Design Tech HL Year 1 Assignments
2012-2013


**** Quarter 1- Fall 2012 ****

Go to Preliminary Task A - IB Design Tech Folder Setup
Go to Preliminary Task B - Student Data Cards
Go to Assignment #1 - Definition of Design
Go to Assignment #2 - The Design Cycle
Go to Assignment #3 - Bad Designs Project
Go to Assignment #4 - The Greatest Invention or Innovation
Go to Assignment #5 - Basic Properties of Materials
Go to Assignment #6 - Introduction to CAD
Go to Assignment #7 - Basic Mathematics of Design
Quarter 1 marks close on Thursday, November 8, 2012


**** Quarter 2 - Fall 2012 ****


Go to Assignment #8 - Stress/Strain Testing & Analysis
Go to Preliminary Task C - Writing a Scientific Lab Report
Go to Assignment #9 - Flowcharting Activity
Go to Assignment #10 - Manufactured Product Analysis
Go to Assignment #11 - Introduction to The Four Pleasures Principles
Go to Assignment #12 - The Ultimate Kitchen Invention
Go to Assignment #13 - Manufacturing Research - Rotational Molding/Vacuum Forming

Quarter 2 marks close on Friday, January 25, 2013.


**** Quarter 3 - Spring 2013 ****

Go to Assignment #14 - Manufacturing Planning - The Kitchen Invention
Go to Assignment #15 - Reading and Response - Planned Obsolescence
Go to Assignment #16 - Introduction to Mechanisms
Go to Assignment #17 - Introducing the Greatest Mechanism (Class of 2011 and later)
Go to Assignment #18 - The Self-Propelled Vehicle (with Lab Report)

Quarter 3 marks close on date TBA

**** Quarter 4 - Spring 2013 ****

Go to Assignment #19 - The Car of the Future
Go to Assignment #20 - Structural Design - STEP IT UP!
Go to Assignment #21 - Preparation for Summer Assignments
Go to Assignment #22 - Review for Final Exam

Last day of regular classes is TBA. School exams given on dates TBA.


Preliminary Task A - Setup of DT Folder on network


1. Log on to the school computer network.
2. Create a new folder on your H: Drive and label it Design Tech HL Year 1.
3. Inside the new folder, create three new folders and name them:

         YourLastName IBDT Labs
         YourLastName IBDT Presentations
         YourLastName IBDT Documents

  A screen shot of the desired layout is shown below.




Preliminary Task B - Student Data Card


1. Using a 5x8 card, please provide Mr. P. or Mr. T. with the following information:

Front side of card


Back side of card




Assignment #1 - Definition of Design (Individual Project)


        - This project must be emailed by 3:00 PM on Friday, Sept. 17th.

      This assignment requires you to develop your own statement answering the question "What is design?"     In completing your paragraph (minimum of 125 words and suggested maximum of 300 words), you must include elements of purpose and describe the design process.     If you use concepts that are not your own, you must cite your sources as well.    Avoid circular definitions (i.e. don't use the word 'design' in the definition of design!) Please note that ABSOLUTELY NO MORE THAN ONE QUOTATION MAY BE USED in your definition and, of course, you must cite the source of the quotation. You may rephrase the words of others, but no "wholesale cut and paste" will be tolerated. As a starting point, you may want to look at some of the websites under Designers and the Design Cycle on the Main Links page of this site.

Here is a video to help you get started with your definition of design:



And here is a second video to expand your thinking in regard to what is involved in the design process:




Click here to access a website that presents multiple concepts that may be helpful to you.

Minimum requirements - (Use the checkboxes on the left to keep track of what you have completed.)

       1. View the linked videos in preparation for your writing.
       2. Read the linked documents in preparation for your writing.
       3. Write your definition and save the Word file on your drive in your Assisgnments folder as "YourLastName_Definition_of_Design.

Assignment #2 -The Design Cycle (Individual Project)





The IB Design Cycle (for use by Class of 2009 and later)

1. General notes in regard to each stage of the Design Cycle Model (DCM)

  Identifying or clarifying a need or opportunity:
   
  • The context of the problem is described and a concise brief stated
  • This stage may begin with a problem, an identified need, a market opportunity, a demand, a desire to add value to an existing product, or a response to opportunities created by technological developments.
  • The initial problem is a collection of constraints, requirements, and possibilities
  • From this collection, the designer must form a coherent pattern

  Researching stage (analyzing, researching, and specifying):
   
  • Developing the specification begins with an initial set of specifications
  • The specifications are then refined to culminate in a final product design specification (PDS)

  Generating Ideas:
   
  • Divergent thinking is used to consider ways the problem may be solved.
  • The starting point for developing ideas is the design specifications.
  • Proposals and ideas should be evaluated against the specifications.
  • Relevant research used to rate the ideas in terms of their usefulness.
  • A variety of approaches should be used, and different possibilities explored and analysed, before deciding on the most suitable solution.

  Developing the Chosen Solution:
   
  • A final concept is developed taking into account the conflicting needs of the manufacturer and the user, and the requirement of the design as set out in the specifications.
  • A complete proposal is developed based upon the research and the designer’s personal ideas.
  • This stage involves detailed drawings (of a style relevant to the task).

  Realizing a Solution:
   
  • This involves the completion of a tangible initial solution to the problem.
  • Manufacturing techniques may be used to develop the final outcome.
  • The final outcome could be a functional prototype or a limited run manufactured product.

  Evaluating:
   
  • The final outcome is tested and evaluated against the requirements set out in the specification.
  •    
  • Recommendations for modifications to the design are made.
  •    
  • A reiteration process should now begin (Remember, the DCM is cyclical, not linear!)

Need an acronym to help you remember the order of the Design Cycle? Here you go...

I Realize Great Designs Rarely Exist

3. Play Mr. Patterson"s Design Cycle Game by clicking   here (coming soon.)

Assignment #3 - Bad Designs Project (Small Team Project)


Overview - Our environment surrounds us with thousands of products that are the end result of a designer's work. All of us have used products which, as the result of our positive experience with the product, have come to envision as a marvelous example of design. But, each of us also has plenty of familiarity with products that fall short of our performance expectations for those products. We may generally refer to such instances as examples of "bad design."



Purpose
    The purpose of this project is to select products that exemplify poor or flawed design standards, methods, or components and document these shortcomings with text and photographs (optional.)     Following this, the student will describe where in the design cycle they believe the error or oversight occurred and how it could have occurred. Finally, the student will outline corrective actions that could be taken to eliminate this poor design element from future versions of the product or system.

       (Click here  to see the detailed procedures for the Bad Designs Project.

         - This project is due on Thursday, September 22nd



Assignment #3A - Failed Inventions Video Questions



1. What reason would you give as the primary cause of failure of the mechanical television?

2. What are two examples of radical or cutting-edge design in automobiles in the 21st century?

3. Why do you believe each of these automobile inventions failed to become innovations?

4. What was unique about Preston Tucker's vision of his new automobile design for the 21st century?

5. In your opinion, what would have needed to happen for the Ampicar to have become an innovation?

6. In what ways did the failed Aerocar have a positive impact on car technology that followed?

7. In what ways was the F85 Goblin an example of radical design?

8. If the rocket belt had been successful in its development, what impacts could this have had on our society today?

9. What was the intended initial purpose of the rocket belt?

10. What are two reasons that explain the failure of the rocket belt?

11. what explanation could you provide for the manufacture of 55,000 Sherman tanks that were filled with design flaws?

12. Could Goliath have influenced the outcome of World War II? Why or why not?

Assignment #4 - The Greatest Invention or Innovation (Individual Project)


"I think all great innovations are built on rejections."
            Louis-Ferdinand Céline



invention -1. The process of discovering a principle. (IBO) 
                            2. A technical advance in a particular field often resulting in a novel product. (IBO)

innovation - The business of putting an invention in the marketplace and making it a success. (IBO)

      In this assignment you will select an invention or innovation  that has demonstrated significant influence on our technological culture. Then, after declaring your selection with Mr. Patterson (no duplicates permitted), you will describe the design process/procedures that were used to develop this innovation, analyze its product life cycle (indicating whether the product is in the early, mature, late stages), and highlight the impact of the product on society. In addition, be certain to describe how this innovation demonstrates incremental  and/or  radical design. Finally, you will create a PowerPoint presentation that will be presented to the class. The detailed requirements for this presentation are given below.


