LEFT VIEW RIGHT VIEW BOTTOM VIEW

Add MEASUREMENTS and these LABELS to the drawings:

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ circuit board ear piece ground wire antenna wire alligator clips

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step5

ORTHOGRAPHIC drawings show six different views of an object. Follow the examplesbelow and draw your prototype from the front, back, leP, right, top and bo5om.

THESE DRAWINGS SHOULD NOT BE DONE FREE-‐HAND!(Drawings can be computer generated [Google sketch-‐up] and aHached to this page)

12

Fastening Method

List three places on your prototype OR around your home where you could use these fasteners

to hold two objects together.

What makes these fasteners good choices for holding these

objects together?

Screws

!"#$%&& & '"($%&& &&

)*((+,-&./+,-0&.1-$(/$2&&

3*0(&4+5$&(/$2$&"2$&6+77$2$,(&8"90&(1&:*(&;<=>&:+$?$0&(1-$(/$2@&(/$2$&"2$&#",9&6+77$2$,(&8"90&(1&:*(&",&1AB$?(&(1-$(/$2C&;115&"21*,6&91*2&0?/114&",6&91*2&/1*0$&",6&7+,6&$D"#:4$0&17&6+77$2$,(&(9:$0&17&7"0($,$20C&&

E1#:4$($&(/$&("A4$&A$418&712&0?2$80@&,"+40@&,*(0&",6&A14(0@&",6&-4*$C&F+,6&",1(/$2&#$(/16&17&7"0($,+,-&",6&?1#:4$($&(/$&A4",5&218&1,&(/$&A1((1#C&&

F"0($,+,-&#$(/16& ;+0(&"(&4$"0(&(/2$$&1AB$?(0&12&:4"?$0&8/$2$&91*&71*,6&(/+0&#$(/16&*0$6&

G/"(&#"($2+"40&12&B1+,(0&+0&(/+0&#$(/16&-116&712H&

!"#$%&''

'

& &

()*+&''

'

& &

(,-&')./'01+-&''

'

& &

2+,$3'4$5$.-3'1#'1-6$#'7/6$&*8$&'

'

& &

7.1-6$#'9$-61/'''''&

& &

&


1.

2.

3.

1.

2.

3.

Nails

!"#$%&& & '"($%&& &&

)*((+,-&./+,-0&.1-$(/$2&&

3*0(&4+5$&(/$2$&"2$&6+77$2$,(&8"90&(1&:*(&;<=>&:+$?$0&(1-$(/$2@&(/$2$&"2$&#",9&6+77$2$,(&8"90&(1&:*(&",&1AB$?(&(1-$(/$2C&;115&"21*,6&91*2&0?/114&",6&91*2&/1*0$&",6&7+,6&$D"#:4$0&17&6+77$2$,(&(9:$0&17&7"0($,$20C&&

E1#:4$($&(/$&("A4$&A$418&712&0?2$80@&,"+40@&,*(0&",6&A14(0@&",6&-4*$C&F+,6&",1(/$2&#$(/16&17&7"0($,+,-&",6&?1#:4$($&(/$&A4",5&218&1,&(/$&A1((1#C&&

F"0($,+,-&#$(/16& ;+0(&"(&4$"0(&(/2$$&1AB$?(0&12&:4"?$0&8/$2$&91*&71*,6&(/+0&#$(/16&*0$6&

G/"(&#"($2+"40&12&B1+,(0&+0&(/+0&#$(/16&-116&712H&

!"#$%&''

'

& &

()*+&''

'

& &

(,-&')./'01+-&''

'

& &

2+,$3'4$5$.-3'1#'1-6$#'7/6$&*8$&'

'

& &

7.1-6$#'9$-61/'''''&

& &

&


1.

2.

3.

1.

2.

3.

