APPLIED TECHNOLOGY & ENGINEERING
Maglev Train Project
Name: ______________________________________
Date: __________________ Grade: ____ Section: ___
Maglev Train Project
DESIGN CHALLENGE
>> Design and build a magne/cally levitated train that can hold twenty (20) pennies and glide down a track, without ge?ng stuck.
Criteria
Constraints
Your prototype must have...
Your prototype must stay within these boundaries:
• A chassis with 4 magnets underneath

• Room for 20 passengers (pennies) in such a way that 
they can be seen individually or easily removed for 

coun>ng. They cannot be tossed inside the car
• A shape that fits on the maglev track 
Maximum length: 20 cm (front to back)
Maximum width: 6.5 cm (side to side)
Maximum height: No restric>ons
Train suspension must be 100% magne>cally levitated. The train must operate without being pushed, touched, or otherwise interfered with once in place at the star>ng
Approved Materials
Key Points
One (1) foam block
Four (4) magnets
Cardboard
Glue
Balsa wood
Plas>c
*NOTE: Materials will NOT be given out un>l a drawing is submiPed with different views and an explana>on of the design choice. Points will be lost if replacement parts are needed.
•
•
•
•
•
•
•
•
•
The higher the the vehicle levitates off the track,
the better it performs.
The load (weight) should be distributed evenly.
Vehicles that ride level do very well.
Magnets need to be positioned directly over the
rails to make the chassis balanced.
Key Terms
•
•
•
•
•
A=rac?on-­‐ pulling together of the magnet forces-­‐ unlike poles of the magnet aPract Magne?c field -­‐ the space around a magnet where the magne>c force is significant Magne?c force -­‐ the force with which a magnet aPracts or repels a metal Magne?c poles -­‐ the ends of a magnet where the magne>c force is greatest (north and south
Repulsion-­‐ pushing away of the magnet forces-­‐ like forces repel Class Compe>>on
On compe>>on day:
•
•
The track will be elevated to a height of 1-2 m.
Each competitor will be given three attempts at racing. Vehicles stalled on the track will be disqualified for
that run.
2
E
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 solu>ons that improve our way of life.
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Project Title: __________________________________________
Start date: ______________________
(,!)&Group Members: ______________________________________
End date: ______________________
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Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
HANDOUT 0-2
3
ENG I NEER
I NG
de s i g n
P ro c e s s
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 boPle, 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.
STEP 1: Iden?fy the Need
Project Title: __________________________________________
2: Research Start date: STEP ______________________
Group Members: ______________________________________
End date: ______________________
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.
Tasks
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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.
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4
ENG I NEER
Step
2
I NG
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DIRECTIONS: Write an open response to this engineering situa>on. It will help you think about and analyze essen>al engineering principles contained in this project.
P ro c e s s
Project Title: __________________________________________
Start date: ______________________
The diagram below shows a Formula 1 racing car. Many forces act together on the rEnd
acing date:
car so ______________________
it can move safely at high Group
Members:
______________________________________
speeds on a racetrack.
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Using the copy of the diagram below, draw arrows to show how the forces of thrust, drag, and gravity act on the racing car as it moves
forward on a racetrack. (It should look like the plane example at the bottom)
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a) Label each arrow as thrust, drag, or gravity.
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ISOMETRIC drawings are 3D drawings (show three sides). In the boxes below, draw
SIX DIFFERENT ISOMETRIC drawings (see example) of possible prototypes for this project.
Try it on-­‐line: hPp://connectedmath.msu.edu/CD/Grade6/Ruins/index.html
I NG
ENG I NEER
Step
de s i g n
P ro c e s s
3
Teaching Aid Master 18
Project Title: __________________________________________
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Group Members:Possible
______________________________________
Start date: ______________________
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______________________
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Teaching Aid Master 18
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6
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Teaching Aid Master 18
Isometric Dot Paper
Possible Prototype #5
Possible Prototype #5
© Prentice-Hall, Inc. All rights reserved.
Briefly explain this idea:
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Multiple-Use Classroom Resources
18
Teaching Aid Master 18
Isometric Dot Paper
Possible Prototype #6
Possible Prototype #6
© Prentice-Hall, Inc. All rights reserved.
