Course Profile Technological Design, Grade 10, Open, Public

Unit 2: Product Engineering Design

Time: 25 hours

Unit Description

Students develop products by investigating engineering issues in consumer product and industrial design development. The focus of this unit is to investigate physical and structural properties of components and assemblies; properties of materials; robotics and control technology; mechanisms; ergonomics; fabrication and manufacturing; mechanical testing; and computer-aided drafting (CAD). Students gain an understanding of the engineering side of design.

Strand(s) and Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: TVF.01D, TVF.02D, TVF.0-D, TVF.04D, TVF.05D, SPV.01D, SPV.02D, SPV.03D, SPV.04D, SPV.05D, ICV.01D, ICV.02D.

Specific Expectations: TF1.01D, TF1.03D, TF1.04D, TF1.05D, TF1.06D, SP1.01D, SP1.02D, SP1.03D, SP1.04D, SP1.05D, IC1.01D, IC1.02D.

Activity Titles (Time + Sequence)

Activity 1	Design a Mechanical Light Bulb Remover	350 minutes
Activity 2	Engineering for Special Needs	550 minutes
Activity 3	Designing a Robot Rover	600 minutes

Prior Knowledge Required

Although students should know general shop safety and how to operate machines before operating in a shop environment, teachers should not assume safety familiarity. Students are familiar with basic mechanisms as outlined in the Ontario Grades K-8 Science and Technology document.

Unit Planning Notes

· The first two activities presented in this unit should be delivered in sequence. Each activity builds on concepts and skills learned in the previous activity. However, the activities have been written in such a way that they can also be delivered independently should time constraints prevent presentation of both.

· The activities have also been designed to require common, flexible resources. Minimal equipment and material can be used. However, a broader range of material and equipment choices results in higher quality project solutions and more challenging design options for students. Flexible material and equipment needs also help minimize activity costs.

· Before starting, teachers familiarize themselves with the design situation within the chosen activity. The situation can be modified to suit local conditions or needs. Materials listed in the activities are gathered beforehand to ensure efficient use of time.

Teaching/Learning Strategies

· It is important that teachers encourage open-ended, varied solutions. Teachers must act as facilitators and refrain from pre-judging students' ideas or a project’s viability. Students design, fabricate, and test projects, and, when left alone, often devise a variety of designs, including those that fail. Much can be learned from the failure of a mechanism's performance. It is best to introduce the situation and challenge and then facilitate research, resource allocation, and fabrication safety.

· Activities discussed with the entire class encourage a variety of designs. It is possible to rotate student groups through various activities at the same time. However, experience suggests that successive groups repeat the design achieved by a leading group.

Assessment and Evaluation

Assessment strategies include teacher observation, self and peer assessment sessions, group analysis, and design critique presentations. Evaluations are conducted on design and research reports, sketches and illustrations, technical drawings, models, and quality and effort demonstrated in finished products.

Resources

Books and Publications

Fishbane, Gasiorowicz, and Thorton. Physics For Scientists And Engineers. ISBN 0.13.432980.5

Hubel, Lussow. Focus On Designing. ISBN 0.07.548661.X

Huchinson and Karsnitz. Design And Problem Solving. ISBN 0.8273.52441.1

Jensen, Helsel, and Voisinet. Computer Aided Drawing. ISBN 0.02.801797.8

Publications on special needs and accommodations are available from Canada Mortgage and Housing Canadian Housing Information Center, Ottawa, Ontario (phone 613-748-2367). Standard kitchen dimensions can be obtained from architectural design textbooks. Kitchen utensils and appliances may be obtained from home, local hardware or discount stores.

Software

CAD software, such as AutoCad, TurboCad, etc., can be obtained from many source (see the Internet for local sales reps)

InterActive Physics- available from Tangent Co.
www.tangentscientific.com

Activity 1: Design a Mechanical Light Bulb Remover

Time: 350 minutes

Description

Students design and construct a mechanical device that safely and efficiently replaces light bulbs. This activity encourages the student to consider the needs of a large segment of the population who need special devices to function normally in their daily routines. Students investigate the principles of mechanisms through the design, fabrication, and testing of their proposed device. A speed competition is held to compare the efficiencies of the design solutions. From this activity, students gain an understanding of the field of engineering design.

