Proposals for Technology Projects - Fy

8/13/2019 Proposals for Technology Projects - Fy

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12/11/2013

IT & TECHNOLOGY AREAFOUNDATION YEAR| Alecop

MONDRAGN-MUHAYIL COE

PROPOSALS FOR DESIGN AND TECHNOLOGY

PROJECTS


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IT & TECHNOLOGY Emphasis: TECHNOLOGY

TECHNOLOGY AND DESIGN PROJECTS PROPOSALS

Reference Materials for Teachers

V1.0 October 2013 Mondragon-Muhayil Asir College of Excellence ~ 3 ~

1. INTRODUCTIONThis document contains a selection of design and technology

project proposals that is coherent with the curriculum of the emphasis of

Technology of the Foundation Year at Mondragon-Muhayil CoE. This

information is for the teacher using, or teaching team. The projects cover

the following industrial technology, and curriculum domains:

Basic product design with basic industrial materials andmanufacturing procedures.

Mechanical systems and product design. Mechanical and architectural structures with resistant materials. Electromechanical systems and product design, including electrics and

electronics control systems and renewable energy systems.

Programmable and automated systems and other technologies ofautomation (pneumatics).

From every project a brief justification and description is given. The

projects in general are feasible in the context of classroom and with the

resources of technology workshop. However, more elaboration is needed

to plan and adapt the developing of the project ideas. As well, is strongly

recommended to make the projects selected as a self training exercise,before its implementation. Doing so, the teacher will have more

resources to manage the project and to assist the students.

Finally, some introductory points have been included that summarize the

frameworks for work designing in the technology class context.


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2. FRAMEWORK FOR DESIGNINGThis section describes some frameworks for designing. Such

frameworks are general processes that can orientate the design work and

be useful in developing the project proposals suggested here, and many

others. Other frameworks are feasible, or adaptations to the ones

presented here.

Technology and design

Technology is about solving practical problems

through designof products and services.

Practical problems are those associated with

satisfying the very diverse human needs that

manifest in multiple contexts, like worksituations and scenarios of individual or in

community life. We live in a high technology

society.

Designing is concerned with the whole process from identifying the

problem, through to creating a solutionand then testing and evaluating

it. This is the organizing idea of your Technology course or emphasis of

study (area of Technology & IT). Professionals of design are engineers,

industrial designers and other technologists, though every person facesproblems in their lives and develop creative solutions, applying intuitive

principles and techniques of design. Obviously, design can be teach and

practiced in classroom, too.

Problem solving in technology is above all systematic (a goal oriented

process that seeks effectiveness and efficiency) and involves applying the

science that is relevant to the situation, and many other cumulated

general and specific knowledge. The designers work is a conditioned


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activity, too. Technical, economical and social constraints compel him to

develop optimal products, rather than the best products.

The design process requires the student to consider many factors and

make a number of decisions. There are many different methods for doing

this systematically and the one he choose will depend on the nature of

the problem, the conditions that apply and his experience as a designer.

In this section, there is a suggestion about three frameworks for

designing than can help the students solve their particular problem.

Frameworks

A framework is based upon a strategy,

this is to say, a particular way of approaching

problem solving. Its just a general process

showing key design activities/phases in a

logical sequence or arrangement.

The student can adapt the framework

chosen, when needed, to suit his own

particular problem. And other frameworks

could be equally feasible. However, note that

they are the same in essence. This is because all of them elaborate on a

general or basic problem solving process. You can share the

frameworks with your students.

Your specific technology course may have a predefined design

process slightly different to the ones presented here. You should inform

to your students about the project framework before tackling the design

tasks. The frameworks presented in the next pages are:

1. General problem solving framework. Applies to any practical problem.2. General product design framework. Guides a general product design task.3. Detailed product design framework. Identifies key product design tasks.


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General problem solving framework.

This framework is broad, simple and shows very little

detail. It gives simple guidance and applies to any practical

problem. You can use it to solve easy problems or problems

where time is very limited. If you are very experienced, this

framework could work like a simple memory aid.

ACTIVITY or DESIGN PHASE DESCRIPTION

1. INVESTIGATE

THE PROBLEM SITUATION

Identify a problem or need. Clarify it. Make some relevant research. Specify the acceptable solution. Put or identify limits.