Briefly explain this idea:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Multiple-Use Classroom Resources
18
7
ENG I NEER
I NG
Step
4
de s i g n
List your top three choices from pages 7 & 8 and iden>fy their advantages and dis-­‐advantages. Engineers call these TRADE-­‐OFFS.
P ro c e s s
Project Title: __________________________________________
Example
Start date: ______________________
Advantages of this prototype
Prototype # ______
wheels on the back of the car will provide Group Members: ______________________________________ + big End
date: ______________________
more power
+ bePer trac>on with the floor
Advantages (+)
+ will look cool
Tasks
Sub-Goal
Disadvantages (-­‐)
!# ;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*:
Who’s Responsible?
Disadvantages of this prototype
@)9+#2"87)/<#'"0"*#
-­‐more weight which might slow it down
-­‐it takes more energy to move bigger wheels so
there will be less power to push the car
@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#
&'()*#",#.5+#$"4
Prototype # ______
@)9+# 03)75&2# &8)0+*#A# .+4.# ,"3#.5+#
"#$%#",#.5+#$"4
Advantages (+)
Prototype # ______
Advantages (+)
Goal
!"#$%&'(#)#*+',*.)/(&/0#1#*&(+(#
2+3+)'#$"4#.5).#6&''#
)77+)'#."#)#.)30+.#
8)39+.:
Disadvantages (-­‐)
Tasks
Sub-Goal
!# B 3 " > & ( +# 2 " / * % 8 + 3 *# 6 & . 5#
&/,"38)?"/# )$"%.# .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.#&/,"
D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#
Disadvantages (-­‐)
(+*&0/#$3&+,G
D/,"#,"3#+,-./ 0123#7)/+'#E*++#7:F#&/#
(+*&0/#$3&+,G
D/,"#,"3# .89/#)2/:8..8;/ 7)/+'*#
E7:F#&/#(+*&0/#$3&+,G
!"#$%&#'(')'*+,-%.,
/.%0"1*,23#4#
! " # $ % " &' $ ( #' % )'
*+),#")%-.+' /#*' $(01'
% )' 2 * 3 2 % 0 ., 1 #'
022#4,.%)(%"&' 1(+''
Iden/fy Tasks
&#0.5 which prototype you’ve chosen to build and describe why you think its the best solu;on.
Prototype # _____
602(' 1+04' 4+4-+*'
43)1' (07+' 0' ),+2%82'
10)95'
:0 ) 9 )' ) ( # 3 . ;' - +'
+7+".<' ;%7%;+;' 0";'
3)+' 1(+' ;%=+*+"1'
) 1 * + " & 1 ( )' + 0 2 ('
,+*)#"' (0)' 1#' &+1'
1(+4';#"+5
67 + * < # " +' ) ( # 3 . ;'
3 ) 5 3 + #' ( 0 7 +'
)#4+1(%"&'1#';%6
Sub-Goal
!# @)/%,)2.%3+# )# 1#*&(+(#$"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:
Who’s Responsible?
Who’s Responsible?
Cut-out box template
Assemble and glue box edges
together
H7().+#.+)8#(3)6&/0
8
ORTHOGRAPHIC drawings show six different views of an object. Follow the examples
below and draw your prototype from the front, back, lec, right, top and boPom.
I NG
ENG I NEER
Step
5
de s i g n
Checklist:
!"#$%&"'()*+,"'-).&/+%0+1%234+5
THESE DRAWINGS SHOULD NOT BE DONE FREE-­‐HAND!
!
P ro c e s s
(Drawings can b! e computer generated [Google sketch-­‐up] and aEached to this page)
YES I uTitle:
sed rulers and drawing templates Project
__________________________________________
!"#$%
",-.%
Start date: ______________________
*+!%
YES Each view is centered in the work space
EXAMPLE*
YES IMembers:
made lines that are sharp, dark and crisp
Group
______________________________________
YES I erased completely any smudge marks or stray lines
YES I labeled the major parts (magnets) with neat prin;ng
YES I showed where the pennies are located
FRONT VIEW
Sub-Goal
!# ;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*:
End date: ______________________
&#%%#/
&'()
Tasks
%#0
Who’s Responsible?
!
#$%&'(!)*+,-'(.!*/!01123!4+/-(!5678',(7-.
@)9+#2"87)/<#'"0"*# BACK VIEW
Copyright 2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
!
HANDOUT 2-5
""!