Strand(s) and Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TVF.05D - describe methods to test and evaluate design solutions;

SPV.01D - analyse design criteria from design briefs;

SPV.02D - design and fabricate models, prototypes, or mock-ups;

SPV.03D - test solutions against design criteria and identify potential implementation problems;

SPV.04D - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;

SPV.05D - generate research reports and presentation materials for review;

ICV.01D - apply safety standards when using materials, tools, and equipment.

Specific Expectations

TF1.04D - demonstrate knowledge of the physical characteristics of materials and define how they are used in products;

TF1.05D - communicate ideas using a variety of methods;

TF1.06D - describe testing and evaluating criteria for project materials or components;

SP1.01D - develop reports on criteria for given design challenges and suggest solutions;

SP1.02D - fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.03D - establish test criteria and use them to test projects;

SP1.04D - assess, select, and use illustration and modelling techniques;

IC1.01D - identify the safety features of tools, materials, and processes;

IC1.02D - use appropriate strategies to prevent potential health and safety problems.

Planning Notes

· Students are arranged in teams or work individually based on companies developed in Unit 1, Activity 1. These companies are given a series of design challenges. Students are to act as members of a corporate design team and teachers are to act as CEOs of the parent company providing design challenges to the student-run companies.

· For this activity, teachers prepare a light bulb receptacle for testing. The light bulb can be placed in an inverted coffee can to simulate a pot receptacle. The light bulb receptacle should be mounted on a wooden base.

· Students can be given a set of tools and materials to construct their designs. Materials include ¼"or 5/16" dowel, popsicle sticks, paper clips, brass rivets, elastic bands, and string and/or tape. Tools may include hot melt glue guns, wire cutters, pliers, and sandpaper.

· The student's hands must remain a minimum of one meter away from the light bulb. Since it may be difficult to mount the light bulb in its normal position on the ceiling, the receptacle can be mounted on the floor, as long as the student's hands do not come closer than one meter. It should be noted that it is also safer to work from the floor in the event of the light bulb breaking.

· Students are given the opportunity to work with mechanisms and materials to test various designs. Sketching and drawing should be reserved until the design solution is fabricated.

Prior Knowledge Required

By the end of Grade 8, students have an awareness of material properties, basic fabrication techniques, and basic skills in technical communications, sketching, and drawing in accordance with the Ontario K-8 Science and Technology curriculum document.

Teaching/Learning Strategies

1. Teachers prepare a copy of the activity's challenge, including situation, challenge, criteria, constraints, and assessment details to ensure students focus on a suitable solution within the given time constraints. (See Appendix 2.1.) Students should be made aware and have a full understanding of expectations and responsibilities to successfully complete the activity.

2. Introductory discussions including suitable reference materials (handouts) must be presented, introducing the concepts of engineering mechanics, kinematics, and basic mechanisms. A teacher-led demonstration of a simple mechanism such as a can opener or a can crusher, reinforced by diagrams on white or black board, enhances student understanding of the concepts of kinematics (motion without regard to force or mass of what is moving) and mechanisms.

3. Student teams or individuals are organized as a group of design companies as established in Unit 1, Activity 1: Designing a Design Company. Students report to the teacher on a business relationship basis.

4. The teacher initiates brainstorming about possible design alternatives, given resource limitations and material properties needed to ensure functionality of the device. Before students proceed, the teacher also reviews safety procedures as well as individual and team responsibilities to encourage the development of co-operative skills.

5. Students are given the opportunity to work with materials to test various mechanisms. Once students have established a working solution, they prepare a set of technical drawings or sketches with dimensions illustrating the construction details of their solution. The properties of materials used (such as wood, plastics, and rubber) are noted for the final report.

6. Upon completion of fabrication of all design solutions, a competition is held to see which team can remove and replace a light bulb in the quickest time. Each team presents its solution to the class for review and assessment. Suggested future improvements in designs are noted.

7. Each student produces a short description of the design challenge, the process used by the team to develop solutions, test results, the properties of materials used (and description of possible alternative materials), and suggestions for improving and marketing the solution. Students hand in these reports for assessment and evaluation by the teacher.

