Printable ResourcesMoving on Up

Appendix A: Pre/Post Test

Appendix B: Pre-Test Answer Key

Appendix C: Cornell Note Sheet

Appendix D: Engineering Roles

Appendix E: Region Guided Internet Research

Appendix F: Region Guided Internet Research - Sample Answers

Appendix G: Simple Machines Guided Research

Appendix H: Forces and Friction Guided Internet Research

Appendix I: Simple Machines and Forces and Friction Guided Internet Research - Sample Answers

Appendix J: The Engineering Design Process

Appendix K: Engineering Design Challenge and Guide

Appendix L: Google SketchUp - Shortcut Sheet

Appendix M: Decision Analysis Matrix

Appendix N: Teachers Aid to the Decision Analysis Matrix

Appendix O: Engineering Design Challenge Rubric

Appendix P: Presentation Rubric

Appendix Q: Technical Brief

www.daytonregionalstemcenter.org

Appendix A: Pre/Post Test Name ____________________________________ Date _______ Period ______

1. Name a process that you have used to a solve problem in the past, and then explain how the use of this process was beneficial. What is the engineering design process? Provide details about it use and benefits. (4 points)

2. Given an incline of 30 degrees, what formula could be used to find the coefficient of friction between wood and rubber? How is the angle used to calculate the distance an object travels on an inclined plane? Is there additional information needed to calculate an exact value for the coefficient or distance? (4 points)

3. What are two conclusions that could be drawn given the following data? Explain, using domain specific terminology and references to the data that provide evidence for supporting your answer. (4 points)

Materials μs μkSteel on Steel 0.74 0.57Aluminum on Steel 0.61 0.47Copper on Steel 0.53 0.36Rubber on Dry Concrete 1.0 0.8Rubber on Wet Concrete 0.3 0.25Wood on Wood 0.25 - 0.5 0.2Glass on Glass 0.94 0.4Teflon on Teflon 0.04 0.04Teflon on Steel 0.04 0.04Waxed Wood on Wet Snow 0.14 0.1Waxed Wood on Dry Snow 0.10 0.04Metal on Metal (lubricated) 0.15 0.06Ice on Ice 0.1 0.03Synovial Joints in Humans 0.01 0.003Very Rough Surfaces 1.5

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4. A 15kg block is at the bottom of an inclined plane. If the incline is at an angle of 15o with respect to the floor, how much work would be necessary to move the block up the incline a vertical distance of 4m? How much power would be used if it took 4 minutes to move the block that distance?A. 58.86J, 2.45WB. 588.6J, 2.45WC. 5.886J, 24.5WD. 588.6J, 245W

5. A 70kg skier is going down the side of a mountain with an elevation of 10,500ft. Suppose the mountain has an average slope of 52 degrees with respect to the flat ground, and the coefficient of kinetic friction of the skies on the snowing surface is 0.001. List five forces acting on the skier? (5 points)Note: 1ft = 0.305m

6. Chan is standing 20 feet from the base of a building with a 60-foot tall wall. How far is the base of Chan to the building’s top? Show how you found the answer by providing a drawing, an equation, or a description. Round your answer to the nearest hundredth. (2pts)

7. Maratha is standing 100 feet from the base of the Virunga Mountain in Africa, and looking at its peak at an 89.49719782-degree angle. She measures five feet from the ground to her eyes. What is the calculated height of the mountain?A. 11395B. 11390C. 11405D. 11400

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Appendix B: Pre-Test Answer Key & Problem Rubrics

1. Answers will vary based on individual experiences.

2. Use the Pythagorean theorem, sin, or cosine to find the length of the hypotenuse. Ff=μFN Therefore, the mass of the object, the surfaces in contact, and the angle of incline would be needed.

3. Answers will vary, examples:µs

glass and rubber on concrete resist motion the best joints resist motion the least µk copper slides best on steelrubber doesn’t slide well on concrete Teflon slides as well on steel as it does on itselfjoints in humans slide easiest.

4. B

5. 1 point each: Normal Force (422.8N) Frictional Force (0.4228N)Gravitational Force (541.1N)Parallel Force (686.7N)Perpendicular Force (422.8N)(*Directions for all of them*).

6. a2 + b2= c2

60² + 20² = C²

C = 63.25

7. D

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Appendix C: Cornell Note SheetName ____________________________________ Date _______ Period ______

Question Notes/Answers to the Question

Summary:

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Appendix D: Engineering Roles

Team Name ______________________________________________________

After assigning each team member an engineering role, place his or her name on a line below.