Minimum requirements - (Use the checkboxes on the left to keep track of what you have completed.)

       1. Select your topic (duplicate topics will not be permitted.)
       2. The PowerPoint presentation must have a minimum of 6 slides and no more than 12 slides.
       3. Your presentation should be no less than 6 minutes and no more than 8 minutes in length.
       4. Your presentation should place significant emphasis on the impact of this technology on society.
       5. Your presentation should explain whether this is an example of incremental or radical design
          and explain why this is the case. In the event that both radical and incremental progressions occurred,
          explain the nature of these design changes in the product and state how the cumulative effect has made this a better product.
       6. Your presentation should explain whether this product/technology was an invention or an innovation and why.
       7. You must describe the stage that this product or innovation is at in the product life cycle.
       8. Explain whether or not you found evidence that the designer/inventor followed either formally or informally the DCM
          (Design Cycle Model) in bringing this from concept to actual product or application.
       9. Conclude your presentation with a quotation from the inventor or development team that conveys to us the
          original intent of the inventor or the complexity of the process (s)he/they went through in bringing this concept
          to actual existence or implementation.
       10. You will present in front of the class on the following dates:

            Mod 2 will present on Thursday, Oct. 2nd and Friday, Oct. 3rd.

            Mod 4 will present on Thursday, Oct. 2nd and Monday, Oct. 5th.

       11. Presentations will be made by chronological order of topics.
       12. Your design layout must be legible.
       13. Include a title screen with your topic, your name(s), IB Design Tech Year 1, and the date on it.
       14. Your presentation should include text + graphics. Minimize the amount of text on each screen.
       15. All text and graphics which are not your own should be fully cited on the final slide.
       16. Your presentation should not be a reading of text from your slides.
       17. After presenting, please submit any presentation notes or outlines you have worked from to Mr. Patterson for IA inclusion.

      Click here  to read about a real innovator, Akio Morita, the man who made Sony a recognized brand everywhere!

      Click here  to read about the product life cycle.

      Looking for even more details in regard to the PLC? Click  here


Fall 2010 Presentations - Mod 2 (selected Friday, 9/24)
4,000 B.C. Clock Sarah R. Presented 10/4
3,600 B.C. Mattress Maya W. Presented 10/4
900 B.C. Shoes Taylor B. Will present Mon. 10/4
1 B.C. Thermometer Bryanda R. Presented 10/4
1 B.C. Umbrella Francia R. Presented 10/4
600 A.D. Toilet Paper Shannon K. Presented 10/4
1100 Knitting Monica H. Will present Mon. 10/4
1600's Chair Ben B. Will present Mon. 10/4
1735 Eraser Sydney L. Will present Mon. 10/4
1744-1777 Screwdriver Courtney L. Will present Mon. 10/4
1817 Bicycle Brittany B. Will present Mon. 10/4
1877 Motion Pictures Dan T. Will present Wed. 10/6
1879 Light Bulb Gabe V. Will present Wed. 10/6
1880 Structural Steel Sam B. Will present Wed. 10/6
1903 Airplane Josh C. Will present Wed. 10/6
1908 Clothes Washing Machine Adonis R. Will present Wed. 10/6
1938 Jet Engine Tyler B. Will present Wed. 10/6
1938 Comic Books Patrick B. Will present Wed. 10/6
1942 Duct Tape Geneva B. Will present Wed. 10/6
1946 Color Television Jonathan W. Will present Wed. 10/6
1947 Video Games Colin K. Will present Wed. 10/6
1957 Internet Jacque-Leen T. Will present Wed. 10/6
1969 UNIX Jake P. Will present Wed. 10/6
1973 Cell Phone Yashoda G. Will present Wed. 10/6
2001 IPod Stephanie A. Will present Wed. 10/6


Fall 2010 Presentations - Mod 4 (selected Friday, 9/24)
4,000 BC Books Alex C. Will present Wed. 10/6
2,300 BC Sword Denzel C. Will present Wed. 10/6
224 Battery Shawn M. Presented 10/4
1268 Eyeglasses Chris C. Will present Wed. 10/6
1752 Lightning Rod Matt Ca. Presented 10/4
1823 Lighter Matt Ce. Will present Wed. 10/6
1855 Cocaine Joe N. Will present Wed. 10/6
1879 Incandescant Light Bulb Kaleb F. Presented 10/4
1883 Photovoltaic Cell Dan G-M Presented 10/5
1886 Coca Cola Navindra N. Will present Wed. 10/6
1908 Model T Ford Daniela V. Will present Wed. 10/6
1909 Military Aircraft Kevin R. Will present Wed. 10/6
1915 Assembly Line Greg L. Will present Wed. 10/6
1916 Radio-Controlled Military Aircraft Steve W. Presented 10/5
1927 Television Nateena R. Will present Wed. 10/6
1938 LSD Keturah V. Presented 10/5
1942 Duct Tape Jordan Z. Will present Wed. 10/6
1946 Popcorn Maria L. Will present Wed. 10/6
1957 Space Exploration Briana V. Presented 10/5
1967 CAT Scan Adrianna B. Will present Wed. 10/6
1973 Cell Phone Becca B. Will present Wed. 10/6
1983 Camcorder Victoria V. Will present Wed. 10/6
2010 I-Pad Alexis H. Presented 10/5
TBA Internet Devon B. Will present Wed. 10/6



      Overview - In this assignment you will select four (4) consumer products to analyze by material properties. After declaring each object with Mr. Patterson (no duplicates will be permitted), you will analyze the product to determine five (5) essential properties the designer had to take into consideration in selecting the materials from which to manufacture the object.

Rules to follow for the assignment:
  • You may use each aesthetic, chemical, and other property only once in the entire assignment
  • The mechanical properties may be used more than once if appropriate, but avoid using the same property for each object)
  • You must use a minimum of 10 different mechanical and physical properties in the assignment.
  • Use the terms high, medium, or low to indicate the desired degree of the property in the product
  • Make certain you write your justification as a complete sentence
  • Each object must be analyzed using at least 3 properties that are IB properties.
  • Each object must be analyzed using a total of 5 properties
  • Extra credit will be given to two objects that are analyzed using only IB properties

Categories for Objects

Object 1 - Pocket sized object
Object 2 - Desktop item (something typically found on or in a desk.)
Object 3 - Furniture or decoration (typically found inside a home.)
Object 4 - Kitchen or Workshop device or tool

Please note: No duplicate objects are permitted to be selected in your class.

Project Format

A word processed document is the preferred format for this assignment. Here is an example of the format that will be used to analyze the products you select:

      Properties of Materials Lab                               Date here                                        Your Name Here

      Object No. 1
      Object Name:
      Brand or Manufacturer:
      Model No. -
      Picture of object: (use digital camera or Internet)

      Specific Materials - ___________ , ____________
      Material Category - ___________ , ____________

      #     Property Name (Category)       Degree of Property                Justification

      1.     Whatever property                 Whatever degree            Justify as a complete sentence.

      2.     Whatever property                 Whatever degree            Justify as a complete sentence.

      3.     Whatever property                 Whatever degree            Justify as a complete sentence.

      4.     Whatever property                 Whatever degree            Justify as a complete sentence.

      5.     Whatever property                 Whatever degree            Justify as a complete sentence.


        Click  here  to see the IBDT Material Properties Matrix .

        Click  here  to see a list of various materials that are commonly used in products.