Assessment/Evaluation Techniques

Assessment Chart: Mechanical Light Bulb Remover

	Level 1	Level 2	Level 3	Level 4
Knowledge & Understanding TF1.04D TF1.06D SPV.02D SPI.02D Knowledge of design and testing process	- demonstrates a limited knowledge of design and testing process used, kinematics, mechanisms, and properties of materials	- demonstrates adequate knowledge of design and testing process used, kinematics, mechanisms, and properties of materials	- demonstrates considerable knowledge of design and testing process used, kinematics, mechanisms, and properties of materials	- demonstrates a thorough knowledge of design and testing process used, kinematics, mechanisms, and properties of materials
Thinking and Inquiry TVF.05D SPV.01D SPV.03D SP1.03D knowledge of mechanical devices	- demonstrates limited knowledge of mechanical devices	- demonstrates adequate knowledge of mechanical devices	- demonstrates considerable knowledge of mechanical devices	- demonstrates thorough knowledge of mechanical devices
knowledge of testing procedures and results	- demonstrates limited knowledge of testing procedures and results	- demonstrates adequate knowledge of testing procedures and results	- demonstrates considerable knowledge of testing procedures and results	- demonstrates insightful knowledge of testing procedures and results, with applications to other problems
Communication TF1.05D SPV.04D SPV.05D SP1.01D SP1.04D	- communicates information with limited clarity	- communicates information with some clarity	- communicates information with considerable clarity	- communicates information with a high degree of clarity
Communication skills, oral and written	- demonstrates limited effort in reports and presentations	- demonstrates adequate effort in reports and presentations	- demonstrates considerable effort in reports and presentations	- demonstrates exceptional effort in reports and presentations
Application ICV.01D IC1.01D IC1.02D Safe use of tools equipment	- requires constant supervision in following safety procedures	- requires reminders in following safety procedures	- requires little or no supervision in following safety procedures	- assists teachers in supervision of others in following safety procedures

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

· This activity may be reduced in scope (such as eliminating pot fixture, reducing distance from user to fixture), to expedite solutions.

· More advanced students may be asked to report on applicable mathematics calculations or create more elaborate diagrams. Design solutions can also be taken to a marketing stage for possible custom production.

Resources

Books

Fishbane, Gasiorowicz, and Thorton. Physics For Scientists And Engineers. ISBN 0.13.432980.5

Hubel, Lussow. Focus On Designing. ISBN 0.07.548661.X

Huchinson, Karsnitz. Design And Problem Solving. ISBN 0.8273.52441.1

Jensen, Helsel, and Voisinet. Computer Aided Drawing. ISBN 0.02.801797.8

Software

CAD software, such as AutoCad, TurboCad, etc.

InterActive Physics- available from Tangent Co.
www.tangentscientific.com

Appendix 2.1

The Mechanical Light Bulb Remover

Situation

The local seniors' centre has a recurring problem. The outdoor light bulbs, which light the sidewalk and entrance to the centre, burn out frequently, especially in winter. The seniors handle maintenance at the centre themselves, but most are uncomfortable with climbing a stepladder to change the burned out bulbs. The bulbs are enclosed in a pot light type fixture and can be changed without removal of any fixture parts.

The seniors have asked several design companies to design and build a device that can remove and replace the light bulbs quickly and efficiently without the use of a stepladder.

Challenge

Design, fabricate, and test a suitable device that allows the changing of light bulbs by senior citizens.

Criteria and Constraints

a. Materials to be used are provided by the parent company. No other material can be used.

b. The fixture is one meter from the average person. This is the design distance (hands to light bulb).

c. Engineering requires a sketch or diagram of the proposed solution.

d. Detailed sketches (including dimensions and materials) of the device are required by manufacturing.

e. A timing test is conducted to determine each company's efficiency of design

f. Final presentation to the client includes a verbal "user instruction" presentation and demonstration of use.

Assessment Criteria

Sketches:

· Are the sketches accurate in representation of the finished product?

· Can the sketches be followed accurately to fabricate similar devices?

Fabrication

· Is the fabrication process done with an efficiency of materials and effort?

Function

· Does the device function properly?

· Does the device function properly and predictably in repeated trials?

Presentation:

· Is the instructional portion of the presentation sufficient in having a customer perform the required task immediately and properly with the device, or is further instruction necessary?

Report

· Is the report clear and properly formatted?