Structural Engineer:

Team Member: __________________________________________________________

Work with the analysis and design of structures, which support or resist loads. These engineers work with the analysis and design of buildings and non-building structures such as machinery, medical equipment, and vehicles.

Mechanical Engineer:

Team Member: __________________________________________________________

Applies the ideas of physics and materials science for the analysis and design of mechanical systems. Mechanical engineers design and build engines, power plants, structures and vehicles both large and small.

Chemical/Materials Engineer:

Team Member: __________________________________________________________

Applies the physical and chemical properties of materials and substances to analyze and design new materials for structures and systems. Chemical and material engineers can be split into two broad subgroups including 1) design, manufacture, and operation of plants and machinery in industrial chemical and related processes; and 2) development of new or adapted substances for products ranging from foods and beverages to cosmetics to cleaners to pharmaceutical ingredients, among many other products.

Environmental Geochemical Scientist/Engineer:

Team Member: __________________________________________________________

Applies the physical sciences (e.g. chemistry, physics, geology) and life sciences (e.g. biology, biochemistry) to environmental problems and issues. Environmental geochemical scientists and engineers apply scientific research and engineering principles to modern day environmental problems around the globe.

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Appendix E: Region Guided Internet Research

Name ____________________________________ Date _______ Period ______

With your team, reference the following websites as you answer the questions below.

http://whc.unesco.org/en/list/63/

http://www.infoplease.com/atlas/country/uganda.html

http://www.state.gov/r/pa/ei/bgn/2861.htm

http://www.state.gov/r/pa/ei/bgn/2823.htm

1. How many active volcanoes are in the Virunga Mountain range? Name them.

2. What three nations that boarder the Virunga Mountain range?

3. What kind of terrain and vegetation is on the Virunga Mountain range? How will the terrain impact your design?

4. Find a city or village in Uganda near the Virunga Mountain range and describe the area and the people who live there?

5. Find a city or village in Rwanda near the Virunga Mountain range and describe the area and the people who live there?

6. Find a city or village in Democratic Republic of the Congo near the Virunga Mountain range and describe the area and the people who live there?

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Appendix F: Region Guided Internet Research - Sample Answers

1. 2, Mount Nyiragongo and Mount Nyamuragira

2. Rwanda, Uganda and Democratic Republic of the Congo (DRC)

3. The terrain in the Virunga Mountains is hilly and muddy and is made up of dense vegetation. Answers to part 2 will vary.

4. Answers may vary, see websiteExample: Arua Uganda, most people are poor living in rural areas.

5. Answers may vary, see websiteExample: Ruhengeri Province of Rwanda, most people are poor living in rural areas.

6. Answers may vary, see websiteExample: Goma DRC, most people are poor living in rural areas.

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Appendix G: Simple Machines Guided Research

Name ____________________________________ Date _______ Period ______

With your team, reference the following websites as you research and answer the simple

machines and frictional forces questions below.

http://www.edinformatics.com/math_science/simple_machines/mechanical_advantage.htm

http://www.fi.edu/pieces/knox/automaton/simple.htm

http://atlantis.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm

1. What is the function of a simple machine?

2. What is mechanical advantage and why is it useful?

3. List the name and function of the six simple machines.

4. Which machines do you think your team can use for your transportation device? Explain.

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Appendix H: Forces and Friction Guided Internet Research

Name ____________________________________ Date _______ Period ______

Website Resource:http://library.thinkquest.org/16600/intermediate/force.shtml

http://www.wolframalpha.com/

1. What is the Normal Force?

2. What is the Frictional Force?

3. What is the difference between Static and Kinetic (or Sliding) friction?

4. What is the normal force of a 4.0kg object that is resting on a flat wooden table? What is the frictional force if the coefficient of static friction is 0.4? Show all work, including free body diagrams.

5. Suppose your transportation prototype has a mass of 2.0kg. If it is sliding up the testing incline, which is at a 37o angle with respect to the horizontal, what are the normal force and the frictional force? The coefficient of static friction is 0.1. Show all work, including free body diagrams.

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Appendix I: Simple Machines and Forces and Friction Guided Internet Research - Sample Answers

Sample Answers: Simple Machines1. To provide a mechanical advantage when performing a task

2. In physics and engineering, mechanical advantage (MA) is the factor by which a machine multiplies the force put into it.