Here is a chart displaying the IB properties as well as the non-IB properties:

Need help remembering these? Check out the text in blue...
Physical PropertiesPatterson
DensityIBDidn't
Electrical ResistivityIBEven
HardnessIBHear
Thermal ConductivityIBThe
Thermal ExpansivityIBThunder
Melting PointNon-IB
Softening PointNon-IB
Maximum Service TemperatureNon-IB
Mechanical PropertiesMy
Tensile StrengthIBTeacher
ToughnessIBTook
Stiffness (Flexure Strength)IBShelter
DuctilityIBDirectly
Compressive StrengthNon-IB
Shear StrengthNon-IB
Torsion StrengthNon-IB
BrittlenessNon-IB
MalleabilityNon-IB
Fatigue StrengthNon-IB
CreepNon-IB
Percent ElongationNon-IB
Wear ResistanceNon-IB
Chemical Properties
Corrosion ResistanceNon-IB
CombustibilityNon-IB
SolubilityNon-IB
Aesthetic PropertiesAlways
TasteIBTaste
TextureIBThe
SmellIBSalsa
AppearanceIBAnd
ColorIBChips
Other Properties
CostNon-IB
AvailabilityNon-IB

If the material is a plastic, does it have a recycling mark to help you determine
                      the type of plastic?  Click  here  to see what type of plastic is indicated by the recycling mark.



Assignment #6 - Introduction to CAD (Individual Activity)




        Graphic courtesy of PTC.com


Overview - CAD (or CADD) stands for Computer-Aided Design and Drafting. CAD programs differ from painting and drawing programs in that the ability to work to a high degree of precision is an essential part of the program.

A paint program lets you work pixel by pixel (with an array of pixels) to edit the image. If the picture shows a person and a building, there is no logical distinction between them - its just an array of colored dots that you can manipulate with painting tools.

A draw program goes a step further - it is composed of separate entities or objects, such as circles, lines, etc. It may provide facilities to group these into "car" and "building", but the final result is still an image described in terms of its appearance on paper, rather than by mathematical definition.

A CAD program introduces the concept of real-world measurement. A car or building can be drawn as if it were life-size, and later configured and scaled for printing on paper at any desired scale. Useful measurements (dimensions) may be obtained from the CAD drawing and they should properly correspond to the real world object, if the drawing was created correctly. The information that comprises a CAD design is geometric and, with newer programs, algebraic data. By defining the drawing using these data types, the ability to use the computational power of the computer is made possible. For example, an engineer might design from a three-dimensional approach and allow the software to interpret and build the orthographic (multiview) portion of the drawing.

In this assignment , you will begin to work with CAD (Computer Aided Design) systems including AutoCAD and Pro/Desktop. We will work with the two packages because each takes a slightly different approach to design.

Note: As part of the Technology in Schools Program (license #1071), Mr. Patterson is authorized to issue each student one copy of Pro/Desktop version 8 (Sorry, PC versions only are available) for you to take home and use on your home computer. Please ask if you would like a copy to work with at home.

Advantages and Disadvantages of CAD -

Some of the advantages of CAD over manual drafting are:

  • Drawing to scale. In almost all instances the CAD operator will produce a drawing that is drawn actual size. There is no more remembering which scale is which and no need for the continual mind set of , "I am drawing at 1/2" = 1'."
  • Drawing set up time. Being able to have a set of drawings which already have been set up with the proper borders, title boxes, schedules, and any other pertinent information can save hours of layout and lettering time.
  • Drawing efficiently. CAD programs often have built in tools which give the operator the capabilities of saving a great deal of time. For instance, if the operator is working on a drawing which has sixty detailed sprinkler heads distributed across a ceiling, it becomes very time consuming to draw every head one at a time. With a CAD package the operator can draw the head once and then "copy, array, mirror, or offset" as needed. This same drawing "block" or "part" could also be "inserted" into other drawings so that it need never be drawn again.
  • Drawing modifications or revisions. It is very rare that any drawing is completely correct the first time that it is drawn. Modifying drawings is an integral part of any CAD package. To be able to take a drawing , change a line or two, and have it updated in 10 to fifteen minutes, versus manually re-drawing an entire drawing, or "smudging" up a drawing with erasures, has become more important as the need for fast accurate results has increased.
  • Photo quality presentation drawings. Photographic quality presentation drawings may be produced quickly and easily from CAD designs. The appearance of the part using various textures and materials may be easily evaluated.

Some of the disadvantages of CAD compared to manual drafting are:

  • Equipment is expensive. Most CAD systems require a relatively powerful computer and network (for multiple users) in order to function efficiently. The initial cost of the computer equipment may be prohibitive.
  • Software is expensive. Most CAD programs suitable for commercial use cost thousands of dollars per station. The initial cost of the CAD software may be prohibitive.
  • Need to train staff. All CAD programs require users to be trained on the system. This costs employers time in the form of training and money in the form of training costs.



PRO/Desktop Activity


Sample design (BORING!!!!! ) by Mr. Patterson

Your CAD activity will be completed using PRO/Desktop 8. The title of your PRO/Desktop drawing is YourLastNameWasteCan. For this drawing, you will create a 3-D waste container for use in an office.

An entire series of tutorials for learning and mastering PRO/Desktop 8 may be viewed by clicking here.
Choose Online Tutorials from the menu. You must have Adobe Reader or Acrobat to view the files.

Your waste container must meet the following specifications:

     1. The waste can must be able to be packaged for shipping inside a cardboard box
          that has interior dimensions of 12" wide, 12" long, and 24" tall.

     2. The waste can must not have design characteristics that would make it dangerous
          to use (sharp edges) or subject to unnecessary failure (failure by stress concentration.)
          Click  here  to see some basic design principles you should understand .

     3. You should begin the design process by writing a list of at least 4 specifications for your design.
           Remember, specifications must be able to be evaluated for completion. Therefore, "The waste
           container will look really cool and modern." would not be a good specification.

     4. Create a minimum of two concept sketches for the waste container. Add annotation to help understand
           your design. At least one orthographic and one pictorial (isometric or perspective) sketch should be
           developed for each concept. All sketches will be submitted with the final design for assessment.



      Orthographic view of Container                               Isometric view of container

     5. Create a CAD solids model in Pro/DESKTOP including a rendering in an appropriate background.

     6. Select a material that you will use for the manufacture of your waste container. Then, using the
           mass properties capabilities in Pro/D, determine the total mass
         of your finished waste container (this will be given in your lab questions.)

         To see a list of common materials and their properties click here

     7. Develop a 2.5 to 3 minute PowerPoint presentation of your waste container design. Be certain to include
         at least the following items in your presentation:

            a. A minimum of 3 pictorial views of your design.
            b. A list of specifications for your container design.
            c. A description of the best features of your design.
            d. A name for your product and a MSRP for the waste can.


     8. Once you have completed a design as well as a finished rendering for your waste container, please answer the
         following questions using Microsoft Word to create a file named "YourLastName Waste Can Questions".
         Please save this on your H: drive under IBDT Documents.

          a. What are two design procedures you followed to make certain your waste can design was safe for the end user?

          b. What are two design procedures you followed to make certain your waste can design was useful for the end user?

          c. What are two design procedures you followed to make certain your waste can design was durable for the end user?

          d. Your waste can design could have been completed by hand using traditional drawing techniques. In your opinion,
              what are the two most significant advantages of using CAD rather than traditional drawing techniques? Why?

          e. Using the mass properties tool in Pro/DESKTOP, determine the height of the center of gravity (COG) above the bottom
              of the container (floor level.) What is the height of the C of G (Z dimension)? Is this at or below 1/3 the total container height?

          f. Select a shipping container that you will use to package and transport your waste container design.
              Select a size that will minimize wasted space while shipping. Indicate the price of the shipping container.
              Standard cardboard box sizes are available and may be priced by clicking  here.
              Using the technique demonstrated by Mr. Patterson, calculate the packaging efficiency for your container.

          g. Designers almost always will say that they could improve a design if they had more time to work on the design. If you
              had been given more time to work on your waste container, what two modifications or additions would you make
              to improve its quality? Why?


Please note: Your design will be considered incomplete until questions a through g above are answered and the file is saved under "IBDT Documents" on your H: drive!


Quarter 1 Ends


Assignment #7 - Basic Mathematics of Design (Individual Activity)



Overview - In this assignment , you will explore several of the quantitative techniques engineers and designers use to make appropriate design decisions. For example, if a safety engineer knows that a new elevator design will have a total passenger and elevator car weight slightly less than 3,800 pounds, would it be appropriate to use an elevator cable with a 4,300 pound tensile strength? What would happen if two or three additional passengers squeeze into the elevator car? The results could be disastrous!