@)9+# 03)75&2# &8)0+*# A# .+4.# ,"3#.5+#
&'()*#",#.5+#$"4
@)9+# 03)75&2# &8)0+*# A# .+4.# ,"3#.5+#
"#$%#",#.5+#$"4
Tasks
Goal
!"#$%&'(#)#*+',*.)/(&/0#1#*&(+(#
2+3+)'#$"4#.5).#6&''#
)77+)'#."#)#.)30+.#
8)39+.:
!"#$%&#'(')'*+,-%.,
/.%0"1*,23#4#
! " # $ % " &' $ ( #' % )'
*+),#")%-.+' /#*' $(01'
% )' 2 * 3 2 % 0 ., 1 #'
022#4,.%)(%"&' 1(+''
&#0.5
602(' 1+04' 4+4-+*'
43)1' (07+' 0' ),+2%82'
10)95'
:0 ) 9 )' ) ( # 3 . ;' - +'
+7+".<' ;%7%;+;' 0";'
3)+' 1(+' ;%=+*+"1'
) 1 * + " & 1 ( )' + 0 2 ('
,+*)#"' (0)' 1#' &+1'
1(+4';#"+5
LEFT SIDE VIEW Sub-Goal
!# B 3 " > & ( +# 2 " / * % 8 + 3 *# 6 & . 5#
&/,"38)?"/# )$"%.# .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.#&/,"
D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#
RIGHT SIDE VIEW
(+*&0/#$3&+,G
D/,"#,"3#+,-./ 0123#7)/+'#E*++#7:F#&/#
(+*&0/#$3&+,G
D/,"#,"3# .89/#)2/:8..8;/ 7)/+'*#
E7:F#&/#(+*&0/#$3&+,G
Tasks
BOTTOM VIEW
Sub-Goal
!# @)/%,)2.%3+# )# 1#*&(+(#$"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:
6 7 + * < # " +' ) ( # 3 . ;'
3 ) 5 3 + #'
( 0 7 +'
)#4+1(%"&'1#';%6
* Used with permission from TuOs University CEEO
Who’s Responsible?
TOP VIEW
Who’s Responsible?
Cut-out box template
Assemble and glue box edges
together
H7().+#.+)8#(3)6&/0
9
!"#$%&&
&!"#$%&&
!"#$%&&
&&
ENG I NEER
&
& '"($%&&
'"($%&&
&&
&& '"($%&&
FASTENERS are parts that hold two or more objects together and there are many ways to )*((+,-&./+,-0&.1-$(/$2&
do it. Complete the table below by describing how each type of fastener could be used on )*((+,-&./+,-0&.1-$(/$2&
your & prototype OR on a device or structure around your home.
I NG
ig n
s
e
&&
d
3*0(&4+5$&(/$2$&"2$&6+77$2$,(&8"90&(1&:*(&;<=>&:+$?$0&(1-$(/$2@&(/$2$&"2$&#",9&6+77$2$,(&8"90&(1&:*(&",&1AB$?(&
Step
P ro c e s s
5
3*0(&4+5$&(/$2$&"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:$0&17&7"0($,$20C&&
3*0(&4+5$&(/$2$&"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:$0&17&7"0($,$20C&&
Project
Title: __________________________________________
Start date: ______________________
(1-$(/$2C&;115&"21*,6&91*2&0?/114&",6&91*2&/1*0$&",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($,+,-&",6&
E1#:4$($&(/$&("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,&(/$&A1((1#C&&
E1#:4$($&(/$&("A4$&A$418&712&0?2$80@&,"+40@&,*(0&",6&A14(0@&",6&-4*$C&F+,6&",1(/$2&#$(/16&17&7"0($,+,-&",6&
Group
Members: ______________________________________
End date: ______________________
?1#:4$($&(/$&A4",5&218&1,&(/$&A1((1#C&&
?1#:4$($&(/$&A4",5&218&1,&(/$&A1((1#C&&
Fastening
List three places on your prototype OR around What makes these fasteners ;+0(&"(&4$"0(&(/2$$&1AB$?(0&12&:4"?$0&
G/"(&#"($2+"40&12&B1+,(0&+0&(/+0&#$(/16&
F"0($,+,-&#$(/16&
Method
your home where you could use these fasteners good choices for holding these ;+0(&"(&4$"0(&(/2$$&1AB$?(0&12&:4"?$0&
G/"(&#"($2+"40&12&B1+,(0&+0&(/+0&#$(/16&
8/$2$&91*&71*,6&(/+0&#$(/16&*0$6&
-116&712H&
;+0(&"(&4$"0(&(/2$$&1AB$?(0&12&:4"?$0&
G/"(&#"($2+"40&12&B1+,(0&+0&(/+0&#$(/16&
F"0($,+,-&#$(/16&
F"0($,+,-&#$(/16&
8/$2$&91*&71*,6&(/+0&#$(/16&*0$6&
-116&712H&
to hold two objects together. & Tasks
objects together?