3. Inclined Plane – To move objects vertical distances by providing a long path at a low angle. This requires less force to move the object. Example: Ramp Wedge – This is used separate two objects. Example: Knife, Axe Lever – A rigid object which uses a fulcrum to provide a mechanical advantage.

They can come in three different classes. Example: Seesaw, Wheelbarrow, Human Arm

Screw – Is a wedge or inclined plane wrapped around an interior shaft. The function is similar to the inclined plane which increases the distance of the applied force, but reduces the work. Example: A screw, Lid on a bottle or jar

Wheel and Axel – Involves two wheels, a small wheel (axel) which is attached to the larger wheel. By moving either of the wheels, the other will spin with a different torque. Example: Screwdriver, Bicycle

Pulley – a circular lever which rotates around its fulcrum. Example: Crane, Bike Chain

*Note: Even though the design process has not necessarily been started this question will help students apply this research to their brainstorming, and initial thoughts.

Sample Answers: Forces and Friction

1. The force that acts perpendicular to and away from the contact surface of an object.

2. The force which opposes motion of an object when the object is in contact with another material. The size of the force is affected by the materials that are in contact.

3. Static refers to non-moving objects, Kinetic refers to moving objects

4. Ff=μFNFN=-mg = -4.0kg (-9.81m/s2)=39.24NFf=(0.4)(39.24N)=15.70N

5. Ff=μFNFN=mgcos(θ)=2.0kg(9.81m/s2)cos(37o)=15.67NFf =μFN = 0.1(15.67N)=1.567N

**Free Body Diagram should include gravity, the normal force, and the frictional force acting opposite to the motion of the object.

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Appendix J: The Engineering Design ProcessThis representation of the engineering process is a first order approximation of what actually happens in an engineering task. The actual process is much less linear, often going from later steps in the cycle back to earlier steps as new information is gathered.

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STEP 6test and evaluate

the solution(s)

STEP 7communicate the

solution(s)

STEP 8redesign

STEP 4select the best

possible solution(s)

STEP 5construct a prototype

STEP 3develop possible

solution(s)

STEP 2 research the need or

problem

STEP 1 identify the need or

problem

1. Identify the need or problem Specify and prioritize requirements and constraints to better define the need or problem

2. Research the need or problem Examine current state of the issue and current solutions Explore other options via the Internet, library, interviews, etc.

3. Develop possible solution(s) Brainstorm possible solutions Draw on mathematics and science Articulate the possible solutions in two and three dimensions Refine the possible solutions

4. Select the best possible solution(s) Determine, using simple analysis, which solution(s) best meet(s) the original requirements

5. Construct a prototype Model the selected solution(s) in two and three dimensions

6. Test and evaluate the solution(s) Does it work? Does it meet the original design constraints?

7. Communicate the solution(s) Make an engineering presentation that includes a discussion of how the solution(s) best

meet(s) the needs of the initial problem, opportunity, or need Discuss societal impact and tradeoffs of the solution(s)

8. Redesign Overhaul the solution(s) based on information gathered during the tests and presentation

Appendix K: Engineering Design Challenge and Guide

Name ____________________________________ Date _______ Period ______

Engineering Design Challenge:Members of a village in Uganda have trouble moving goods, materials, and themselves across the rough terrain and the mountainous area. Currently, people of all ages, even some handicapped, are moving heavy loads without any type of assistance. A request has been made for your engineering design team to design a transportation system prototype for carrying people, goods, and materials from one area to another, without the use of electricity. It is necessary that your team present your prototype in the form of a brief presentation explaining the design process and effectiveness of your scaled prototype of the transportation device.

Essential Question: What is the most efficient way for people of the Virunga Mountains, boarding Rwanda, Uganda, and the Republic of the Congo (DRC) in Africa, to transport people and goods over steep terrain?

Prototype Testing: Make any attachments to the Inclined Plane Triangle (3’-4’-5’) that is necessary for their

prototype to function, or prepare the prototype to take weight and begin its ascent to the top. Add 5 lbs to the prototype in one-pound increments. Turn on the prototype and proceed with the testing. Calculate the amount of work the prototypes did during the testing: Calculate the amount of power the prototypes used:

1. In your own words, identify and explain the need or problem defined in the engineering design challenge. In order to better meet the challenge, specify and prioritize requirements and constraints to better define the given need or problem.

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2. Research the need or problem. State the current state of the issue and current solutions to the problem. Use your research on the Mountain Gorillas, geology of the habitat, and simple machine notes to provide evidence.