You will see that designers and engineers don't guess in order to find solutions to a problem. Instead, they most often use quantitative (mathematically based) techniques to arrive at a solution to a design problem. Now, that may sound overly rigid and suggest that designers and engineers would sacrifice aesthetics (qualitative elements) for performance. Well, in some situations, this might be the case. (Let's face it - when you ride in an elevator, your main concern is to be able to move between floors quickly and safely.) In most situations, design is a compromise between the quantitative (performance) and qualitative (aesthetic) characteristics of the product. (The elevator manufacturer wants to make your ride on the elevator a pleasant journey, and the aesthetics of the elevator's interior contribute to the pleasantness of the journey!)

The Concepts - The quantitative design elements that will be studied in this activity include:

    Mass, Density, and Specific Gravity - Click here to see how to calculate density and SG.

    Mechanical Stress (Tensile, Compressive, and Shear) - Click here to see how to calculate stress.

    Factor of Safety - Click here to see how to calculate factor of safety.

    Percent Elongation - Click here to see how to calculate percent elongation.

    Thermal Stress (Coefficient of Thermal Expansion) - Click here to see how to use the coefficient
    of thermal expansion to calculate a change in size resulting from a change in temperature.

    Center of Gravity - The center of gravity calculation may be highly complex. We will use the computational power
       built into our CAD program to determine the center of gravity.
       Click here to learn more about the center of gravity.

Procedures:
1. Determine the desired quantity for each of the following problems (show all of your work for full credit)


Need a calculator? Click on the calculator to access the calculator tool.  Calculator 

    a. A 5.5" square wood column (vertically positioned and referred to as a 6 x 6) is used
       in a basement to carry the load from the floor and partitions above it. Given that the
       load on the column is 73,500 pounds, what is the unit stress (in PSI) that the column
      demonstrates?

    b. Assuming that the maximum or failure stress for the material used in the column above is
      3,200 PSI, what factor of safety was used in this application?

    c. If the wood column were replaced with a hollow steel column that has a 3.5" O.D.
      (outside diameter) and a 3" inside diameter (I.D.), what unit stress (in PSI) would be
      present in the steel column?

    d. If the designer wanted the steel column in problem C to have a factor of safety of 2.5,
       what minimum compressive strength (PSI) would the steel need to demonstrate?

    e. A tensile test specimen has an effective test length of 3.75 inches. During the test, the
      specimen elongates .42 inches before fracturing. What percent elongation did this
      specimen demonstrate?


    f. An elevator cable has been rated for a maximum tensile load of 12,500 pounds. Knowing
      that the factor of safety used in selecting the cable for the elevator application was 1.7,
      what is the load at failure for this cable (in pounds)?


    g. As a garage is being cleaned out, a cylinder of unidentified metal is found. Two IBDT
      students, Ima Dweeb and Ura Goober just happen to be in the neighborhood. Ima and
      Ura take the dimensions of the cylinder and determine that it has a 5 inch diameter and
      19" length. The two students then weigh the cylinder and find that it has a total mass of
      259.89 pounds. After collecting this data, the two young academians disagree in regard
      to the type of material from which the cylinder is made. Ima insists that the cylinder is
      gold (.697 lb./in3) while Ura is convinced that the cylinder is silver (.376 lb/in3).
      Which of these two young "academians" is more likely to earn a college scholarship?
       (You must prove your answer mathematically!)


    h. A polypropylene (plastic) tow rope is being used to tow a water skier. The rope, which
        started out at 75 feet in length stretches out to total length of 84 feet. What
        percent elongation did the tow rope demonstrate?


    i. A 28 ft. long standard steel I-Beam is installed at 60 degrees F. The temperature of
      the beam may be raised as high as 125 degrees F when the furnace beneath it is in use.
      What will be the exact length of the beam when its temperature is increased to this level?


    j. A material has a density of .041 lb./in3. What is the specific gravity of this material and
      will it float, sink, or be semi-bouyant?




    k. Two pieces of material, one steel and the other polystyrene, are glued together. The steel piece is
      a rectangular solid with the dimensions 1/8" x 5" x 11". The polystyrene is also a rectangular solid with the
      dimensions 14" x 16" x 2". Knowing that the steel has a density of .284#/in3 and the polystyrene has a
      density of .0006 #/in3, determine if the assembly will float, sink, or be semi-bouyant.


SG RangeBouyancy characteristics
.94 or lessBouyant (floats)
.95 to 1.05Semi-bouyant
1.06 or greaterSinks (displaces water)


2. Answer each of the following questions using full sentences:

    l. Using appropriate scientific terms, explain how it is possible for a human to lie down on
      a "bed of nails" without doing serious injury to themselves.


Don't try this at home!!!!!!


    m. State and explain 3 examples where a knowledge of physical stress is an essential knowledge
      for professionals in medical fields (i.e. pediatrician, orthopedist, dentist, etc.)

    n. There is an old phrase "...a little knowledge is a dangerous thing." It would seem that
      this is particularly true when it comes to understanding factors of safety. Explain why.

    o. Explain how is it possible that large ocean going vessels (ships), which are made
      of steel (that has a specific gravity approaching 8) are capable of being
      bouyant when steel itself is used as a material for ship anchors.

Assignment #8 - Stress/Strain Testing and Analysis (Group & Individual Project)




     - As a class, we will perform 3 tensile tests using the Universal Testing Machine in E3.
     - Begin this assignment by viewing several online references dealing with stress and strain.

        Click  here  to see a simple animation of a stress/strain test and the curve that develops.


Typical stress/strain curve with key points

        Click  here  to complete an exercise that will help you understand the difference between strength and stiffness.

        Click  here  to read an introduction to Young's Modulus (Modulus of Elasticity).

     - Collect all test data (load and distance between platens) individually in your notebook using the format shown below. Do not lose this data - you will be required to submit is as part of the lab.


     - Calculate all stress and strain values individually.
     - Draw one stress strain diagram with all three materials individually graphed.


Comparison of stress/strain curves for various materials

        Click  here  to see a typical stress/strain curve for a ductile thermoplastic (Lexan or polycarbonate.)

     - Use a french curve to interpolate the data points on the graph.
     - Label the essential elements of each curve using the following key and including:

                ER = ELASTIC RANGE
                PL = PROPORTIONAL LIMIT
                EL = ELASTIC LIMIT or YIELD POINT    (Click  here  to see more details about this.)
                PR = PLASTIC RANGE
                UTS = UTS (Ultimate Tensile Strength) or MAX. STRESS
                MS = MAX. STRAIN
                PF = POINT OF FAILURE or RUPTURE

     - Label the primary axes for STRESS (PSI) and STRAIN (in/in)
     - Color or pattern code the graph with a key for the materials.
     - Calculate the modulus of elasticity (Young's Modulus) for each
       material tested based on the stress/strain data calculated for each specimen.

     - Here is a reference chart of Modulus of Elasticity ranges for various materials:

Tensile Strength and Modulus of Elasticity Values for Various Materials
Material Tensile Strength (PSI) Mod. of Elasticity
or Young's Modulus. (PSI)
Aluminum 12,000 to 63,000 10,300,000
Brass 32,000 to 88,000 12,000,000 to 17,000,000
Copper 32,000 to 66,000 17,000,000
Diamond   170,000,000
Douglas Fir 600 to 1,400 1,700,000
Steel 60,000 to 103,000 30,000,000

     - Write a lab report for this activity using the standard report format.
     - Include the graph and 3 test specimen data charts with your report.
        (Click  here  to see the lab report format.)
        
        
        
        

Assignment #9
Flowcharting Activity (Individual Project)


The Computer Programmer's Wedding Rehearsal


     - Working individually, you will create a flowchart that outlines a common, simple activity. The flowchart will detail the procedural sequence of the activity. The activity should be completed according to common, ordinary standards and accepted procedures (i.e. If you are going to make Jell-O, use water, not seltzer.)

     -Click here  to view a basic tutorial on flowcharts and associated symbols.