(refer back or revise, as needed)

2. PLAN

THE SOLUTION (IDEA)

Formulate one or more coherent and potential solutions. Evaluate ideas against specification and work constraints. Choose the more valuated (optimal) solution. Plan for realization of the solution.

3. CREATE

THE SOLUTION (PHYSICAL)

Follow the plan. Make the solution.

4. EVALUATE

THE SOLUTION AND WORK

Test your solution. Revise the solution, as needed. Evaluate your problem solving work. Communicate and demonstrate the solution.


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General product design framework


1. DESIGN BRIEF

From starting points: Given design briefs Contexts & identifying needs Evaluating existing productsTo:

Design brief

I consider the starting point of my work design: Ive been given a Briefthat tells me what I have to do. I work in a Contextwhere a specific problem is posed. I need investigate peoplesNeedsin a more general context. I work in re-designing or improving an Existing Product.

I work accordingly analyzingand clarifying the problem situation.I identify basic attributes of the solution, and constraints.

I write a design briefthat synthesize the problem and the type ofsolution. The brief is open ended letting place to creativity.

(refer back or revise, as needed)

2. DESIGN PROPOSAL

Product specification Product ideas Evaluating ideas Choosing optimal product idea.

I identify solution criteria. Function, aesthetics, security andothers.

I make specific researchorientated by the brief design andcriteria. I analyze existing products or solutions.

I identify product limits. I write a detailed product specification. I generate product ideasthat are coherent with product

specification. I use sources of inspiration and graphics. I recordand present my ideas.

I evaluateideas against product specification and work limits. I choosethe better. This will be my Design Proposal.

3. PLANNING AND MAKING

Developing idea Product planning Resource and action planning Making

I developthe chosen idea. I make more research and explorefeasible solutions to function, size and shape, materials,appearance, safety and others attributes of my product idea. Imake decisions about solution details.

I modeland represent my product or solution. I do realistic work. I make working drawingsand part lists. I planresources, actions and sequence for developing. Finally, I makea product prototype or a fully functional model.

4. EVALUATING

Final product test and evaluation Other peoples evaluation Improving product Reporting and communicating

I test the product in the laboratory. I design essays. I use thespecification. I record and use data in evaluation.

I test the product in real. I get consumers/owners evaluation. I improvemy finished product based on data. I reflectabout the design work executed and extract conclusions. I write the report, and I go public.


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Detailed product design framework.


1. IDENTIFY PROBLEM OR NEED Consider starting point of the project design. Identify the situation problem.

2. ANALYSE THE SITUATION

Analyze the problem and clarify elements: who, why, what/how. Investigate general needs. Investigate existing products. Identify general attributes of the solution and constraints.

3. WRITE A DESIGN BRIEF Write a design brief. Or, make annotations to a given design brief.

4. CARRY OUT RESEARCH Establish coherent criteria: functions, aesthetics, materials, etc. Sources of information. Research into topics. Compare products. Identify product and design limits.

5. WRITE A SPECIFICATION Specify requirements aligned to criteria. Elaborate a specification.

6. WORK OUT PRODUCT IDEAS Generate realistic/feasible ideas aligned to specification. Brainstorming. Inspiration. More research. Present ideas.

7. EVALUATE IDEAS AND SELECT Evaluate proposed ideas against the specification and constraints. Selection of the optimal solution. Justify design proposal.

8. DEVELOP PRODUCT IDEA Develop and refine the design proposal. Model the solution. Determine or refine solution.

9. PLAN FOR MAKING Do working drawings from which the product can be made.

Plan activities and resources and organize realization.

10. MAKE Follow planning and control realization work. Obtain the product solution in the form or a prototype or model.

11. TEST Decide product test. Design essays and instruments. Prepare. Test to see if the product works and how well it works. Data.

12. EVALUATE How does the product meet the brief? How can be improved? How did I/we tackle the problem? What was well / bad? Lessons.

13. COMMUNICATE Write the project report and present results (to client/people/class).


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3. DESIGN FOLDER LAYOUTEveryone concerned by a design activity, such an industrial company

with a design department or a contractor who pays for an engineering

solution, expects to be informed about the results of this creative work.

Of course, the final product and the demonstration of its functionality are

the better evidences about the designers (or teams) work.

Like designers acting in the context of the

classroom and the environment of school, from

the students are expected to show their

realizations once finished the design project,

be these final products or models, and how well

they appear, work and respond to the validated

design brief. Students will be evaluated

accordingly.