Why are we concerned about the mountain gorillas? On what continent, in which country, and in what habitat are they located? What obstacles do these specifics create (political and engineering)? How will this design challenge lead to a solution that will help save gorillas?

Why do we use simple machines? State the types of simple machines and explain how they are used. What simple machines could be used for your prototype?

Choose one simple machine. Use the “key concepts” in your notes to explain, in detail, how it works. Use domain specific vocabulary (work, force, effort, mechanical advantage, etc.).

Choose a second simple machine. Use the “key concepts” in your notes to explain, in detail, how it works. Use domain specific vocabulary (work, force, effort, mechanical advantage, etc.).

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3. Suggest possible solutions to the need or problem. Explain what solutions you generated during brainstorming, draw on mathematics and science for your team to discuss and determined if ideas are helpful, problematic, or too complex

4. Draw a detailed and labeled design plan for your team’s selected solution. Be sure to account for the incline plane’s slope, forces acting on your transport system, and include a free body diagram. Then construct a prototype.

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5. In the box below, design a method for collecting data to evaluate your prototype’s effectiveness. Calculate the incline plane’s slope, forces acting on your transport system, and include a free body diagram. Test and record results on your designed data collection method below.

6. Communicate your solution. Together as a team, plan a presentation that includes how the prototype meets the needs of the initial problem. Suggest ways in which the prototyped could be made into an actual transportation system, include actual materials that could be used (keep in mind materials available in the area). Discuss possible societal impacts and tradeoffs of the solution.

7. Ideas for redesign. Explain what you would do to improve your design based on information gathered during the tests.

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Appendix L: Google SketchUp - Shortcut SheetOne of the best things about Google SketchUp 8 is that you can use it to create 3-D models much more quickly than with other modeling programs. You can really turn up the speed on your creations with the following shortcuts for using SketchUp's tools.

To Do This Task Here's the Best Way—Navigate—Orbit with your mouse Hold down scroll wheelZoom with your mouse Roll scroll wheelPan with your mouse Hold down Shift and the scroll wheel—Draw—Draw an edge a certain length with the Line tool Type a length and press EnterSnip off an edge at the last place you clicked Press the Esc keyLock your current direction with the Line tool Hold down the Shift key while drawing with the toolChange the number of sides in a circle, arc, or polygon Type a number, then type s, and press EnterDraw a circle or an arc of a certain radius Type a radius and press Enter after you draw a circle—Select with the Select tool—Add or subtract from what you've selected Hold down ShiftSelect everything that isn't hidden Press Ctrl+A (Command+A on the Mac)Select everything inside a selection box Click and drag from left to rightSelect everything touched by a selection box Click and drag from right to leftSelect all faces with the same material Right-click and choose Select→All with Same Material—Move with the Move tool—Move a certain distance Type a distance and press Enter after you moveForce Auto-Fold (tell SketchUp it's okay to fold) Press Alt (Command on the Mac)Lock yourself in the blue (up and down) direction Press the up arrow or down arrow key—Copy with the Move and Rotate tools—Make a copy with the Move or Rotate tools Press Ctrl (Option on the Mac)Make multiple copies in a row Make a copy, type a distance, type x, and press EnterMake multiple copies between Make a copy, type a number, type /, and press Enter—Hide and Smooth with the Eraser tool—Hide something Hold down Shift and click with the EraserSmooth something Ctrl+click with the Eraser (Option+click on the Mac)Unsmooth something Hold down Shift+Ctrl and click with the Eraser (Shift+Option on the Mac)

—Push/Pull and Offset—Make a copy of the face you're push/pulling Press Ctrl (Option on the Mac) and use the Push/Pull toolRepeat the last distance you push/pulled Double-click a face with the Push/Pull toolRepeat the last distance you Offset Double-click a face with the Offset tool—Scale with the Scale tool—Scale about the center Hold down Ctrl (Option on the Mac) while scalingScale uniformly (don't distort) Hold down Shift while scalingScale by a certain factor Type a number and press EnterMake something a certain size Type the size and the units and then press Enter—Apply materials with the Paint Bucket tool—Sample a material from a face Hold down Alt (Command on the Mac) and click the face with the tool

Paint all faces that match the one you click Hold down Shift while you click—Create guides—Tell the Tape Measure or Protractor tool to create a guide Press Ctrl (Option on the Mac) and click with the tool—Walk around your model with the Walk tool—Walk through things Hold down Alt (Command on the Mac)Run instead of walk Hold down Ctrl (Option on the Mac)Get taller or shorter instead of walking Hold down ShiftChange your eye height Select the Look Around tool, type a height, and press EnterChange your field of view Select the Zoom tool, type a number, type deg, and press Enter

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How to Boost Your Productivity in Google SketchUp 8Google SketchUp 8 makes modeling accessible and easy compared to high-end modeling programs, but creating a model can still take time. As you create your models in Google SketchUp, you'll come to appreciate the following timesaving techniques.