Procedures:

     - You must declare the topic with Mr. Patterson before starting.
     - The initial flowchart may be drawn by hand and the final flowchart will be drawn using the computer.
     - A simple solution is to use MS Word (see below) and work with the drawing toolbar.
        A palette of flowcharting symbols is included in MS Word.
     - Both the initial sketch and the final Word file must be submitted for evaluation.
     - Your flowchart must contain a minimum of 4 decision structures and 2 ultimate paths.
     - Use arrowheads to indicate the direction of the flowpath.
     - Keep the text in each element succinct, but of sufficient detail to make the flowpath understandable.
     - Every path must have a definite start and end or loop structure.
     - Use only standard flowcharting symbols to complete this task.
     - Place a title at the top of the flowchart.
     - Place your name at the top right of each page of the document.
        
        

How To Make A Flowchart

1. Determine the process to be defined. Make sure that "scope creep" doesn't appear. This occurs when you start out to flow just a certain process and then end up flowcharting multiple processes! Be concerned only with the scope of the topic you have declared.

2. Decide on the level of detail that's needed. This is important. Is a 10,000-foot level flowchart needed (something that could be seen from an airplane) or do you need one that is from a 100-foot level (the view from the top of a building)? This is called Macro or Micro Flowcharting.

3. Determine the process steps. Brainstorming can accomplish this. At this stage, it is not necessary to have the right sequence. The objective is to obtain all the steps that are thought to be taking place.

4 .Sequence the process steps. Use symbols here. I think that rectangles for basic process steps, diamonds for decisions (yes/no), and lines with arrowheads are sufficient.

5. Compare the flow chart to the actual process (in real time) for validation.

6. Identify those steps that should be targeted for elimination or improvement of the process.

Source of steps: TQIE (Total Quality in Education website)


Flowchart created using Word AutoShapes



Menu path for accessing AutoShapes in Word

"Despite the relative ease of performing flowcharting, there are some obstacles to be aware of. First, the process may not be stable, meaning, it doesn't happen the same way each time.  This is quite possible. Should you encounter this, try to define it the way you believe it is occurring or how it works the majority of the time. Another challenge is that the process is so complex, that trying to gain an understanding is difficult. The advice here is to start small by just perform flowcharting on a portion of the process." (Source: www.tqie.com)



     Overview - Working individually, you will select four (4) manufactured products and analyze them to
                        determine how they were manufactured.  Each product you select should consist of
                        no fewer than two parts and no more than 4 parts. Your overall goal here is to verify
                        that the designers and/or manufacturing engineers made good design decisions in
                        the selection of materials and processes for the product.

     References - You may want to review the basic manufacturing processes by clicking  here to view
                        a basic presentation on manufacturing processes.

                        Also, an excellent website with streaming video and animation called "How
                        Everyday Things Are Made
"  from Stanford University may be viewed by
                        clicking  here .

                              (The site requires DSL/Cable connection speeds or greater as well as the
                                Macromedia FlashPlayer plugin.)

     Procedures -
     - For each product you select, you will write a manufacturing analysis. This will consist of:

          1. What is the name of the object?
               What is the brand of the object?
               What is the model name or model number?

          2. What types of material(s) is it made from? (Use the IB Materials Matrix categories)
            (i.e. timber, metals, ceramics, plastics, fibers, composites)

                      If the material is a plastic, does it have a recycling mark to help you determine
                      the type of plastic?  Click  here  to see what type of plastic is indicated by the
                      various recycling symbols.

          3. What specific materials were used for each of these parts (i.e. nylon, aluminum,
                      stainless steel, white oak, polystyrene, etc.)

          4. What process(es) do you believe was/were used to form the product?

                      A website titled "Design inSite" may help you here. It includes a list of over
                      190 objects that are described by the type of material used to make the product
                      as well as the process. This site is very helpful. Spending some time browsing at
                      this site is a good idea! Click  here to go to Design InSite.

                      Another website titled "How Products Are Made" may also be helpful. It includes 7 "chapters"
                      with approximately 100 products given in each chapter. The products are listed alphabetically,
                      so finding the product you are looking for may require some browsing.
                      this site is a good idea! Click  here to go to How Products Are Made.

          5. Find a graphic or diagram that outlines the basic procedure that was used to form the product.

                     Cite the source of the graphic or diagram and write a 2 or 3 sentence summary of the process.

          6. What indication(s) exist(s) that would lead you to believe this/these process(es) were used?

          7. Why is this process appropriate for this product?

          8. Cite your sources of information, including all pictures and illustrations used.


Guidelines for selection of the four products:

  • Product 1 should be an inexpensive, "everyday" type of item that you use on a daily basis.
  • Product 2 should be a moderately-priced, time-saving device that allows you to perform some task efficiently.
  • Product 2 should be made from a different category of material than product 1 (i.e. metal vs. plastic.)
  • Product 3 should be an object with a complex shape and one that is capable of being recycled.
  • Product 3 should be manufactured using (a) manufacturing process(es) that is/are different from those for Products 1 and 2.
  • Product 4 should be a device that allows consumers to perform a certain task with a higher degree of safety than if the product were not used.


           "The Pie Gate is a neat little kitchen gadget that is a great item to have on hand
if pies and tarts are on your favorite desserts list. It simpy unfolds and can be
inserted into a pie plate where it will sit right up against the side of the pie. From
here, it keeps the filling from oozing out into the plate after the pie has been cut and
keeps it fresh by acting as a barrier between the pie and the air."
          

(Pie Gate source is: http://bakingbites.com/2008/01/pie-gate/)




           "Stripping kernels off a hot cob of corn with a knife can be a dangerous activity - a little slip-up can mean a big cut. And traditional corn strippers can be cumbersome to use, and just as easy to nick your hands on. The OXO Corn Stripper is the new generation of kitchen gadgets, marrying both cool form and functionality. The ergonomic tool fits inside you palm, like a computer's mouse, and makes the task of removing corn nibblets much safer (and quicker). It even catches the kernels in a container with marked measurements that hold up to 1/2 cup."           


-Tasia Rivero, Online Intern (Corn Stripper source is:http://www.wish.ca/blogs/wish/postingcategory/food/)



        The Challenge: Each year, hundreds of new kitchen "gadgets" are developed and manufactured, each one claiming to be a "must have" product or one that you just can't live without any longer! Your task in this lab is to work as a design team, following the design cycle, to research, conceptualize, develop, and present a "new solution to an old problem." Each team member will contribute to the design team in such roles as planner, designer, fabricator, and evaluator.


        DESIGN BRIEF: Your team must write a design brief that will begin to guide
           the team toward a "murky" (but existent) goal for your project. You won't be able
           to develop a good design brief until you (as a team) have clearly identified a problem or a
           need. In order to identify a need, a survey of your intended user group is often a good way to
           obtain a quick, initial assessment of what interests or appeals to consumers.

     - The steps involved in designing and representing the kitchen utensil will include:

           1. Form your design team. Teams must consist of 3 or 4 students (teams of 3 are recommended.) Elect a Design Supervisor for the team. Submit a team list to Mr. Patterson listing the Design Supervisor and design team members.           

           2. Develop an interview form that may be used to collect free response data from the target user group. Be certain to include demographics that might be important to understand about the user group. You might want to start by asking what needs are unfulfilled or what tasks does the individual find to be difficult?           

           3. Administer the survey and bring responses back for group reading and analysis.           

           4. Using Microsoft Excel, create a simple report (using charts) on the survey responses. Be certain to be looking for trends or dominant responses. Are any needs or wishes showing up repeatedly?           


           6. Working as a full design team, develop a design brief (driven by the needs determined from the survey) that presents an initial design concept with loose constraints. Be specific in terms of what is desired (wishes) and what is required (demands.) Create a simple PowerPoint to use in presenting this information. Are you clearly showing there is a need? Explain and justify your wishes and your demands.           

           7. Present your initial design brief to the all IB Design Teams (1 to 2 minutes.)           

           8. Participate in a full class brainstorming session for concept generation. Click  here comprehensive overview of brainstorming (a new window will open.) Your design team must record the brainstorming responses. It is suggested you obtain a minimum of 40 responses.           