Who’s Responsible?
-116&712H&
& 8/$2$&91*&71*,6&(/+0&#$(/16&*0$6&
&&1.
Screws
!"#$%&'
!"#$%&'
!"#$%&'
'
Sub-Goal
!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#
+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#
)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#
2.
*5+'>+*#,3"8#".5+3#2"87+?."3*:
''
'
''
@)9+# 03)75&2# &8)0+*# A# .+4.# ,"3#.5+#
2.
&'()*#",#.5+#$"4
@)9+# 03)75&2# &8)0+*# A# .+4.# ,"3#.5+#
"#$%#",#.5+#$"4
3.
&
&&1.
()*+&'
Nails
()*+&'
()*+&'
'
&&
@)9+#2"87)/<#'"0"*#
1.
''
2.
'
!"#$%&'(#)#*+',*.)/(&/0#1#*&(+(#
''
2+3+)'#$"4#.5).#6&''#
)77+)'#."#)#.)30+.#
(,-&')./'01+-&'
8)39+.:
Nuts and Bolts
(,-&')./'01+-&'
(,-&')./'01+-&'
'
Sub-Goal
!# B 3 " > & ( +# 2 " / * % 8 + 3 *# 6 & . 5#
&/,"38)?"/# )$"%.# .5+# 73"(%2.=*#
&/03+(&+/.*C#
/%.3&?"/C# )8"%/.C#
3.
&
73+7)3)?"/C#
*."3)0+C# 73&2+C# *7+2&)'#
,+).%3+*C#
$)3# 2"(+C# )# %*+-$<# ().+C#
&&
65"#
1.8)(+# &.C# 65+3+# &.# 2)8+# ,3"8C#
2"87)/<#2"/.)2.#&/,"
''
'
''
2+,$3'4$5$.-3'1#'
602('
1+04' 4+4-+*'
2+,$3'4$5$.-3'1#'
2+,$3'4$5$.-3'1#'
1-6$#'7/6$&*8$&'
Eyes
43)1'
(07+'Screw 0' ),+2%82'
1-6$#'7/6$&*8$&'
10)95'
1-6$#'7/6$&*8$&'
:0 ) 9 )' ) ( # 3 . ;' - +'
+7+".<' ;%7%;+;' 0";'
3 ) +' 1 ( +' ; % =+ *+ "1'
) 1 * + " & 1 ( )' + 0 2 ('
,+*)#"' (0)' 1#' &+1'
1(+4';#"+5
1.
Tasks
Goal
!"#$%&#'(')'*+,-%.,
/.%0"1*,23#4#
! " # $ % " &' $ ( #' % )'
*+),#")%-.+' /#*' $(01'
% )' 2 * 3 2 % 0 ., 1 #'
022#4,.%)(%"&' 1(+''
&#0.5
3.
&
&&
'
''
67+
* < # " +' ) ( # 3 . ;'
7.1-6$#'9$-61/'
3 ) 5 3 + #'
( 0 7 +'
7.1-6$#'9$-61/'
7.1-6$#'9$-61/'
Zipper
)#4+1(%"&'1#';%6
'
'''
'''
'''
''&
&&
&
D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#
2.
(+*&0/#$3&+,G
D/,"#,"3#+,-./ 0123#7)/+'#E*++#7:F#&/#
3.
&
(+*&0/#$3&+,G
&&
1.
D/,"#,"3# .89/#)2/:8..8;/ 7)/+'*#
E7:F#&/#(+*&0/#$3&+,G
2.
2.
&3.
&&
1.
&
&&
Sub-Goal
!# @)/%,)2.%3+# )# 1#*&(+(# $"4#.5).#&*#
*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#
2.