To divide an edge into a number of shorter edges:1. Right-click an edge with the Select tool.2. Choose Divide from the context menu that pops up.3. Type the number of segments you'd like and press Enter.

To resize your whole model based on one known measurement:1. Select the Tape Measure tool.2. Press Ctrl (Option on a Mac) until you don't see a + next to your cursor.3. Measure a distance; click once to start measuring, and again to stop.4. Type a dimension for the distance you just measured and press Enter.5. Click Yes in the dialog box that pops up.

To set up your own keyboard shortcuts:1. Choose Window→Preferences (File→Preferences on the Mac).2. Click the Shortcuts panel.

Keyboard Shortcuts for Common Google SketchUp 8 ToolsGoogle SketchUp 8 offers keyboard shortcuts for the tools you use most often as you create models. To select the tool you want, simply press the letter that's indicated in the following table.

Tool Shortcut Key

Line L

Eraser E

Select Spacebar

Move M

Circle C

Arc A

Rectangle R

Push/Pull P

Offset O

Rotate Q

Scale S

Zoom Extents Shift+Z

Paint Bucket B

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Appendix M: Decision Analysis Matrix

Team Name ______________________________________________________

Design 1 Design 2 Design 3Criteria Weight Rank Value Rank Value Rank Value

1

2

3

4

5

6

7

8

9

10

Total

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Appendix N: Teachers Aid to the Decision Analysis Matrix

Decision Analysis Techniques in Engineering DesignMethod of Weighted Factors

By: Margaret Pinnell, PhD

This method of decision analysis can be used whenever a difficult choice must be made such as choosing a college or a certain product, etc.  Step-by-step instructions for using

this method as a tool for assessing design plan ideas are provided below.

Identifying the objectives and constraints for a particular topic can assist in make a final decision.  Safety should always be on the list, but some other items might include

aesthetics, cost, ease of maintenance, performance (ability to function as intended), recyclability, etc.

Instructions for using the matrix:

1. Determine the relative importance of each of these objectives and constraints, and rank them from 1 – 10 with 10 being the most important and 1 being of little importance (may be nice to have, but doesn’t really matter).  All constraints will be rated a 10.

2. As a team, discuss each conceptual design, and rank the designs from 1-n in its ability to meet the identified objectives or constraints.  For example, if you are analyzing three different designs, you will rank those designs from 1-3, with 3 being the best and 1 being the least.  In some cases, the designs may have equal performance and they might get the same rating, an example of this is shown below.

3. For each design, multiply the attributed (objective or constraint) weighting factor by the rank, and add up a total score.

4. The design that has the highest score may be considered the “best.”  Keep in mind though, that there is a significant amount of subjectivity to this approach, so if two designs have very close values, you may want to consider these designs a little more deeply.

An example is provided below for purchasing a car.  This was done through the eyes of a college student who is looking for a new car to transport her from home to school.  The ranking was done without any research, but certainly actual values could be obtained from reliable resources regarding relative safety, cost, gas mileage etc.  If this information is available, this research should be done, but this is just a quick example.  The college student, with input from her parents, identified the following factors that would help her decide which car to purchase.  They decided that safety was, by far, the most important factor.  

Since this was for a college student, cost-related issues including price of the car, cost of upkeep/maintenance and gas mileage were all very important as well.  The student didn’t really have more than a suitcase that she would need to carry, so cargo room was not that important, but would be nice to have in case she did have some larger things to bring home.  Also, since she only needed the car to last her through her 4 (or 5) years in college, the “life span” of the car was only marginally important.  The college student protested regarding aesthetics, after all, she wanted a cool ride, so aesthetics were pretty important to the student.  The student considered three cars available at a dealer close to her home.

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Resultant Sheet:

Results of this decision analysis suggest that car 1 is the best choice for the student. However, had these factors been weighted differently, the results might have changed.

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Appendix O: Engineering Design Process Rubric

Team Name ______________________________________________________

1 2 3 4

Prototype Function

Prototype carries and transports less than 2 lbs.

Prototype carries and transports 2-3lbs.