· Is the design process clearly stated?

· Are there suggested improvements noted?

Appendix 2.1b

Sample Light Bulb Removers

Activity 2: Engineering for Special Needs

Time: 550 minutes

Description

Students investigate and evaluate the special needs of people with disabilities or the aged in a kitchen environment. Students select a specific common kitchen task and design and build a device to accommodate the special need. Students gain an understanding of the challenges facing the industrial designer in designing products for everyday use.

Strand(s) and Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01D - identify user needs related to specified design projects;

TFV.02D - describe the processes used to develop products;

TFV.03-D - identify the design criteria applicable to existing products and services related to project activities;

TFV.05D - describe methods to test and evaluate design solutions;

SPV.01D - analyse design criteria from design briefs;

SPV.02D - design and fabricate models, prototypes, or mock-ups;

SPV.03-D - test solutions against design criteria and identify potential implementation problems;

SPV.04D - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;

SPV.05D - generate research reports and presentation materials for review;

ICV.01D - apply safety standards when using materials, tools, and equipment.

Specific Expectations

TF1.01D - identify user needs related to given design problems;

TF1.03-D - compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;

TF1.05D - communicate ideas using a variety of methods;

TF1.06D - describe testing and evaluating criteria for project materials or components;

SP1.01D - develop reports on criteria for given design challenges and suggest solutions;

SP1.02D - fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.03-D - establish test criteria and use them to test projects;

SP1.04D - assess, select, and use illustration and modelling techniques;

SP1.05D - describe the process used to solve project design problems;

IC1.01D - identify the safety features of tools, materials, and processes.

Planning Notes

· Teachers prepare the following:

· sample kitchen layouts (taken from existing residential prints or plans);

· selection of pots, pans, utensils, and toasters for product testing;

· food products or simulations (e.g., plastic shapes or plasticene).

· Various fabrication materials and associated equipment include:

· wood, plywood, composites;

· sheet metal or plastic (plexi-glass);

· plasticene;

· assorted dowels (1/2" to 1" diameter);

· assorted nuts and bolts, screws, screw eyes;

· lengths of wire (stiff or flexible);

· strips of material that generate static friction (e.g., carpet underlay, cabinet door stoppers);

· drill bits, spade and metal bits;

· hot melt glue gun, glue sticks;

· hand saws, hacksaws, metal shears;

· pliers, wire cutters;

· screw drivers (various);

· sand paper;

· glue, nails, assorted fasteners.

· Ideally, students have access to shop tools. However, fabrication can be done using hand tools, depending on level of fabrication expected. This challenge is not dependent on specific material and/or equipment needs.

· Testing of the products may require the cutting of actual vegetables or mixing of actual ingredients. However, for safety and material usage considerations, materials such as plasticene can be used to simulate food products. They can then be reused, test after test, and eliminate unnecessary cost, mess, waste, and clean up. Testing of liquids can best be simulated with water, which presents little chance of permanent mess or stain.

Prior Knowledge Required

· Students are familiar with basic problem-solving strategies and design procedures. Students also have a basic level of skill and understanding of technical sketching and drawing techniques after completion of Unit 1.

· Students are also familiar with the operation of design teams and roles and responsibilities through completion of Unit 1, Activity 1: Designing a Design Company.

Teaching/Learning Strategies

1. A class discussion of the physical needs and limitations of the disabled should precede the initiation of design work. The nature of various disabilities and the needs and ergonomics involved in designing for such needs can be the topic of a short discussion to enable students to clearly grasp the extent of the challenge.

2. The teacher then leads a class discussion to create a list of challenges that require design solutions for special needs individuals. The concept of ergonomic design is presented by examination of:

· handles of kitchen utensils, pots and pans;

· heights and depths of counter tops (standard counter tops – 92 cm (36");

· standard counter top depth – 64 cm (25");

· tools used to open cans, bottles, and boxes;

· controls of appliances;

· heights and depths of typical kitchen appliances such as microwaves and refrigerators, (standard refrigerator width and height - 165 cm x 84 cm (65" x 33");

· standard sink controls and dimensions.

3. The teacher reviews the kitchen activities and the disabilities they would like students to address such as physical disabilities, arthritis, osteoporosis, blindness, and deafness.