73".+2.#.5+#
73"(%2.# (%3&/0# *5&77&/0#
."# .5+# 3+.)&'+3# )/(# 73".+2.# .5+#
2"/.+/.*#(%3&/0#&.* #'&,+?8+# 6&.5#.5+#
2"/*%8+3:
&3.
&&1.
Who’s Responsible?
Tasks 3.
Who’s Responsible?
Cut-out box template
1.
2. box edges
Assemble and glue
together
3.
H7().+#.+)8#(3)6&/0
&
&&
2.
1.
2.
10
3.
&&
Copyright
2008 Tufts University Center for Engineering Educational Outreach and LEGOengineering.com
Copyright 2008
2008 Tufts
Tufts University
University Center
Center for
for Engineering
Engineering Educational
Educational Outreach
Outreach and
and LEGOengineering.com
LEGOengineering.com
Copyright
3.
HOMEWORK 1-1
HOMEWORK 1-1
1-1
HOMEWORK
10
EN
G I NEERI NG
Step
5
de s i g n
P ro c e s s
PROPERTIES are characteris>cs that different materials possess. Engineers choose materials based on their proper>es. Think about your prototype OR some device at home and list a material for each property. Explain why the property is a good choice. Check out this web site for specific examples: hPp://www.pbs.org/wgbh/buildingbig/lab/forces.html
Project Title: __________________________________________
Start date: ______________________
Group Members: ______________________________________
Identify a specific material on your End date: ______________________
Why is this material a
prototype OR on something at home that has this property
Properties
good choice?
(What will it do?)
Tasks
ex: wood for a chair
Sub-Goal
Strength
•Tension: can be stretched
•Compression: can be squeezed
•Shear: ability to resist sliding
•Torsion: can be twisted
!# ;3+).+# 03)75&2# &8)0+*# .5).# )3+#
+<+-2).25&/0# ."# .5+# .)30+.# 8)39+.#
)/(# 6&''# *.)/(# "%.# "/# .5+# 3+.)&'+3=*#
*5+'>+*#,3"8#".5+3#2"87+?."3*:
Who’s Responsible?
ex: r
esists c
ompression w
hen someone sits on on it
@)9+#2"87)/<#'"0"*#
@)9+# 03)75&2# &8)0+*# A# .+4.# ,"3#.5+#
&'()*#",#.5+#$"4
@)9+# 03)75&2# &8)0+*# A# .+4.# ,"3#.5+#
"#$%#",#.5+#$"4
Elas?city
The ability to stretch, flex and return to an original size and shape
Tasks
Goal
Plas?city
!"#$%&'(#)#*+',The ability to flow into a new *.)/(&/0#1#*&(+(#
shape u
nder pressure and to 2+3+)'#$"4#.5).#6&''#
remain in that shape when )77+)'#."#)#.)30+.#
the f8)39+.:
orce is removed
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.#&/,"
!"#$%&#'(')'*+,-%.,
Hardness
/.%0"1*,23#4#
!"#$
% " &' $
% )' cuts, The ability to (r#'esist *+),#")%-.+' /#*' $(01'
scratches and dents
% )' 2 * 3 2 % 0 ., 1 #'
022#4,.%)(%"&' 1(+''
&#0.5
602(' 1+04' 4+4-+*'
43)1' (07+' 0' ),+2%82'
10)95' Toughness
@)/%,)2.%3+# )# 1#*&(+(# $"4#.5).#&*#
:0 a
) bility 9 )' ) (t#
;' - +'
The o 3r.esist breaking !#
*.%3(<# )/(# *+',-*.)/(&/0C# )/(# 6&''#
+7+".<' ;%7%;+;' 0";'
3 ) +' 1 ( +' ; % =+ *+ "1'
) 1 * + " & 1 ( )' + 0 2 ('
,+*)#"' (0)' 1#' &+1'
1(+4';#"+5
6 7 + * < # " +' ) ( # 3 . ;'
3 ) 5 3 + #'
( 0 7 +'
Fa?gue
)#4+1(%"&'1#';%6
D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#
(+*&0/#$3&+,G
D/,"#,"3#+,-./ 0123#7)/+'#E*++#7:F#&/#
(+*&0/#$3&+,G
D/,"#,"3# .89/#)2/:8..8;/ 7)/+'*#
E7:F#&/#(+*&0/#$3&+,G
Tasks
Sub-Goal
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:
Who’s Responsible?