Prototype carries and transports 3-5lbs.

Prototype carries and transports more than 5 lbs.

Prototype’s Incline

(hypotenuse)

The prototype moves the load less than 2 feet up the incline.

The prototype has the ability to transport the load 2-3 feet up the incline

The prototype has the ability to move the load up 3-5 feet

The prototype has the ability to move the load up to the top of the incline (5+ feet)

Safety

The prototype has safety issues that interfere with more than one of the testing procedures.

The prototype has safety issues that interfere with one of the testing procedures.

The prototype safely transports the load up the incline. Minor loss of parts, sharp edges, or pieces to injure is evident. Motor is utilized properly and safely.

The prototype safely transports the load up the incline. No loss of parts, sharp edges, or pieces to injure is evident. Motor is utilized properly and safely.

Calculations

Force, work, and power calculations contain major inaccuracies for each of the mass and time scenarios. Work is shown.

Force, work, and power calculations contain minor inaccuracies for each of the mass and time scenarios. Work is shown.

Force, work, and power calculations are accurate for each of the mass and time scenarios. Work is shown.

Force, work, and power calculations are accurate for each of the mass and time scenarios. Work is shown and reasoning is fully explained.

Force Diagrams

At least one force acting on the prototype are represented on the diagram(s).

At least two forces acting on the prototype are represented on the diagram(s).

All forces acting on the prototype are represented on the diagram(s).

All forces acting on the prototype are represented on the diagram(s). All work used to calculate forces is shown.

Total:

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Appendix P: Presentation Rubric

Team Name: ______________________________________________________

Presentation Title: ______________________________________________________

1 2 3 4

Accuracy

Some content throughout presentation is accurate. There are major factual errors, which make presentation confusing.

Content throughout presentation is accurate. There are minor factual errors.

Content throughout presentation is in-depth and accurate. There are no factual errors.

Content throughout presentation is in-depth and accurate. There are no factual errors evident. Multiple references are made to research conducted.

Organization

Information is sporadic with no logical sequencing evident. However, it is evident the engineering design process was followed.

Information is logically sequenced relative to the engineering design process. Two or more pieces of information are out of place.

Information is organized in a clear, logical manner relative to the engineering design process.

Information is organized in a clear, logical manner relative to the engineering design process. It is easy to anticipate the next piece of information.

Relevancy

Presentation provides an unclear understanding of challenge, but includes future design improvements. Content is not consistent with the essential question.

Presentation includes information needed to provide an understanding of challenge, including future design improvements. Content is consistent with the essential question.

Presentation includes information needed to provide an understanding of challenge, including future design improvements and suggestions for materials for constructing actual transportation system. Content is consistent with the essential question.

Presentation includes all information needed to provide an in-depth understanding of and need for the challenge, including future design improvements and suggestions for materials for constructing actual transportation system. Content is consistent with the essential question.

Graphics

Graphics are not related to content and lack citations.

Graphics are not related to content or lack citations.

Graphics are related to content and contain citations.

Graphics are related to content and contain citations. Graphics demonstrate the progression of the engineering design process.

Delivery

Member(s) speaks at a rate and volume difficult to understand. Heavily relies on reading the presentation.

Member(s) speaks at a rate and volume understood. Proper grammar is utilized and eye contact maintained rarely due to reliance on reading the presentation.

Member(s) speaks at a rate and volume easily understood. Proper grammar is utilized and eye contact maintained occasionally. Presentation periodically engages audience.

Member(s) speaks at a rate and volume easily understood. Proper grammar is utilized and eye contact maintained. Presentation engages audience.

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Appendix Q: Technical Brief

Engineering Design Process

Background on Design: Where/When do engineers design?:

Roles in the designing of the product: Designer-Clarifies what the client really wants and translates it into a form that is useful to

him/her as an engineering designer. Client-The person, group, or company that wants a design conceived, can be internal or

external in relation to the company. User-The person (or set of people) who will actually use whatever is being designed. Problem or Project Statement The designer’s first task is to clarify what the client really wants and to translate it into a form

that is useful to them as an engineering designer. Design-Motivated by a client

Detailed Design: Choices and procedures are well understood because more general design issues have

already been resolved Conceptual Design Designer-Client Triangle Recognize the interests of the three players might not always be the same Consider the consequences of such differences could mean more than financial problems

resulting from a failure to meet users’ needs. Teams Engineering problems are multidisciplinary

Vocabulary on Engineering Design: Design (noun)-A mental project or scheme in which means to end are laid down; the

arrangement of elements that go into human productions(verb)-To conceive a plan out in the mind; to devise for specific function or end

Designing is about people planning and creating ways to produce things that achieve some known goals

Engineering Design- A systematic, intelligent process in which designers generated, evaluated, and specify, designs, for devices or processes whose forms and functions achieve clients’ objectives and users’ needs while satisfying a specified set of constraints.