Nuts and Bolts

!"#$%&& & '"($%&& &&

)*((+,-&./+,-0&.1-$(/$2&&

3*0(&4+5$&(/$2$&"2$&6+77$2$,(&8"90&(1&:*(&;<=>&:+$?$0&(1-$(/$2@&(/$2$&"2$&#",9&6+77$2$,(&8"90&(1&:*(&",&1AB$?(&(1-$(/$2C&;115&"21*,6&91*2&0?/114&",6&91*2&/1*0$&",6&7+,6&$D"#:4$0&17&6+77$2$,(&(9:$0&17&7"0($,$20C&&

E1#:4$($&(/$&("A4$&A$418&712&0?2$80@&,"+40@&,*(0&",6&A14(0@&",6&-4*$C&F+,6&",1(/$2&#$(/16&17&7"0($,+,-&",6&?1#:4$($&(/$&A4",5&218&1,&(/$&A1((1#C&&

F"0($,+,-&#$(/16& ;+0(&"(&4$"0(&(/2$$&1AB$?(0&12&:4"?$0&8/$2$&91*&71*,6&(/+0&#$(/16&*0$6&

G/"(&#"($2+"40&12&B1+,(0&+0&(/+0&#$(/16&-116&712H&

!"#$%&''

'

& &

()*+&''

'

& &

(,-&')./'01+-&''

'

& &

2+,$3'4$5$.-3'1#'1-6$#'7/6$&*8$&'

'

& &

7.1-6$#'9$-61/'''''&

& &

&


1.

2.

3.

1.

2.

3.

Screw Eyes 1.

2.

3.

1.

2.

3.

Zipper 1.

2.

3.

1.

2.

3.

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step5

FASTENERS are parts that hold two or more objects together and there are many ways to do it. Complete the table below by describing how each type of fastener could be used on

your prototype OR on a device or structure around your home.

13

10



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2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6

PropertiesIdentify a specific material on your

prototype OR on something at home that has this property

Why is this material agood choice?

(What will it do?)

Strength•Tension: can be stretched•Compression: can be squeezed•Shear: ability to resist sliding•Torsion: can be twisted

ex: wood for a chair ex: resists compression when someone sits on on it

Elas=city

The ability to stretch, flex and return to an original size and

shape

Plas=city

The ability to flow into a new shape under pressure and to remain in that shape when

the force is removed

Hardness

The ability to resist cuts, scratches and dents

Toughness

The ability to resist breaking

Fa=gue

The ability to resist constant flexing or bending

PROPERTIES are characteris6cs that different materials possess. Engineers choose materials based on their proper6es. Think about your prototype OR some device at home and list a material for each property. Explain why the property is a good choice. Check out this web site for specific examples: h5p://www.pbs.org/wgbh/buildingbig/lab/forces.html


Step5

http://www.pbs.org/wgbh/buildingbig/lab/forces.html

http://www.pbs.org/wgbh/buildingbig/lab/forces.html

1410



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2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step5

Follow the building guide and sugges6ons below, as well as your ORTHOGRAPHIC drawings on page 9 to build your prototype.

15

Describe what you did today. Mention any problems you had, design changes or questions.

Make a labeled sketch that shows what you did.

LOG #1 Date: _________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

YES I used complete sentences to describe my progress

YES My descrip@on is neatly wriHen and legible

YES I described how I used specific tools and materials

YES My drawing is large enough and centered in the space

YES My line quality is sharp and precise (no smudges)

YES Labels and measurements are OUTSIDE the drawing

EXAMPLE

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step5

Fill out an engineering log aPer each building class. This is an official record of your progress and par6cipa6on as well as your understanding of engineering principles.

16



LOG #2 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________









LOG #3 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________







17



LOG #4 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________









LOG #5 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________







18

Trial Antenna length

(m)

Signal strength

(1-5)

Locationnumber

1

2

3

4

5

Signal Strength0: No Signal: you can’t hear anything.

1: Inaudible Sound: you can barely hear a signal, but can’t make out any words. 2: Weak Signal: you can hear a few words here and there, but nothing that makes sense. 3: Medium Signal: you can hear most words, but it still sounds scratchy. 4: Strong Signal: you can clearly hear words or songs.

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step6

These are the official results of your prototype’s performance that will help you make decisions and design changes during the project.