4. Students, in the role of their design companies as outlined in Unit 1, Activity 1, are challenged to modify the common kitchen activity to address the special need identified in the step above.

5. Students create mock-ups, test models or prototypes of their selected solutions. The teacher ensures safety in all process steps. A review of safety procedures may be necessary at this time to reinforce safety, even with familiar equipment.

6. Students then determine how to test their design solution for functionality. This may take the form of students sitting in a chair and performing the kitchen task to simulate a wheelchair bound individual. It may also involve a group of students performing a simple task using a blindfold to simulate blindness to see how controls or utensils may be modified.

7. Student teams produce a finished product or prototype.

8. Students prepare sketches and/or technical drawings of their proposed solutions to the identified problem. Students should endeavor to generate sketches clearly outlining the use of the product.

9. Students prepare an engineering report outlining design problem identification, design criteria, rationale for design solutions, test results, and documentation of steps taken to refine the product. (See Appendix D for sample design report format.)

10. Students present their work to the class. Other students critique design solutions and suggest further improvements.

Assessment/Evaluation Techniques

The following deliverables may be evaluated to determine student progress.

1) Engineering Report:

a) Report Clarity

b) Depth of testing and research

c) Rationalization of feasibility of solutions

2) Design Sketches:

a) Variety of ideas demonstrated

b) Detail of solutions

c) Accuracy of scale or dimensions

d) Quality of drawing

3) Special Needs Product:

a) Fabrication quality

b) Fabrication detail to proposed sketches.

c) Function: Ease and comfort of use (i.e., set up and movement), predictable function each time used (i.e., timing, mechanism extent of movement, smoothness of movement), and ease of maintenance (i.e., clean up).

4) Presentation:

a) Accuracy and clarity of instructions

b) Product function during demonstration

c) Presentation quality and feedback

d) Product appearance and aesthetics

Assessment Chart (Report and Product)

	Level 1	Level 2	Level 3	Level 4
Knowledge & Understanding TVF.01D TVF.02D TVF.03D TF1.01D SPV.01D SP1.05D Identifying user needs	- demonstrates limited effort in identifying user needs	- demonstrates adequate effort in identifying user needs	- demonstrates considerable effort in identifying user needs	- demonstrates thorough and concentrated effort in identifying user needs
Thinking & Inquiry TVF.05D TF1.03D TF1.06D SPV.03D SP1.03-D Design, planning, and product engineering	- applies few of the principles and concepts involved in design, planning, and product engineering	- applies some of the principles and concepts involved in design, planning, and product engineering	- applies many of the principles and concepts involved in design, planning, and product engineering	- applies all or almost all of the principles and concepts involved in design, planning, and product engineering
Communication TF1.05D SPV.04D SPV.05D SP1.02D SP1.04D Uses a variety of media to communicate ideas	- communicates information with limited clarity	- communicates information with some clarity	- communicates information with considerable clarity	- communicates information with a high degree of clarity
	- demonstrates limited effort in reports and presentations	- demonstrates adequate effort in reports and presentations	- demonstrates considerable effort in reports and presentations	- demonstrates exceptional effort in reports and presentations
Application TF1.03D ICV.01D IC1.01D Compares consumer products and services	- uses resources with limited skill and requires constant supervision	- uses resources with some skill and requires some supervision	- uses resources with considerable skill and requires little supervision	- uses resources with skill and independence

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

· Timelines should reflect time constraints and resource availability. The focus of the design problems can be narrowed to specific problems, clients, or kitchen activities.

· For enrichment, students may be asked to complete more detailed technical drawings, including working or detail drawings using CAD software. Additionally, computer-generated animations or video may be used to illustrate the usage of devices.

Resources

Publications on special needs and accommodations are available from Canada Mortgage and Housing Canadian Housing Information Center, Ottawa, Ontario (phone 613-748-2367). Standard kitchen dimensions can be obtained from architectural design textbooks. (See Unit 3 for list.) Kitchen utensils and appliances may be obtained from home, local hardware, or discount stores.

Appendix 2.2

Designing for Special Needs

Situation

A greater understanding and concern for the needs of the disabled, plus an aging population with special needs, has presented an opportunity to develop products that encompass the concepts of universal access.