Form-The shape and structure of something as distinguished from its material Function- the action for which a person or something is specially fitted or used for which a

thing exists; one of a group of related actions contributing to a larger action Means- An agency, instrument, or method used to attain an end Objective-Something toward which effort is directed; an aim or end of action Constraint- the state of being checked, restricted, or compelled to avoid perform some action.

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Design Process: A process of questioning Design tasks Establish the client's objectives Identify the constraints Establish functions Establish requirements Generate design alternatives Model and analyze the design Test and evaluate the design against

its objectives and its constraints Refine and Optimize Document the design process and

communicate the completed design Clarifying the client's objectives is a

crucial part of an engineering design

(Engineering Community Gardens, 2012)

Challenge:

Background on Virunga Mountains:

Virunga is also spelled Birunga and is a volcanic range in east-central Africa, extending about 50 miles along the borders of Democratic Republic of the Congo, Rwanda, and Uganda. The range runs east-west.

It includes eight major volcanic peaks; the highest is Karisimbi at 14,787 feet. The six volcanoes of the center and east are extinct.

The Virunga Mountains rose out of densely populated plateaus that are inhabited mostly by Rwandan cultivators and cattle herders.

(Virunga Mountains, July 10 2012)

One of the dormant/extinct volcanos is Mount Gahinga lying on the border between Rwanda and Uganda. Mount Gahinga is approximately 11,400 feet tall and means “little pile of stones”.

(Mount Gahinga, July 10 2012)

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Simple Machines: Work is performed/created by applying a force over a distance. These simple machines

create a greater output force than the input force; the ratio of these forces is the mechanical advantages of the machine. These machines can be used together to create even greater mechanical advantage.

Lever:o Simple machine that consists of a rigid object and a fulcrum.o Applying a force to one end of the rigid object causes it to pivot about the fulcrum,

causing a magnification of the force at another point along the rigid object.o 3 classes of levers:

1st class Lever: ex. seesaws

2nd class Lever: ex. wheelbarrow

3rd class Lever: ex. baseball bat

(The Lever, nd)

o Mechanical advantage = LE / LR LE = length from fulcrum to effort LR = length from fulcrum to resistance (load)

Wheel and Axle:o Circular device that is attached to a rigid bar in its centero A force applied to the wheel causes the axle to rotate, which can be used to magnify the

force.o Ex. ferris wheels, tires, rolling pinso Mechanical advantage = rw /ra

o rw = wheel radiuso ra = axle radius

Gears:o A gear may actually be considered as a lever with the additional feature that it can be

rotated continuously.o Basic relationship for gears includes the number of teeth, the diameter, and the rotary

velocity of gears.o Gear ratio = number of teeth of large gear / number of teeth of small gearo Driver = gear hat is closer to the source of powero Driven Gear = gear that receives power from the driver

(Zhang, Finger, Behrens, no date)

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Inclined Plane:o A plane surface set at an angle to another surface.o Same amount of work by applying the force over a longer distance.o Ex. rampo Mechanical advantage = L/H

L = slope length H = inclined plane height

Wedge:o A double-inclined plane that moves to exert a force along the lengths of the sides.o Force is perpendicular to the inclined surfaces, so it pushed two objects apart.o Ex. knives, chisels, door wedgeo Mechanical advantage = L/H

L = slope length H = wedge thickness

Screw:o A shaft that has an inclined groove along its surface.o By rotating the screw, the force is applied perpendicular to the groove, thus translating a

rotational force into a linear one.o Ex. hardware screw and bolto Mechanical advantages = C/Pitch

C = circumference Pitch = screw pitch

Pitch = 1/TPI (TPI = threads per inch)

Pulley:o A wheel with a groove along its edge, where a rope or cable can be placed.o It uses the principle of applying force over a longer distance, and also the tension in the

rope or cable, to reduce the magnitude of the necessary force.o Mechanical advantage = total number of strands supporting the load

(Jones, 2012)

Vectors and Forces: A vector quantity is a quantity which is fully described by both magnitude and directions. A scalar quantity is a quantity which is fully described by only its magnitude. Vector quantities include displacement, velocity, acceleration, force and moments. Vector quantities are represented by scaled vector diagrams which depict a vector by use of

an arrow drawn to scale in a specific direction. Vectors are used to depict the forces acting upon an object; such diagrams are known as

free-body diagrams. Co-ordinate systems:

o Cartesian System = usual axis with horizontal (x) and vertical (y) axiso Polar Co-ordinate System = radius (r) and an angle from the x axis in the direction of

the y axis Vectors can be manipulated graphically or using algebraic methods. Two or more vectors are added head to tail to form a resultant.