In the real context the product demonstration is

always completed with extensive documentation. Frequently, this

information is collected in a design folderand presented in a structured

fashion that makes easier find justifications, ideas, research, drawings,

evaluations and many other data generated during the project.

This information has a number of uses. For example, the final product

needs to be precisely and formally described (working drawings), for

others can reproduce it, maybe in a subsequent phase of mass production(this is the frequent case of an industrial company). In addition, may be

relevant to support the product demonstration in evaluation data

(product tests, data and so on) and, always, to inform others about the

project development: the need, research done, the alternative design

proposals, the decisions taken, problems raised during work,

accountability (use of resources), lessons learned, etc.

All this information provides a better understanding of the product and

process, and gives better evidence of the designers performance


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involved in the key activity areas of the design project (creativity, for

example).

Similarly, from the students are expected to

present an adapted design or project

report. In the context of classroom, above

all, this report is going to provide evidence

of their ability to analyze, design, plan, carry

out practical work, evaluate andcommunicate.

This information turns to be essential in

evaluating their design work (and your

progress in the subject matter) in a more comprehensive manner.

This section contains a model of project report.

Structure of the project report.

What should a project report contain and how should be organized? This

depends upon the type of course design & technology you are following.

The teacher should inform the students about what is exactly required,

since the framework of design adopted can have an influence in the

report and its organization.

The layout shown below is comprehensive, can be provided to thestudent and may help they organize the report work, so it can form a

piece of effective communication. Remember, that not all design project

reports will need to contain every point in the layout presented here.

As suggested, the report should begin with a title page upon whichidentify the project and the team/student designer. The second page lists

the contents of the report. All pages should be named, numbered and

different sections identified.


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The presentation or aspect of the

report is important, but rough

sketches should be included since

this stuff is evidence of designers

thoughts.

Like a basic principle, do not admit

anything in the report, like

researches, without explainingtheir value to the design work.

In contrast, the student/team can

include in the folder any valued

thing in the context of his/their

particular work, like letters

written and received, surveys

designed, statistics and data,

photographs, etc.

The presentation format is not so

relevant. A design report could be

an electronic file, but, more probably, will be a printed notebook since

part of the handmade work will be integrated or annexed. Mixed formats

are equally feasible. Inform to your students.

DESIGN FOLDER LAYOUT

1. TITLE PAGE.Your names, title of project, school and year.2. Contents page.Table of contents, with sections and page numbers3. Design brief.The situation, justification of design, brief, constraints4. Investigation.Analysis, research data, important criteria and limits5. Specification.Detailed product specification.6. Design proposal.Ideas and their evaluation. Preferred idea7. Development.Development of chosen idea. Modeling.8. Working drawings.Working drawings, part lists.9. Planning.Activities and resources planning.10. Realization.Include evidences: photos, sketches, etc.11. Testing.Describe tests and data.12. Evaluation.Product evaluation. Describe how can be improved.13. Task.Include report diary, if used. Account of problems orincidents, its effects on design and lessons learned.


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4. DESIGN PROPOSALS. BASICPRODUCT DESIGN.

The first six design projects proposals included in this section have to do

with the basic practice of industrial product design.

All these projects require the students create (total o partially) and makebasic products or parts of clear and practical value, using the more

frequent industrial materials (wood, plastics, metals), applying

representative and basic manufacturing procedures and using dedicated

and general tools and machine-tools. Most projects ideas provide

opportunity to use software tools, too, like CAD software.

While a relevant focus is put in making or manufacturing the products,

the real value of these projects ideas is practicing the complete cycle of

design, from the situation problem to evaluation of the final product andreporting, through research, specify a design proposal and modeling a

solution. With this experience, the student will be better prepared to

apply more advanced technological and design knowledge and to

practice design in other contexts, like those of designing pluri-technical

products.

The six projects ideas include here are:

Project 1. Phone Holder. Basic wood or plastic made product. Stylish, is relevant. Project 2. Discs Holder. Basic wood made product, or mixed. Function and appearance. Project 3. Lectern. Basic wood made product. Include some kind of mechanical adjusting. Project 4. Dissection, packing and tiling puzzles. Wood made and style. Project 5. Funny clock. Thermo-Plastic made product. Include assembling of external part. Project 6. Metal working. Ideas for metal made simple and practical products.