The success of your design company's mechanical light bulb remover for the seniors' centre has led to requests by community members for the design and fabrication of other special needs projects. A local social services agency deals with a number of clients with various disabilities. Due to arthritis, age, and accidents, some are confined to wheelchairs, while others lack fine motor skills (i.e., with their hands).

The agency's clients express interest in cooking and kitchen use, as a hobby or simply to be self-sufficient, but many find problems in access and function in a standard kitchen and with standard kitchen appliances and utensils. The processing (chopping, cutting, and mixing) and transfer (from cutting board to bowl or bowl to baking pan) of ingredients is especially difficult without making a mess. The social services agency has asked your company to design, fabricate, and test suitable products appropriate to these needs.

Challenge

1. Determine kitchen access needs the agency’s clients may encounter.

2. Sketch and present possible design solutions to the problem identified.

3. Design, fabricate, and test a product that satisfies the clients’ requirements.

Criteria & Constraints

1. Using a residential floor plan, design companies determine and prepare a list of potential areas of needs and concerns for access in the kitchen area of the floor plan, and prepare a report on recommended changes to facilitate client needs.

2. Design teams prepare detailed sketches to address potential problems in the kitchen incorporating the concepts of universal access in consideration of possible client needs. Sketches must include dimensions, material detail notes, and location within the kitchen area of the floor plan.

3. Design teams design, test and fabricate models, prototypes of products, or product modifications for testing. Upon completion and selection of the final design product, sketches, illustrations, and technical drawings are produced for marketing and engineering.

4. Design teams test their proposed solutions and record results of their tests.

5. Design teams consider material properties, material and fabrication costs, and marketability of their design solutions.

6. Design teams demonstrate their design solutions in a final presentation.

7. Design teams prepare the engineering report for evaluation.

Activity 3: Designing a Robot Rover

Time: 600 minutes

Description

Students design a self-controlled rover designed to locate and detonate land mines. Working in design teams, students design a rover that walks over a variety of surfaces. Students are challenged in the form of a robotic competition. This set of activities emphasizes the engineering design of electronic devices.

Strand(s) and Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TVF.03D - identify the design criteria applicable to existing products and services related to project activities;

TVF.04D - identify the physical properties of selected materials and their application in product design;

TVF.05D - describe methods to test and evaluate design solutions;

SPV.01D - analyse design criteria from design briefs;

SPV.02D - design and fabricate models, prototypes, or mock-ups;

SPV.03D - test solutions against design criteria and identify potential implementation problems;

ICV.01D - apply safety standards when using materials, tools, and equipment.

Specific Expectations

TF1.04D - demonstrate knowledge of the physical characteristics of materials and define how they are used in products;

TF1.06D - describe testing and evaluating criteria for project materials or components;

SP1.02D - fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.03D - establish test criteria and use them to test projects;

IC1.01D - identify the safety features of tools, materials, and processes;

IC1.02D - use appropriate strategies to prevent potential health and safety problems.

Planning Notes

· Teachers prepare components well ahead of implementing this activity. Teachers may elect to prepare a class set of kits of similar parts. Servo or electric motors, mechanical components (plastic gears, pulleys, and cams) and electrical supplies can be purchased from selected suppliers or local hobby stores. (See Resources.)

· Fabrication materials should be available to the students while designing their solutions (i.e., small wood strips (precut 1 cm square), hard board, and recycled materials). Drawing and communication tools should be made available to students. These include drafting equipment, pencils and paper, CAD or other computer software, and modelling materials.

· Teachers prepare needed machines and equipment ahead of time and review safety procedures. Teachers may elect to provide a safety test prior to fabrication to ensure students’ comprehension of shop, soldering, and electrical safety.

Prior Knowledge Required

· A working knowledge of problem solving and the design process is derived from previous activities. Students are aware of how to work effectively as an active member of a team, along with basic fabrication and illustration methods derived from previous activities.

· Students should have completed the safety passport or have been tested on safety before working in any shop environment. (See Appendix A.)

Teaching/Learning Strategies

1. As CEO of the group of companies, the teacher introduces the challenge of designing and fabricating a rover capable of traversing a series of terrains. The client, the Canadian Armed Forces Land Mine Engineering Unit, (CAFLMEU), requires a land mine robot to detect and disarm land mines in a variety of locations throughout the world. (See Appendix 2.3.)