(Beardmore, 2011)

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To solve for the resultant, use Pythagorean Theorem where c2 = a2 + b2

Use this same technique and the angle to find the resultant’s components when the length of c and the angle is known.

It is convenient to represent a vector as a single bold letter e.g. A. It is also convenient to separate the magnitude of the vector from its direction. This is done by use of a unit vector e.g. e which has unit magnitude and has direction. A is then written as Ae. The modulus A written as | A | is the size of the vector and is positive.

In the Cartesian co-ordinates the unit vectors in the x,y & z directions are identified as i, j & k. Therefore a vector A can be broken down into its components... A = A x i + A y j + A z k<

The modulus | A | 2 = A x2 + A y

2 + A z2

Adding two vectors A + B is conveniently done by adding the components in the x, y, & z directions. A + B = (A x + B x) i + (A y+ B y) j + (A z + B z ) k.

It is clear that for free vectors A + B = B + A Multiplying a vector by a scalar does not alter its direction. x .A = x. A x i + x. A y j + x. A z k

The scalar product of two vectors A and B is formally defined as |A| .|B| Cos θ where θ is the smallest angle between the vectors..

The cross product of two vectors A and B is formally defined as |A| x |B| Sin θ where θ is the smallest angle between the vectors... The resultant vector is in a direction orthogonal to plane of containing the two manipulated vectors as defined by the right hand rule.

(Beardmore, 2011)

Forces: Force can be defined as a push or a pull. (Technically, force is something that can accelerate

objects.) Force is measured by N (Newton). A force that causes an object with a mass of 1 kg to accelerate at 1 m/s is equivalent to 1 Newton.

Net force is the sum of all forces acting on an object. For example, in a tag of war, when one team is pulling the tag with a force of 100 N and the other with 80 N, the net force would be 20 N at the direction of the first team (100 N - 80 N = 20 N). The 80 N is negative because it is traveling in the opposite direction of the 100 N.

Newton’s First Law of Motion or Law of Inertia: in an inertial reference frame an object will remain at rest or move with constant velocity when there is no net force acting on it.

Newton's Second Law talks about an object that has net force. It states that when the net force acting on an object is not zero, the object will accelerate at the direction of the exerted force. The acceleration is directly proportional to the net force and inversely proportional to the mass. F= ma

F is the net force in N m is the mass of an object in kg a is its acceleration in m/s2

Newton’s Third Law: when one object applies a force on a second object, the second object applies a force on the first that has an equal magnitude but opposite direction.

The normal force acts on any object that touches surface (either directly or indirectly). It always acts perpendicularly to the surface. The formula to calculate the normal force isFN = -mg FN is normal force in N m is the mass of the object in kg g is gravitational force in m/s2

Friction is the force that acts between two objects in contact because of action-reaction. The force of frication can be calculated by the formula Ff = µFN

Ff is the force of friction in N µ is the coefficient of friction - the value of µ depends on surface you are dealing with FN is the normal force in N

(Oenoki, 1997)

Work and Power: Work is the transfer of energy by a force

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o Work is a scalar quantity measured in Joules (J)o Work can be expressed through the equation:

W=F|∆x|cosθo Where W is the work, F is the force being applied, |∆x| represents the magnitude of the

displacement of the point of application of the force, and θ represents the angle between the direction of the force and displacement vectors. *Note: If the force is applied perpendicular to the displacement, no work is done on

the object. Ex: A person who is holding a box steady while walking forward does no work on

the box. Power is work applied over a period of time.

o Power is a scalar quantity measured in Watts (w)o Power can be expressed through the equation

P=Wt

o Where P is power, W is work, and t is the amount of time work is done. o Power can also be expressed through terms of force and velocity:

P=F ¿∨¿ v ¿o Where P is power, F ¿∨¿¿represents the force being applied parallel to the velocity, and v

is velocity of the object which the force is being applied(Tipler, 2008)

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