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Project 1, Phone Holder

BRIEF

(Context/Design problem) 98% of KSA 16-18 year olds own mobile

phones. These phones are becoming more advanced rapidly, like the

smartphones, serving not only as a phone but as text service, camera,

music and radio player, games console and alarm clock.

(Design brief) Design and make a novelty phone holder to place

beside one's bed to facilitate the phones be used as an alarm clock.

This artifact should be designed to suit the majority of phones, as

people regularly change model, and its design should reflect a part

of youngs (boy or girl) life/personality.

Key considerations and basic specification, from analysis of brief:

The phone holder must be an original, new and interesting design. It must be suitable for being placed beside a bed. It must assist the use of the phone as an alarm clock. It must be able to hold the majority of phone types. The design must reflect a part of the userspersonality or life.CONSTRAINTS/LIMITS OF THE PROJECT AND DESIGN WORK

Time: Two weeks (15 to 20 hours of dedicated design work). Cost: cost of materials below 75 SAR (15) Materials and means: Use predominantly wood or plastics, with the

(hand)work and tools required that is feasible and available in

technology classroom. Consult the teacher in case of special materials

(high quality wood, etc.) and manufacturing.

Skills: basic work wood/plastic procedures. Others relevant conditions:


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REMARKABLE ACTIVITIES IN THE DESIGN PROJECT

Do brief analysis and constraints analysis. Do relevant research. Investigate existing solutions. Develop design ideas, evaluate and select a design proposal. Realization of the chosen idea. Modeling, as needed. Plan. Evaluation of the product and work. Reporting of the work design.

PRODUCT/SOLUTION ILUSTRATION


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Project 2, Discs holder

BRIEF

(Context/Design problem) Many people own a collection of CDs and/or

DVDs. Particularly, young people and students work, play or enjoy today

with data and software, music, movies and games discs, all under the

CD/DVD box standard(s). A basis need exists in keeping and classifying

these recurrent objects, at home or analogous context. Probably this is

your case, too.

(Design brief) Design and make a storage unit to hold at least ten

CD/DVDs boxes. The unit should be lightweight, stylish and

designed so that discs will be easily accessible.


The storage unit must be able to contain at least ten CDs/DVDsstandard boxes.

It must be light. It must look appealing and fashionable. The CDs/DVDs must be easy to access from the storage unit.CONSTRAINTS/LIMITS OF THE PROJECT AND DESIGN WORK

Time: Two weeks (15 to 20 hours of dedicated design work). Cost: cost of materials below 100 SAR (20) Materials and means: Use predominantly wood, plastics or metals,

with the (hand)work and tools required that is feasible and available

in technology classroom. Consult the teacher in case of special

materials (high quality wood or plastic, etc.) and manufacturing.

Mixed materials are also allowed.

Skills: basic work wood/plastic procedures.

Others relevant conditions:


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Project 3, Lectern

BRIEF

(Context/Design problem) In our information society and knowledge

economy many people, kids and young students included, work with

documents they have to read or explain for others, study, copy, show, use

as supporting information, etc. Many people realize these activities while

seated, standing or even lying, in such distant contexts as home, work

and public spaces, or in bed. Sometimes, their posture is forced and, some

persons suffer pain in back or have some kind of disability. The most,

simply seek a comfortable activity. Help this people to do their work

more comfortable, when, where and how they have to.

(Design brief) Design and make a lectern (or more general book

stand) to hold at least a standard sized A4 document wide open, and

other printed documents, like books, sized below. The unit should

be lightweight, stylish, portable and small, or foldable. In addition,

the product will be designed so that documents will be easily kept

open and its contents comfortably accessed.


The lectern (book stand/holder) will be able to keep openeddocuments and books, of different sizes and its contents easily

accessed.

It must be light. It must look appealing. It must be small/portable. Preferably, it must be foldable.CONSTRAINTS/LIMITS OF THE PROJECT AND DESIGN WORK

Time: Two weeks (15 to 20 hours of dedicated design work).

Cost: cost of materials below 100 SAR (

20)


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Materials and means: Use predominantly wood, with the (hand)workand tools required that is feasible and available in technology

classroom. Consult the teacher in case of special materials (high

quality wood) and manufacturing. Other materials are also allowed.

Skills: basic work wood/plastic procedures. Develop simplemechanical solutions.