19

My prototype’s performance was: (Check one)

___ Exceptional: it worked every time it was tested and needed no repairs

Some reasons for this are:

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

___ Very good: it worked most of the time it was tested and didn’t need any (or many) repairs


1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

___ Good: it worked some of the time it was tested and needed repairs


1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

___ Not good: it didn’t really work


1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

Things I’d do differently next time

1. _____________________________________

2. _____________________________________

3. _____________________________________

What these might do

1. _____________________________________

2. _____________________________________

3. _____________________________________

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step7

Use the test data from the previous page to evaluate how well your prototype met the design criteria (page 2 )and performed during the test trials. Just ask yourself one ques6on;

“Would YOU buy it?”

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6


Step8

List how you can improve the design and func6oning of your prototype. What would make it be5er than it is?

20

10



!"#$%&'(#)#*+',-*.)/(&/0#1#*&(+(#

2+3+)'#$"4#.5).#6&''#)77+)'#."#)#.)30+.#

8)39+.:

!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#*5+'>+*#,3"8#".5+3#2"87+?."3*:

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#"#$%#",#.5+#$"4

Sub-Goal

!# B 3 " > & ( +# 2 " / * %8+ 3 *# 6 & . 5#&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#&/03+(&+/.*C# /%.3&?"/C# )8"%/.C#73+7)3)?"/C# *."3)0+C# 73&2+C# *7+2&)'#,+).%3+*C# $)3# 2"(+C# )# %*+-$<# ().+C#65"#8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#2"87)/<#2"/.)2.#&/,"

Sub-Goal

!#@)/%,)2.%3+# )# 1#*&(+(#$"4#.5).#&*#*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#73".+2.#.5+# 73"(%2.#(%3&/0# *5&77&/0#."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#2"/.+/.*#(%3&/0#&.* #'&,+?8+#6&.5#.5+#2"/*%8+3:

Sub-Goal

Tasks

@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#&'()*#",#.5+#$"4

@)9+#2"87)/<#'"0"*#

D/,"#,"3#+,-./ 0123 #7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#(+*&0/#$3&+,G

D/,"#,"3# .89/#)2/:8..8;/7)/+'*#E7:F#&/#(+*&0/#$3&+,G

Tasks



H7().+#.+)8#(3)6&/0

Tasks




Goal

!"#$%&#'(')'*+,-%.,/.%0"1*,23#4#

!"#$ % "&' $(#' % )'*+),#")%-.+' /#*' $(01'% )' 2 * 3 2 % 0 ., 1 #'022#4,.%)(%"&' 1(+'''&#0.5

602(' 1+04' 4+4-+*'43)1' (07+' 0' ),+2%82'10)95'

:0 ) 9)' )(#3 .;' -+'+7+".<' ;%7%;+;' 0";'3)+' 1(+' ;%=+*+"1') 1 * + " & 1 ( )' + 0 2 (',+*)#"' (0)' 1#' &+1'1(+4';#"+5

67+ *<#"+' )(#3 .;'3 ) 5 3 + #' ( 0 7 +')#4+1(%"&'1#';%6

The Universal Systems Model:Describing a skateboard

Goal: The goal is to ride the skateboard down the street

Input: Get on the board and kick off

Process: The wheels spin and the board travels down the road

Output: The board moves forward and you ride it

Feedback: Informa6on that causes you to make adjustments. (Ex: you see a puddle and shiP your weight to steer around it)

The Universal Systems Model 2.6 Engineering Design

Use the Universal System Model below to answer the open response

question.

Using the parts of the Universal System Model, describe the operation of a

skateboard. Be sure to identify each of the parts of the system. You may

use a diagram to help explain your answer.

Goal Input Process Output

Feedback


Step7

Engineers use something called the Universal Systems Model to describe how a par6cular prototype func6ons and all the resources needed to make it work. Study the diagram and

examples below and use them to describe the inner workings of your prototype.