           9. Create a Word file titled Target User Demographics and list the demographics of your intended customer base. Here are some specific examples of demographics you may want to consider:
      
  • Physical size (big and tall shop, golf clubs for shorter players, etc.)
  • Demographics/culture/religion (Ethnic products would fall into this category.)
  • Gender (Product examples are scarves for women, ties for men, etc.)
  • Age (Product examples are toys for children, jewelry for women, etc.)
  • Education (Product and service examples are encyclopedias, scientific calculators, etc.)
  • Geographic (take advantage of location by selling suntan lotion in Hawaii, fur coats in Alaska, etc.)
  • Creation of or response to a fad (hula hoops, "Pet Rock", Beanie Babies, etc.)
  • Social status (country club memberships, philanthropic contributions, etc.)
  • Special interest groups (antique collector, cat lover, science fiction reader, etc.)
  • Accessibility (urban vs. rural, subway commuter, people who read the Wall Street Journal, etc.)
  • Need for customization (home decorating, personal portrait, etc.)
  • Need for quality or durability (rock climbing equipment, carpenter's tools, etc.)
  • Personal preference (dark vs. light chocolate, flame broiled vs. fried, etc.)

           10. Develop an online survey that collects input from your intended user group. You are limited to 10 questions, so be specific with your questions. Click  here to the SurveyMonkey website which will allow you to create, distribute electronically, collect, and analyze survey data. Your survey must collect survey information from at least 20 people, 10 of whom may not be class members. You will need to give Mr. Patterson your login and password once your survey is completed so that he may verify completion of this task.           

           11. Develop concept sketches of your ideas individually. Then, share these ideas with your group.           

          (Click here  to review the basic design elements that might help you.)


Simple example of a concept sketch

           12. Collect, interpret, and use anthropometric data from the class for the design of the handle. Please note that this is not a user trial. You are simple collecting size preferences.           

           13. Develop your final concept sketches for your product working as a group. Make any final revisions to the product design now. Add basic dimensions to your sketch.           

           14. Select materials for each part of the final product (choosing from timber, metals, ceramics, plastics, textiles, and composites.) Materials should be selected according to their required performance characteristics.

Refer to the IBDT Properties/Materials Matrix by clicking here
          

                 Note: To see a list of common materials and their properties click here

           15. Create a solids model (assembly) in Pro/DESKTOP. Complete both a design and a rendering (album.)

           16. Create an appearance prototype of your concept. This is typically a non-functional prototype, but is built at an appropriate scale (usually full) to allow the designers to get feedback from a potential user group.


Sample appearance prototype that may be used for initial ergonomic testing.

           17. Develop orthographic working drawings in Pro/DESKTOP. Add essential fabrication dimensions by hand.

           18. Develop and present (as a design team) your PowerPoint that introduces your design to the class.



Sample presentation courtesy of Matt Saleh (Class of 2006)


Checklist for completion of the PowerPoint:

         1. Your presentation should be between 2 and 3 minutes in length. (6 slides minimum)

         2. Your presentation should give the name of the invention and the names of all members of the design team on the first slide.

         3. Your presentation should present the specifications that were followed in development of the product.

         4. Your presentation should show multiple viewpoints of the solids model and closeups of specific design details.

         5. Use CTRL-ALT-Print Screen to copy your Pro/D screens and paste them into PowerPoint. Size them appropriately.

         6. Use the PowerPoint picture cropping tool to remove unnecessary elements from the screen captures.

               (These might include menus, toolbars, etc.)

         7. Include a minimum of 1 picture of your appearance prototype in your presentation.

         8. Emphasize and highlight the functional and ergonomic elements of your design. Also, be certain to outline

               any unique features, characteristics, or advantages of your design in comparison with other products that are available.


Questions for completion of the lab:
          19. Complete and submit the summary questions for this lab below.

            a. Very few products are developed that demonstrate radical design. Select the kitchen product
                design in our class that you believe comes closest to approaching radical design.
                Explain and justify your selection.

            b. The philosophy of "getting it right the first time around" is one that many designers
                place great emphasis on. Unfortunately, in the real world, designs often must
                evolve over several years (incrementally) from a marginal product into a great
                product. Explain, if you were to redesign your product, two changes to the design
                you would implement and explain how these changes would improve the overall quality
                of the product.

            c. You have served in the capacity as one of the lead designers for your product. Now, a manufacturing
                firm has contacted you to inquire about producing and marketing your design. You decide
                to sell your product design concept to the company and work for them as the director
                of production for the new product. The head manufacturing engineer wants to start
                production of the product immediately. You, however, suggest that further user trials
                be conducted before actual manufacturing starts. In 3 to 5 sentences, defend your decision
                to undertake further user trials before actual production begins.


Spatula Humor

Will your design use incremental or radical design methods? Click  here  to find out.)


     - Anthropometric data for the hand is available:
        (Click  here  to see anthropometric data for the human hand.)


Simple example of an anthropometric chart


     - Need to know the thicknesses of various sheet metals that may be used? Here is a chart with gauge number and thickness:

Gauge (ga)

Standard Steel Thickness (inches)

Galvanized Steel Thickness (inches)

Aluminum Thickness (inches)

3

0.2391

0.2294

4

0.2242

0.2043

5

0.2092

0.1819

6

0.1943

0.1620

7

0.1793

0.1443

8

0.1644

0.1285

9

0.1495

0.1532

0.1144

10

0.1345

0.1382

0.1019

11

0.1196

0.1233

0.0907

12

0.1046

0.1084

0.0808

13

0.0897

0.0934

0.0720

14

0.0747

0.0785

0.0641

15

0.0673

0.0710

0.0571

16

0.0598

0.0635

0.0508

17

0.0538

0.0575

0.0453

18

0.0478

0.0516

0.0403

19

0.0418

0.0456

0.0359

20

0.0359

0.0396

0.0320

21

0.0329

0.0366

0.0285

22

0.0299

0.0336

0.0253

23

0.0269

0.0306

0.0226

24

0.0239

0.0276

0.0201

25

0.0209

0.0247

0.0179

26

0.0179

0.0217

0.0159

27

0.0164

0.0202

0.0142

28

0.0149

0.0187

0.0126

29

0.0135

0.0172

0.0113

30

0.0120

0.0157

0.0100

31

0.0105

0.0142

0.0089

32

0.0097

0.0134

0.0080

33

0.0090

0.0071

34

0.0082

0.0063

35

0.0075

0.0056

36

0.0067

     - Numerous online tutorials for using Pro/DESKTOP version 8 are available:
        Click  here  to access a page that gives Pro/DESKTOP tutorial links.






1. We will begin this activity with a quick review of rotational molding.
    Click here to see a simulation of rotational molding.
    (Once the page loads, scroll down to animations to see the simulation.)

2. An additional review of rotational molding may be found by clicking   here.

3. Click  here to watch a 2.5 minute video (with no audio) showing a large scale rotational molding operation.

3. The purpose of this lab is to develop a rotational molded part of the highest quality.
    The part will be a child's play ball. The ideal product will display these qualities:

      a. uniform wall thickness
      b. sufficient hardness to prevent collapse when used by the child.
      c. sufficient softness to prevent injury to child user by impact.
      d. contain no unfused plastic powder.
      e. no degradation of the plastic due to overheating during processing.
      f. radial symmetry (no heavy spots to cause unpredictable rolling.)
      g. minimal parting line blemish.
      h. minimal surface porosity caused by air entrainment.
      i. uniform coloring

4. A total of 8 (eight) molding attempts will be permitted. After each ball is molded, it will
      be removed from the mold and cut open (halved) for analysis. The cut should
      be made perpendicular to the parting line.

5. Create a notebook page to be used for recording data from each processing attempt.
      The following data should be recorded for each processing run:

        a. date and time of the completed process
        b. type of powder
        c. mold charge in grams
        d. processing temperature (deg. F.)
        e. processing time (minutes)
        f. rotational speed (revolutions per minute)
        g. cooling time (minutes until full solidification)
        h. type of mold release compound
        i. mass of the finished part (grams)
        j. average wall thickness (thousandths of an inch)
        k. air entrainment (# of air bubbles visible per square inch)
        l. surface finish quality
        m. recommendations for processing changes in the next molding attempt
          with explanation of reasoning for the change.

6. Use a permanent fine point marker to mark each test piece (by processing date). Save the test pieces
      for mounting on the display board.