2. The teacher briefly discusses mechanical motion and electrical motor technology. The concepts of transferring mechanical motion, levers and mechanical advantage, gears, and cams are discussed in the class through presentation materials or demonstrations. The teacher also describes simple circuits, contact switches, Ohm's Law, batteries, and motor control by demonstrating how a motor can be controlled electrically.

Robot Fabrication

· Tool safety is discussed before proceeding to testing and fabrication. Student teams are given samples of parts and materials to test different mechanical designs. Teachers discuss with class the properties of various materials to be used in fabrication, (plastics, metals, wood, etc.). Properties discussed should include weight (in relation to power), structural strength, joinery methods, and ease of machining and fabrication.

· Students review design criteria and test ideas by creating mechanisms using motors, gears, rubber bands, cardboard, etc. Students first investigate power trains (how to bring power to wheels), motor mounting, and wheel designs. Teachers mingle among students and discuss progress and directions to take. This process should take approximately one hour.

· The teacher provides the student teams with kits for final assembly. Student teams allocate tasks and construct their robot. Each team elects a project manager to oversee task allocations and provide the teacher with a list of team members and their associated duties. Fabrication process takes approximately three to six hours.

Robot Competition

· Students test mechanical efficiency and prepare for competition. Teachers prepare the test track for a speed and endurance competition. (See Appendix 2.3.) Students enter their designs in the competition. Appendix 2.3 has a sample chart for evaluating robot performance on the track.

· After the competition, students complete an Engineering Project Assessment Report for evaluation (Appendix 2.3b).

Assessment/Evaluation Techniques

Students are evaluated individually through a self-assessment report and daily observations. Appendix 2.3b is the Engineering Project Assessment Report used for self-assessment. Students are evaluated on their contribution and effort in finishing the activity.

Assessment Rubric for the Robot Design and Project Assessment Report

Categories	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding: Knowledge of facts and terms of mechanical motion and control technology concepts and the criteria for a land walker robot TVF.03D TVF.04D TF1.04D SPV.01D	- demonstrates little evidence of grasping the terminology of mechanical motion and control technology	- displays knowledge of some of the concepts, but has difficulty articulating knowledge	- demonstrates an understanding of most of the concepts presented and is able to articulate the terminology and the criteria outlined in the design brief	- clearly demonstrates an understanding of the concepts and is able to relate concepts to solution
Research and Planning: Research the criteria of a land walker robot and develop a plan of action for testing solutions TFV.02 TF1.01	- demonstrates limited effort in researching and testing solutions	- demonstrates adequate effort in researching and testing solutions	- demonstrates considerable effort in researching and testing solutions	- demonstrates exceptional effort in researching and testing solutions
Fabrication and use of tools and materials: Working safely SPV.02D SP1.02D ICV.01D IC1.01D IC1.02D	- requires constant supervision in following safety procedures	- requires reminders in following safety procedures	- requires little or no supervision in following safety procedures	- assists teacher in supervision of others in following safety procedures
Testing and Evaluation: TVF.05D TF1.06D SPV.03D SP1.03D	- demonstrates limited knowledge of testing procedures and results	- demonstrates adequate knowledge of testing procedures and results	- demonstrates considerable knowledge of testing procedures and results	- demonstrates insightful knowledge of testing procedures and results, with applications to other problems
Totals

Formulated with information from: By Design: Technology Exploration and Integration, Day, et al.

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

· Students can be provided with more direction and limited scope of design to expedite solutions. The range of challenges can also be adapted to local situations.

· For enrichment, students may be given challenges with additional tasks or with additional control devices such as hydraulic/pneumatic or microprocessor control functions.