Who’s Responsible?
Cut-out box template
Assemble and glue box edges
together
H7().+#.+)8#(3)6&/0
The ability to resist constant flexing or bending 10
11
ENG I NEER
Step
5
I NG
de s i g n
Follow the building guide and sugges>ons below, as well as your ORTHOGRAPHIC drawings on page 9 to build your prototype.
P ro c e s s
Project Title: __________________________________________
Start date: ______________________
! 1. Mark Your Magnets
!
the______________________
"Car"
Group Members: ______________________________________ 2 Make
End date:
Mark one pole on all of your magnets so you
• Follow your production drawing and
later can lay them down with the same pole
shape the “car” the way you want it.
facing upwards:
Don’t forget to leave
room
for the
Tasks
Who’s
Responsible?
• Stick your magnets all together in one
pennies.
Sub-Goal
@)9+#2"87)/<#'"0"*#
long stack.
• DO NOT, DO NOT, DO NOT remove
• Use a marker to!#make
"X" on
the flat
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1210
ENG I NEER
Step
5
I NG
de s i g n
Fill out an engineering log acer each building class. This is an official record of your progress and par>cipa>on as well as your understanding of engineering principles.
P ro c e s s
Project Title: __________________________________________
Start date: ______________________
Group Members: ______________________________________
End date: ______________________
EXAMPLE
Tasks
Sub-Goal
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LOG
#1 Date: _________________
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__________________________________________
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Tasks
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__________________________________________
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1310
Describe what you did today; tools that you used; materials that you used, parts you worked on, design changes and problems.
Make a labeled drawing (or paste a picture taken w/your phone) of your prototype or the parts you worked on.
LOG #2 Date: _________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
YES I used complete sentences to describe my progress
YES My drawing is large enough and centered in the space
YES My descrip;on is neatly wriEen and legible
YES My line quality is sharp and precise (no smudges)
YES I described how I used specific tools and materials
YES Labels and measurements are OUTSIDE the drawing
Describe what you did today; tools that you used; materials that you used, parts you worked on, design changes and problems.
Make a labeled drawing (or paste a picture taken w/your phone) of your prototype or the parts you worked on.
LOG #3 Date: _________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
YES I used complete sentences to describe my progress
YES My drawing is large enough and centered in the space
YES My descrip;on is neatly wriEen and legible
YES My line quality is sharp and precise (no smudges)
YES I described how I used specific tools and materials
YES Labels and measurements are OUTSIDE the drawing
14
Describe what you did today; tools that you used; materials that you Make a labeled drawing (or paste a picture taken w/your phone) of used, parts you worked on, design changes and problems.
your prototype or the parts you worked on.
LOG #4 Date: _________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
YES I used complete sentences to describe my progress
YES My drawing is large enough and centered in the space
YES My descrip;on is neatly wriEen and legible
YES My line quality is sharp and precise (no smudges)
YES I described how I used specific tools and materials
YES Labels and measurements are OUTSIDE the drawing
Describe what you did today; tools that you used; materials that you Make a labeled drawing (or paste a picture taken w/your phone) of used, parts you worked on, design changes and problems.
your prototype or the parts you worked on.
LOG #5 Date: _________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
YES I used complete sentences to describe my progress
YES My drawing is large enough and centered in the space
YES My descrip;on is neatly wriEen and legible
YES My line quality is sharp and precise (no smudges)
YES I described how I used specific tools and materials
YES Labels and measurements are OUTSIDE the drawing
15
ENG I NEER
Step
I NG
These are the official results of your prototype’s performance that will help you make decisions and design changes during the project.
de s i g n
ro c e s s
P
Project Title: __________________________________________
6
Start date: ______________________
Maglev Distance/Time Trials
End date: ______________________
Group Members: ______________________________________
Trial
Distance
(m)
1
2
3
Time
(sec.)
# of
Pennies
Sub-Goal
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Moved forward and
straight w/o
Tasks
rubbing side
rails
Moved forward &
rubbed side rails
Got stuck on
track
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Who’s Responsible?
Who’s Responsible?