Overview - This activity will use the spatula developed in assignment #11 as the basis for the planning of a manufacturing activity. Your goal will be to develop a comprehensive, efficient plan for the manufacture of your spatula design. You will need to give attention to material selection, processes (operations) and required equipment, and sequence of activities. In a sense, your job title here is Production Planner.


Procedure -

1. Watch the "Modern Marvels: Assembly Line" video. Answer the following questions:

    a. Where did the original assembly (disassembly) line develop?

    b. What did Ford do in the Highland Park factory that significantly changed auto manufacturing methods?

    c. How did the assembly line impact Henry Ford's motorcar production?

    d. How did workers respond to the implementation of assembly lines?

    e. What was the impact of the assembly line on skills required in workers?

    f. How did Henry Ford "repopulate" the assembly line and reduce absenteeism?

    g. What negative impacts can assembly line working conditions have upon individuals (in the 1920's)?

    h. What impact did the formation of unions have on working conditions in assembly lines?

    i. How did assembly line techniques impact the average American consumer?

    j. Why did American consumers initially reject homes built on the assembly line?

    k. How did General Motors manage to compete with Henry Ford?

    l. Who introduced the concept of "annual model change"? Why?

    m. What were two impacts of wartime on the assembly line?

    n. What revolutionary manufacturing technique was developed by Toyota? What was its impact?

    o. What was a significant difference between the Japanese approach to the assembly line and the American approach in the late 1940's?

    p. How did the Japanese method increase productivity on the assembly line?


2. We will start this activity by choosing the specific materials from which each component of the spatula will be made. You should make a list that looks like this:

      Part Name      IB Material Category      Specific Material Name     3 desirable properties and their degree

        Grip                       Plastic                Expanded Polystyrene (EPS)    low density, low thermal conductivity, low cost

        Body                     Metal                  Extruded Aluminum    high strength to density ratio, high heat resistance

Click here to see a chart quantifying various properties that may be helpful in choosing a
materials for a particular part.

3. Create a flowchart showing the processing sequence for each spatula part. Connect the paths to a single final path that includes assembly processes.

4. Use only standard flowcharting symbols to complete this task.

     -Click here  to view a basic tutorial on flowcharts and associated symbols.

5. All inspections (QC) should be noted in the flowchart with a number. Then, a separate list of inspections should be generated by hand or on the computer (Excel file.)


Sample Inspection flowchart for spatula manufacturing

6. Here is a list of manufacturing processes by IB category:
IB CategoryGeneral ProcessSpecific ProcessComments
ShapingBendingMetal Bending***
ShapingBendingScoring***
ShapingBendingStamping***
ShapingMoldingBlow Molding***
ShapingMoldingExtrusion***
ShapingMoldingForging***
ShapingMoldingInjection Molding***
ShapingMoldingVacuum Forming***
ShapingCastingDie CastingAluminum and "pot metal"
ShapingCastingPolymer Casting***
ShapingCastingSand CastingSteel and Iron
ShapingWeaving******
JoiningAdhesives (Chemical Joining)Cyanoacrylates***
JoiningFasteners (Mechanical Joining)Bolting***
JoiningFasteners (Mechanical Joining)Nailing***
JoiningFasteners (Mechanical Joining)Riveting***
JoiningHeat Bonding (Thermal Joining)SolderingMelts the filler (joining) material
JoiningHeat Bonding (Thermal Joining)BrazingMelts the filler (joining) material
JoiningHeat Bonding (Thermal Joining)WeldingMelts both pieces to be joined
JoiningAdhesives******
JoiningFusing******
JoiningStitching******
WastingMachiningBoring***
WastingMachiningDrilling***
WastingMachiningMilling***
WastingMachiningPlaning***
WastingMachiningTurning***
WastingCutting******
WastingAbradingGrinding***
WastingAbradingPolishing (Buffing)***


1. Read an article on planned obsolescence by clicking  here.

2. Read through the Wikipedia entry on planned obsolescence by clicking  here.

3. Watch a video titled The Story of Stuff online by clicking  here. (This video is 21 minutes in length.) Please note that this will open in a new window and that the player has chapter titles that let you review any section at any time.

   You might also want to view a transcript of this presentation. You may open a transcript of    "The Story of Stuff" by clicking  here.

4. Write a minimum 400 word response that answers the following questions:

   a. Name 3 products that you use that, in your opinion, illustrate the concept of planned obsolescence.
   b. For each product, describe any reservations or concerns you have about using those products? Why or why not?
   c. Name three positive impacts of planned obsolescence.
   d. Name three negative impacts of planned obsolescence.
   e. Do you believe it would be appropriate for our government to require manufacturers to offer products with greater longevity? Why or why not?
   f. Annie Leonard mentions the concept of perceived obsolescence by stating " Now perceived obsolescence convinces us to throw away stuff that is still perfectly useful." In your own words, define "perceived obsolescence" and explain its influence on your personal behavior in regards to disposal of products.

5. Email your summary to Mr. Patterson at the end of the period on date TBA.



1. Begin by reading a short informative article that teaches the difference between precision and accuracy.      Click here to read the article.

2. Click here to practice micrometer reading (English units).

3.Click here to practice micrometer reading (select metric units).

4. Click  here to practice vernier caliper reading (select imperial as well as metric units).

5. Click  here to practice vernier reading (SI units).

6. Click here to see the types of fits used in machine design.



Purpose: The purpose of this activity is to apply the concepts of simple machines in the design, building, and testing of a self-propelled vehicle. The vehicle will compete in a competition that assesses both accuracy in moving toward a target and in the time required to reach the target.


Specifications:

The following specifications will be fully enforced in the vehicles which are built for this competition:

   1. No chemical or electrical energy may be used to either move or guide the vehicle.

   2. No tethers, cords, or leash-like devices may be used to stop the vehicle.

   3. The vehicle must start and stop on its own. External forces may not act upon the vehicle to
       control its movement. It must be a self-contained system.

   4. No ramps or inclined planes may be used to start the vehicle. The vehicle must start at floor level.

   5. No toys or existing cars may be used to solve the problem. The propulsion system
       must be fabricated by the team.


Time Frame:

Mod 1 - Building on 10/20, 10/21, 10/23, 10/24, 10/27, 10/29, 10/30
      Vehicle testing on 11/5


Mod 3 - Building on 10/21, 10/22, 10/23, 10/27, 10/28, 10/29, 11/4
      Vehicle testing on 11/6

Scoring:

Each of the three (3) test runs of the vehicle will be scored for time and accuracy.
A rendering of the track is shown below.


Note: Barriers 1 and 2 are 3 inches in diameter and 1 inch high.

          The target is 3 inches in diameter and 1/2 inch high.


The scoring table for accuracy is shown below:
Distance AwayPoints Earned
0 to 2 7/8 inches80 points
3 to 5 7/8 inches78 points
6 to 8 7/8 inches76 points
9 to 11 7/8 inches74 points
12 to 14 7/8 inches72 points
15 to 17 7/8 inches70 points
18 to 23 7/8 inches66 points
24 to 29 7/8 inches62 points
30 to 35 7/8 inches58 points
36 to 41 7/8 inches54 points
42 to 47 7/8 inches50 points
48 to 59 7/8 inches46 points
60 to 71 7/8 inches42 points
72 to 83 7/8 inches38 points
84 to 95 7/8 inches34 points
96 to 107 7/8 inches30 points
108 to 119 7/8 inches20 points
120 to 131 7/8 inches10 points
132 inches or more0 points

The scoring table for time is shown below:

Time to StopPoints Earned
Less than 15 seconds20 points
15.5 to less than 20 seconds15 points
20.5 to less than 25 seconds10 points
25 or more seconds5 points






Overview - "We're entering an age of acceleration. The models underlying society at every level, which are largely based on a linear model of change, are going to have to be redefined. Because of the explosive power of exponential growth, the 21st century will be equivalent to 20,000 years of progress at today's rate of progress; organizations have to be able to redefine themselves at a faster and faster pace."