Others relevant conditions:





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Project 4, Dissection, packing and

tiling puzzles.

BRIEF

(Context/Design problem)People need play and playing has a number of

uses: they entertain, serve like vehicle to social communication and

learning, and even its used in medical therapies. And so, people use

games, accordingly to their purpose, preferences (like individual play or

competition), age and condition and level of difficulty or challenge. Other

condition is the context (play while travelling, for example). And one

more is the game like a decoration or artistic product. At the present,

there is an impressive amount of games that come for different cultures,

and many of them are evolutionary and present many variations. There

are a number of classifications of games. One basic type is puzzles, which

exists in many subclasses, like dissection, packing and tiling puzzles.

Put in simple words, a puzzle is a problem or an enigma that tests the

ingenuity of the solver. In a general puzzle, one is intended to put

together pieces (tiles, for example) in a logical way in order to come up

with the desired solution. In rigor, they represent a mathematical

problem, so puzzles are a kind of what is called recreational mathematics.

Puzzles are usually used alone. However, they allow simple forms of

competition, like solving the puzzle against the clock. Puzzles come in

many types. For example, some of them work in the three dimensions

while many others work simply in the plane (on a specific board or not).

The first, sometimes, involve a sophisticated mechanical system. Some

types of puzzles are:

Tangram T-Cube Soma Cube.

Pentominoes
http://en.wikipedia.org/wiki/Problemhttp://en.wikipedia.org/wiki/Ingenuityhttp://en.wikipedia.org/wiki/Ingenuityhttp://en.wikipedia.org/wiki/Problem


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Packing problems. Bedland Cube between many others and variations (seeWikipedia).(Design brief) Design and make a table top game in the form of a

puzzle, with its box and accompanying instructions book. The unit

should be small, portable and stylish. In addition, the product

should be chosen and developed taking into account a potential

young or adult user.


The game will be a puzzle and the complete product will include a boxand a printed instructions book.

It must be lightweight and small. Appropriate for entertainment whiletravelling and in other causal contexts.

It must look appealing. It will be oriented to young people, and this will determine choice and

aesthetics.

CONSTRAINTS/LIMITS OF THE PROJECT AND DESIGN WORK

Time: Two weeks (15 to 20 hours of dedicated design work). Cost: cost of materials below 100 SAR (20) Materials and means: Use predominantly wood or plastics, with the

(hand)work and tools required that is feasible and available in

technology classroom. Consult the teacher in case of special materials(high quality wood or plastics) and manufacturing. Other materials,

and mixed materials are also allowed.

Skills: basic work wood/plastic procedures. Graphic design softwareand text edition software.

Others relevant conditions:REMARKABLE ACTIVITIES IN THE DESIGN PROJECT
http://en.wikipedia.org/wiki/Recreational_mathematicshttp://en.wikipedia.org/wiki/Recreational_mathematicshttp://en.wikipedia.org/wiki/Recreational_mathematics


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Project 5, Funny clock.

A basic design project that implies working with thermoplastics. It

applies vacuum forming techniques. The project can be adapted to be

more attractive to young students, and it can be made more challenging if

making the mould is also a requirement.


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Project 6, Metal working

BRIEF

(Context/Design problem)Many consumer goods and parts are made of

metals. Metal is a basic industrial material, very diversified and whose

transformation implies well defined manufacturing procedures and the

use of specific tools and machine-tools. However, handmade metal

products require high skilled professionals, too. This project provides a

chance of organizing some basic manufacturing practice around the

design of simple metal objects, though motivating for young students.

The manufacturing processes are manual and include basic techniques

like these: marking, cutting, filing, drilling, joining/assembling, cold

forming and others, as required. These techniques can be expanded

introducing machine-tools with more advanced projects.

(Design brief) Make the product or part given by your teacher in

working drawings and other documents, like parts list and sheets

process, eventually completing its design. The product is metal

made with materials, tools and operations pre-specified.

Key considerations are referred to manufacturing techniques in the

specific projects, like this:

Marking out - the tools required and the development of psycho-motor skills required to control the related equipment.

Drilling - Punching in preparation to drill, the safety precautionsinvolved in working with the Pillar drill, work holding methods,

drilling speeds and the action of drilling.