USM

Goal:

Input:

Process:

Output:

Feedback:

Radio Prototype

21

Learning Target #1: Use and follow the Engineering Design process to plan and build solu=ons to problems.Learning Target #1: Use and follow the Engineering Design process to plan and build solu=ons to problems.Learning Target #1: Use and follow the Engineering Design process to plan and build solu=ons to problems.Learning Target #1: Use and follow the Engineering Design process to plan and build solu=ons to problems.Learning Target #1: Use and follow the Engineering Design process to plan and build solu=ons to problems.Learning Target #1: Use and follow the Engineering Design process to plan and build solu=ons to problems.

This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...

•I’ll imagine that I’m part of an engineering team and describe how the engineering design process could be used to develop a specific device or solution. (Pg.4)

0 1 2 3 4

•I’ll make and explain drawings that show different ways to solve a design problem. (Pg.8-‐9) 0 1 2 3 4

•I’ll make orthographic 3D drawings of the prototype I’m building from different views with labels and measurements that anyone could understand and follow. (Pg.11)

0 1 2 3 4

• I’ll use the Universal Systems Model to describe the parts that operate my prototype (Pg.20) 0 1 2 3 4

The assignments above can be edited and re-‐scored while the project is on-‐going. Final ScoreFinal ScoreFinal ScoreFinal Score

APPLIED TECHNOLOGY & ENGINEERING

Postcard Radio Scoring Sheet

Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.Learning Target #3: Choose the most effec=ve and safest way to use tools and materials when building a prototype.

This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...

•I’ll describe and explain my reasons for the prototype I want to build. (Pg. 10)•I’ll describe and explain my reasons for the prototype I want to build. (Pg. 10) 0 1 2 3 4

•I’ll collect and display data about my prototype and use it to evaluate how well it worked. (Pg.18-‐19)•I’ll collect and display data about my prototype and use it to evaluate how well it worked. (Pg.18-‐19) 0 1 2 3 4

• I’ll complete an open response ques@on about technology & engineering (Pg.7)• I’ll complete an open response ques@on about technology & engineering (Pg.7) 0 1 2 3 4

The assignments above can be edited and re-‐scored while the project is on-‐going.The assignments above can be edited and re-‐scored while the project is on-‐going.

•I’ll follow my production drawings and build a prototype that meets the criteria below, looks like a finished product without any loose parts, damaged or rough surfaces and globs of glue, and holds together without needing repairs between multiple uses.

•I’ll follow my production drawings and build a prototype that meets the criteria below, looks like a finished product without any loose parts, damaged or rough surfaces and globs of glue, and holds together without needing repairs between multiple uses.

0 1 2 3 4

A completed circuit board 8 meters of antenna wire An earpiece

Final ScoreFinal ScoreFinal ScoreFinal Score

Learning Target #2: Explain and defend the reasons for using specific tools and materials when building a prototype.Learning Target #2: Explain and defend the reasons for using specific tools and materials when building a prototype.Learning Target #2: Explain and defend the reasons for using specific tools and materials when building a prototype.Learning Target #2: Explain and defend the reasons for using specific tools and materials when building a prototype.Learning Target #2: Explain and defend the reasons for using specific tools and materials when building a prototype.Learning Target #2: Explain and defend the reasons for using specific tools and materials when building a prototype.

This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...

• I’ll list and explain how specific materials can be used on my prototype or in my home. (Pg. 12-‐13) 0 1 2 3 4

• I’ll record my progress and describe how I used specific tools and materials to build my prototype.• I’ll record my progress and describe how I used specific tools and materials to build my prototype.• I’ll record my progress and describe how I used specific tools and materials to build my prototype.• I’ll record my progress and describe how I used specific tools and materials to build my prototype.• I’ll record my progress and describe how I used specific tools and materials to build my prototype.• I’ll record my progress and describe how I used specific tools and materials to build my prototype.

>>Engineering Log #1 (Pg.15) 0 1 2 3 4




>>Engineering Log # 5 (Pg.17) 0 1 2 3 4

The assignments above can be edited and re-‐scored while the project is on-‐going. Final ScoreFinal ScoreFinal ScoreFinal Score

applied technology & engineering postcard radio project · 2 postcard radio project...

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