                                                    - Ray Kurzweil and Chris Meyer (www.kurzweilai.net)

Procedure -

1. Begin by reading an article on smart cards. Click 
here  to read the article. (Purdue University)

2. Click here   to read an article that introduces us to "biocomputing".

3. Click here   to learn about the world of "smart" materials!

4. Click  here to read an article titled "Hello, I'm Pump 235" which discusses "augmented reality.".

5. View Mr. Patterson's Artificial Intelligence Powerpoint presentation.

6.
Purpose

    The purpose of this project is to look at the future impact of robotics, automation, and AI on society. To start this project, each student will write a 450 to 550 word essay that will focus on the "world of the future." A discussion of ethics related to technological change will also be conducted as a class with an opportunity for each student to express his/her opinion.

The Essay Component: You will begin this essay with the following phrase:

    "The year is 2040, and I have been chosen to write about
    how times have changed since I was a high school student."

Please note: You may not use any quotations in completing this assignment. All wording must be your own.

The completed essay component is due on Friday, March 10th.

The final essay should be completed using a word processor (Word format preferred, other formats by arrangement.)

I would prefer that you submit the essay to me electronically (by e-mail.)


Questions for Panel Discussion

1. If in the future machines have the ability to reason, be self-aware, and have feelings, then what makes a human being a human being, and a robot a robot?

2. If you could have a robot that would do any task you like, a companion to do all the work that you'd prefer not to, would you? And if so, how do you think this might affect you as a person?

3. Are there any kinds of robots that shouldn't be created or that you would not want to see created? Why?

4. Automation and the development of new technologies like robotics is viewed by most people as inevitable. But many workers who lose their jobs consider this business practice unfair. Do you think the development of new technologies, and their implementation, is inevitable? What, if anything, should we as a society do for those people who lose their jobs?

The panel discussion will take place in class on Monday, March 13th. It will probably require the entire period to complete the discussion. Every student must participate in the group discussion.

Preparation

Here are some websites that may be helpful to you in preparing for this discussion:


    Click  here  to read an article titled "The Future of Robotics?" from
         the www.roboscience.com website (Article will open in a new window.)


    Click  here  to read another article also titled "Robots of the Future" from
         the FirstScience.com website (Article will open in a new window.)


    Click  here  to read an article titled "Robots May Be Built As Companions" from
         the National Geographic website (Article will open in a new window.)


    Click  here  to read an article titled "Does Work Have A Future? Does Anyone?" from
         the Islam Online website (Article will open in a new window.)


    Click  here  to read an article by Hans Moravec (from Carnegie Mellon
          University) titled "Ripples and Puddles".  If you are only going to read
          one article, make it this one!!! (Article will open in a new window.)


    Click  here  to read an article titled How Robots will affect Future Generations
         from Robotics Online  (Article will open in a new window.)








1. Click  here  to view a simple introduction to renewable energy presented by the
     NREL (National Renewable Energy Laboratory.)

2. View Mr. Patterson's Solar Energy PowerPoint presentation.

3. View Mr. Patterson's Wind Energy PowerPoint presentation.



1. Begin by taking a "virtual tour" of 3 or 4 manufacturing companies. Click  here to see a page that lets you choose from over 100 virtual factory tours.

2. Using MS Word, answer the following questions based upon your virtual tours (please include the questions on your document.):


         "The factory of the future will have only two employees, a man and a dog. The
          man will be there to feed the dog. The dog will be there to keep the man from
         touching the equipment."

                                                                Warren Bennis, University of Southern California

Note: Before beginning this assignment, please make certain you have read all of the articles assigned in Assignment #20, The Car of the Future.

Overview - The purpose of this assignment is to create a plan for a future car and the manufacturing system for that car. As the Chief Implementation Officer, you will be responsible for taking the car from concept to production including planning all aspects of the manufacturing facility.  You have been given several directives by the Board of Directors. They include:

      1. Create a working environment that will emphasize productivity and efficiency.
      2. Create a working environment that will be enjoyable, pleasant, and healthy for workers.
      3. Create a factory that will demonstrate a high level of environmental stewardship.
      4. Create a product that will exceed federal and customer expectations for emissions.
      5. Create a product that will demonstrate exceptional fuel efficiency.
      6. Create a product that demonstrates excellent ergonomic considerations and solutions.

Procedures

1. Begin this activity by writing a 4 to 7 sentence design brief for the car. (See the DT dictionary for the definition of design brief.) Remember, a design brief does not try to give answers, only information.

    A simple guide to writing a design brief may be viewed by clicking  here.

     Looking for an idea? Here's one - view it by clicking  here.

     Anyone interested in ethanol? Find out the basics of ethanol by clicking  here.


2. Write the specifications list for your car design. A minimum of 5 specifications are required. The specifications should be supportive of the goals established in the design brief you have written.

      Sample specifications:

         The designed vehicle will:

         1. Be capable of at least 45 miles per gallon in highway driving conditions.
         2. Have zero emissions capability in city driving conditions.
         3. etc.

3. Develop at least 2 concept sketches for your new design. Remember, concept sketches are usually done in pencil and tend to use mainly pictorial forms of sketching. A concept sketch of one car design is shown below. Because concept sketches are sometimes used in legal proceedings, please sign and date your sketch. Your concept sketches may be completed on plain, regular grid, or isometric grid paper.


4. This could be the perfect time to include radical design concepts! Develop one design feature for inclusion in your car that is a radical or incremental design concept. Explain what this concept is, how it will benefit the end user (consumer), and why it is an example of radical or incremental design. Make a sketch (separate from your concept sketch) that illustrates this radical or incremental feature. Be certain to include annotation on the sketch to help the viewer understand the concept.



New steering and control configuration for a car

5. Write a 2 or 3 paragraph description of the materials from which your design will be manufactured. Be certain to describe which parts of the car will be made from certain materials and explain why the materials you have selected are most appropriate. You may want to refer to the IBDT Material Properties Matrix.

        Click  here  to see the IBDT Material Properties Matrix .

        Click  here  to see a list of various materials (and their properties) that are commonly used in products.

Avoid materials that should not be used in the vehicle due to negative environmental impacts. Here are some online articles to help you determine materials that you should avoid using:

    Click here to read about wheel weight (balancing) alternatives to lead.


6. It is now appropriate to take a tour of a modern car factory. We will look at GM's new automotive assembly plant in Lansing, Michigan. Click   here to take the tour (Flash required).


Looking for an example of cutting edge technology in our neck of the woods? This rendering shows the Albany NanoTech complex with Business Incubator/Technology Accelerator on left, 300 mm wafer R&D fab in center (both under construction) and existing 200mm wafer R&D facility on right.

7. Read these online articles to develop a perspective on the "factory of the future." As you read, consider which elements of the technology described would be of significant benefit in your new factory and why they would be beneficial. The links to the articles are given below:

            Click here to read an article titled "Factory of the Future" (pdf file).

            Click here to read an article titled "Planning a Plant" (html file).

            Click here to read an article titled "Scenario 2010: The Magic of Virtuality".

            Click here to read an article titled "Visualizing Tomorrow's Industrial Environments".

            Click here to read an article titled "The Factory of the Future" which proposes that the
                  post-industrial model is not an assembly line, but an assembly swarm."

            Click here to read an article titled "Being There" which shows how virtual reality
                  is changing the way GM does its design work.


8. Write a 250-300 word statement of purpose for the product and factory. Be certain to address all six of the directives mentioned in the overview of this lab in your statement of purpose. The statement should be word processed and spell checked before submission. Any quotations, of course, must be directly cited!


9. If you intend to include automation and robotics in your factory, include 3 pictures of robotics or automation systems that you will use and explain how each will improve the quality of the product.

10. Write an environmental impact statement (assessment) for your factory.

            Click here to see an outline for writing an environmental impact statement.

            Click here to find a large list of online resources that may help you in this process.

11. Write a lab report for this project. Please be certain to answer the following questions as part of your report:

       a. You did not perform a user study as you developed the incremental or radical feature for your model. Explain how a user study could have benefited your design.

       b. Explain why specifications are an absolute necessity for all design projects. Please don't use responses identical to those you gave in the egg carrier lab.

       c. Read through the six objectives you were given by the board of directors. In your opinion, which two of these six are the most important? Why?

NOTE:  Be certain to submit your concept sketches, your written design brief and specifications, and your environmental impact statement with your lab report.

Follow the lab report guide which may be viewed by clicking   here.