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Assemble and glue box edges
together
H7().+#.+)8#(3)6&/0
What the changes did
1. _____________________________________
1. _____________________________________
2. _____________________________________
2. _____________________________________
3. ____________________________________
3. _____________________________________
10
16
I NG
ENG I NEER
Step
7
de s i g n
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 ques>on; “Would YOU buy it?”
P ro c e s s
Project Title: __________________________________________
Start date: ______________________
My prototype’s performance was: (Check one)
Group Members: ______________________________________
End date: ______________________
___ Exceptional: it worked every time it was tested and needed no repairs
Some reasons for this are:
1. _____________________________________________________________________________
Tasks
Who’s Responsible?
2. _____________________________________________________________________________
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Some reasons for this are:
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1. _____________________________________________________________________________
"#$%#",#.5+#$"4
2. _____________________________________________________________________________
3. _____________________________________________________________________________
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time it was tested and needed
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_____________________________________________________________________________
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ENG I NEER
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6 7Project
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______________________
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17
I NG
ENG I NEER
Step
7
de s i g n
Engineers use something called the Universal Systems Model to describe how a par>cular prototype func>ons and all the resources needed to make it work. Study the diagram and examples below and use them to describe the inner workings of your prototype.
P ro c e s s
Project Title: __________________________________________
Group
Members:
______________________________________
The U
niversal Systems M
odel:
niversal Systems
Model
2.6 Engineering
Design
End date: ______________________
Describing a skateboard
Goal: The goal is to ride the e Universal System Model below to answer the open response
skateboard down the street
Sub-Goal
on.
oal
Start date: ______________________
Tasks
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Input
Process
Output
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Output: The board moves forward and you ride it
Feedback: Informa>on that causes you to make adjustments. (Ex: you see a Feedback
puddle and shic your weight to steer around it) Goal
Tasks
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&'()*#",#.5+#$"4
Input:
Sub-Goal
!# @)/%,)2.%3+# )# 1#*&(+(# $"4#.5).#&*#
*.%3(<# )/(# *+',-*.)/(&/0C#
)/(# 6&''#
Process:
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:
Who’s Responsible?
D/,"#,"3#4567./0123#7)/+'#E*++#7:F#&/#
(+*&0/#$3&+,G
D/,"#,"3#+,-./ 0123#7)/+'#E*++#7:F#&/#
(+*&0/#$3&+,G Maglev Prototype
D/,"#,"3# .89/#)2/:8..8;/ 7)/+'*#
E7:F#&/#(+*&0/#$3&+,G
Tasks
Who’s Responsible?
Cut-out box template
Assemble and glue box edges
together
H7().+#.+)8#(3)6&/0
Output:
10
Feedback:
18
APPLIED TECHNOLOGY & ENGINEERING
Maglev Train Scoring Sheet
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...
•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. (P g.4)
0
1
2
3
4
•I’ll m ake and explain drawings that show different ways to solve a design problem. (P g.6-­‐7) 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. (P g.9) 0
1
2
3
4
• I’ll use the Universal Systems Model to describe the parts that operate my prototype (P g.18) 0
1
2
3
4
The assignments above can be edited and re-­‐scored while the project is on-­‐going.
Final Score
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...
• I’ll list and explain how specific materials can be used on my prototype or in my home. (P g. 10-­‐11)
0
1
2
3
4
>> Engineering Log #1 (P g.13)
0
1
2
3
4
>>Engineering Log #2 (P g.14)
0
1
2
3
4
>>Engineering Log #3 (P g.14)
0
1
2
3
4
>>Engineering Log #4 (P g.15)
0
1
2
3
4
>>Engineering Log # 5 (P g.15)
0
1
2
3
4
• I’ll record my progress and d escribe how I used specific tools and materials to build my prototype.
The assignments above can be edited and re-­‐scored while the project is on-­‐going.
Final Score
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...
•I’ll describe and explain my reasons for the prototype I want to build. (P g.8)
0
1
2
3
4
•I’ll collect and display data about my prototype and use it to evaluate how well it worked. ( P g.16-­‐17)
0
1
2
3
4
• I’ll complete an open response ques;on about technology & engineering (P g.5)
0
1
2
3
4
0
1
2
3
4
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.
Train chassis w/4 magnets that travels the en;re track
Room for 20 passengers (pennies) Maximum length: 20 cm (front to back)
Maximum width: 6.5 cm (side to side)
Final Score
19