Shaping - The development of skills related to filing. Finishing - Draw filing, cleaning and the protection of metals. Marking out - using a protractor. Drilling - recognizing the need to complete this step before shaping

the piece.


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Rapid waste removal methods - the introduction of the Hack saw,cutting on the waste side of the line and the related theory.

Filing - developing upon the pupils experience of filing to date withthe need to file an angle across a piece.

Assembly methods - the introduction of assembly using Pop Rivets. Drilling - Countersinking and its uses/advantages. The cold forming of Aluminum - using Hammer and Vice and a

bending machine.

Assembly methods - the introduction of assembly using Pop Rivets. Others, according to specific product or products manufactured.CONSTRAINTS/LIMITS OF THE PROJECT AND DESIGN WORK

These projects are mainly teacher-directed, attending the relevance of

manipulation materials and tools, and a precise sequence of

manufacturing operations required to obtain quality products. A more

complex product can be manufactured assigning parts to the class design

groups.

Time: One week (10 to 15 hours of dedicated design work). Cost: cost of materials below 75 SAR (15) Materials and means: Metals: steel, aluminum, cooper/bronze,

standard elements of assembly and others. Hand tools for metal

working. CAD 2D/3D.

Skills: basic work procedures with metals. CAD software: edition andbasic operations.

Others relevant conditions:REMARKABLE ACTIVITIES IN THE DESIGN PROJECT

Interpret working drawings and analyze manufacturing requirementsof the product demanded.

Represent the product in 2D or 3D. Complete or modify design in afeasible manner.

Prepare tools and safe equipment.


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Make, check and revise. Evaluation of the product and work. Reporting of the work design.

ILUSTRATION OF PRODUCT IDEAS FOR METALWORKING

The KEY TAGis a great introductory project to the subject ofmetalworking. While introducing the pupils to many of the keybench skills that are involved in the subject it also introducesthe Pillar drill and the related topic of machine safety.

The PAINT SCRAPERintroduces assembly methods to thepupils while continuing to develop their practical skills range.It should take no more than three double lessons (6 to 9hours) to complete and it can be used at in the home.

The COAT HANGERintroduces bending methods to the pupilsas well as countersinking. Follows the Paint Scraper projectand it continues showing the uses of pop rivets for assembly.

The CAM AND FOLLOWERintroduces the Centre Lathe topupils as well as the topic of mechanisms.

AIRPLANE. With a key focus on design (the pupils can create and represent their own plane designs), the pupils will be

challenged when creating, modeling and realizing the stand on which the plane rests.


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5. DESIGN PROPOSALS.MECHANICAL SYSTEMS AND

STRUCTURES.

The first six


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Project 7, Mystery mechanisms

THIS IS THE DESIGN CHALLENGE

(PROBLEM) POSED TO STUDENTS

AND THIS IS THE CONCEPT SOLUTION,

FOR THE TEACHER

Key:


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BRIEF

(Context/Design problem) Machines and mechanisms are all around us.

Machines lets generate work that manifest in useful movements and

forces. All machines are open systems that transform one inputmechanical (or other form of) energy in a useful output mechanical

energy. Look at the challenges presented to you. Can you figure out how

the mechanisms have to be constructed to get the desired input and

output?

All of them can be solved using knowledge about leversand, eventually,

basic principles of movement transformation and machines. Choose one

or wait your assignment from the teacher.

(Design brief)In each of these challenges, your task is, first, to create

a simple cardboard mechanism which has the same input and

output motions as are shown in the diagram assigned to you (or

chosen). This is your (functional) model. Second, apply the

discovered solution in creating a simple mechanical toy or

demonstrative object. Be imaginative!!

(Key considerations and conditions) To make each one you will have

available simple construction materials (cardboard), tools (scissors, hole


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punch, etc.) and supplementary

materials (fast fasten or fixing

components). In addition you will have

access to some examples and source of

inspirations.

Cue: look at the motion you need at the

input relative to the output (same direction or opposite), and ask yourself

which of the three lever classes provides this relationship. Apply or getthe knowledge required. Use the examples or models provided to you by

the teacher.

You will have to manufacture almost everything. Cut some strips of thin

cardboard for the links, and a square or nearly square rectangular piece

for the base. Use paper fasteners to make two kinds of pivots:

A floating pivot connects two links together, but does not attachthem to the base. Floating pivots are used to attach input andoutput tabs to levers.

A fixed pivotattaches a lever to the base. A fixed pivot is also calleda fulcrum. Study this concept and principles from your reference

materials (simple machines and mechanisms lessons).

Remenber:

Analyze your assigned problem.

Acquire or refresh relevant knowledge about levers. Solve your problem and model your mechanical solution. Invent your application toy and make it. Go public! Evaluate your product.


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SAMPLE APP. TOY 1.

The Kiss(Mechanism C)

SAMPLE APP. TOY 2

Raspberry Face(Mechanism B)

SAMPLE APP. TOY 3

Acrobat(Mechanism C)


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Project 8, Simple mechanical toy

This is an approach to a simple project in the domain of mechanisms.

1. THIS IS THE BASIC SITUATION OR PROBLEM.Mechanical toys are a source of interest to children and for many

other persons. The mechanisms involved and their ingenious effectscan provide differing levels of interest, motivation or challenge.

Investigate solutions to produce useful mechanical movement

and design and make a toy that uses, at least, one chosen

mechanism.

Limitations:

You will be given the required material for the project but will haveto follow an orthographic drawing in order to make the mechanical

toy. Your background design will be shaped from wood pieces of 3mm

(MDF)

The mechanical toy must be aesthetically pleasing and workcorrectly.

2. THESE ARE TYPICAL LEARNING OBJECTIVES ASSOCIATEDWhen you have completed this project you will have:

Used systematic techniques, like mind mapping, to identify theimportant parts of the problem.

Researched mechanisms. Developed design ideas to solve the situation and been able to give

logical reasons for selecting your design proposal.

Followed an orthographic drawing to make your own toymechanism.

Evaluated your design to see if it meets the specification. Self evaluated the project and your work as a whole.


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Gone public and used peer assessment to evaluate your design.3.APPROACH TO A MARK SCHEME FOR EVALUATING THE PROJECT

4.APPROACH TO AN INITIAL INVESTIGATION OF THE PROBLEMThis process and associated template

opposite is used to help decide what product

you will eventually make, or what problem

you intend to solve. Use this sheet to record

your mindmapping session in a spider

diagram. The spider diagram has

Mechanisms as the centre theme. Work from

the centre asking yourself, Who, Where,

When, What, and Why. You should use a line

to link each idea to the topic.


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5.APPROACH TO DESIGN BRIEF(Sample Situation)A local arts and craftsfair is taking place in the town in a few weeks time. A local

craftsman is looking for ideas for mobile mechanical toys that he could make to sell at the fair.

(Design Brief) the student writes

6.APPROACH TO RESEARCH AND SPECIFICATION.(Sample of supportive information given to students)The student can study and select CAMS, CRANKS, PULLEYS

and many other simple mechanisms for his project.

Based on study of mechanisms and design brief, he can write a more detailed specification:

Specification of the mechanical toy.7.APPROACHING CONCEPT SOLUTION AND USE OF GRAPHICS.

(Sample of sketching a solution. This represent relevant practice for students)


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8.APPROACH TO FEASIBLE PRODUCT IDEAS AND SELECTION OFDESIGN PROPOSAL.

(The student sketching and refining one o more solutions.)

TEMPLATE DESIGN 2

Whichever design idea you choose, it needs to be

developed further. Develop means to gradually

improve a design in order to produce the bestquality product. You should add colour to your

sketches and continue to annotate each of the

drawings.. The use of arrows is a

good way of showing how the

mechanism will work.

TEMPLATE DESIGN 1

(Instructions) Design ideas are your initial

thoughts on paper, in the form of rough sketches.

Present a range of realistic and imaginative designideas to achieve marks at a high level. It is

important to analyse everything that you design.

Always refer to your specification list to see if any

of your ideas fulfill your aims. You should use

annotated sketches to help illustrate your ideas.


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9.APPROACH TO FINAL DESIGN AND MODELLING(The student selects his design and develops the solution through modeling it using appropriate and inexpensive

materials, like cardboard and so on. Use the model to refine the design. Following, represent and describe the

product, and plans for making: parts, materials, activities and tools, team, time, etc. )

10. APPROACH TO MAKING THE DESIGN PROPOSAL(The student makes the product, following their plan. Here are some samples)


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11. APPROACH TO EVALUATION.(Finally, the student evaluates his product, gather information generated and complete his report)

Documents

Proposals for Technology Projects - Fy