Resources

Web Sites

FIRST Robotic Competitions
http://www.usfirst.org/

Indiana University’s Internet Robotics Catalog
http://www.cs.indiana.edu/robotics/world.html

Robot Central
http://www.robotics.com/robots.html

University of Massachusetts Robotics Resources
http://www-robotics.cs.umass.edu/robotics.html

Publications

McComb, Gordon. Robot Builder’s Bonanza: 99 Inexpensive Robotics Projects. Blue Ridge Summit, PA: TAB Books, 1987. ISBN 0-8306-2800-2

Browning, K., G. Heighington, V. Parvu, and D. Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-549650-X (Chapter 2, pp. 12-15 and Chapter 7, pp. 103-124)

Kellet, Joe and D. Jinks. Design and Make Folio 6: Mechanisms 1. Leeds: Prontaprint Ltd., 1993.
ISBN 1-89851506

Kellet, Joe and D. Jinks. Design and Make Folio 7: Mechanisms 2. Leeds: Prontaprint Ltd., 1993.
ISBN 1-89851507

Kellet, Joe and D. Jinks. Design and Make Folio 8: Mechanisms 3. Leeds: Prontaprint Ltd., 1993.
ISBN 1-89851508

Fales, James F., V. Kuetemeyer, and S. Brusic. Technology Today and Tomorrow. New York: McGraw-Hill, 1993. ISBN 0-02-677103-9 (Chapter 13, pp 274-275)

Heighington, G. “Cybernetic Land Walker Challenge 2000.” The Design and Technology Bulletin, V. 60 Issue No. 1 (Fall, 1999): 52. ISSN 08455163

Masterson, James W., et al. Robotics Technology. Illinois: The Goodheart-Wilcox Co., 1996.
ISBN 1-56637-046-9

Sources of Supplies

Local hobby stores can supply parts for robotic devices. Science and Technology supply companies such as Spectrum, Technology Teaching Systems, Merlan, and Electrolab can supply kits and resources. Surplus supply firms such as Active Electronics, (Toronto), Addison Electronics and ABRA Electronics (Montreal), or Princess Auto (across Canada) are excellent sources for mechanisms and kits.

Appendix 2.3

Design Brief: Land Mine Robot

Canadian Armed Forces Land Mine Engineering Unit (CAFLMEU)

Situation

Thousands of people are killed or maimed by land mines left from war. It is extremely dangerous to locate and remove these mines. Robots are considered a viable alternative to human beings in the task of removing mines. The variety of land forms makes it problematic to develop a rover that can adapt.

Challenge

Your company has been asked to design and engineer a rover that can detect mines and detonate them without endangering human lives. This rover must be a walker type to properly set off the mines. The rover should also be cheap to manufacture since they need to be replaced frequently.

Criteria

Your company is in competition with other companies to develop the winning design. To be awarded the contract for production, each design is tested at a test track designed for this purpose. This test track includes:

sand trap

· 15-degree incline

· simulated ice surface

· obstacle surface to be climbed over

Your robot design must be constructed of parts to be provided by the Canadian Armed Forces. No other parts or materials can be included in the design.

CAFLMEU has established the following evaluation scheme for your designs. (next page)

Appendix 2.3 (Continued)

Evaluation Chart for Robot Performance

	Level 1 Value: 5 Points	Level 2 Value: 10 Points	Level 3 Value: 15 Points	Level 4 Value: 20 Points
The robot walks over a variety of surfaces	- the robot successfully walks over one surface	- the robot successfully walks over two surfaces	- the robot successfully walks over three surfaces	- the robot successfully walks over four surfaces
The robot walks in a straight line.	- the robot walks straight for 100 cm	- the robot walks straight for 200 cm	- the robot walks straight for 300 cm	- the robot walks straight for 400 cm
The robot uses its power source effectively but conservatively.	- the robot’s batteries last through the walking test plus two minutes	- the robot’s batteries last through the walking test plus five minutes	- the robot’s batteries last through the walking test plus ten minutes	- the robot’s batteries last through the walking test plus fifteen minutes
The robot is well constructed and safe to use.	- the robot cannot complete all the tests due to faulty construction	- the robot can complete the tests, but needs constant repairs and modifications	- the robot completes the tests, but is no longer useable	- the robot completes the tests and is still in perfect condition
The robot is neatly constructed, decorated, and finished.	- the robot is poorly made with no decorations or finishing	- the robot is not well made, but has some decorations	- the robot is well made, but is not well decorated or finished	- the robot is well made, decorated, and finished
Totals
Final Mark: /100

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.3b

Engineering Project Assessment Report

Directions: The following questions are to be answered individually in the space provided. Please answer each question as thoroughly and honestly as possible. This assignment must be handed in for evaluation following the completion of the project.

1. Briefly explain how your group organized itself to complete the tasks. What were your responsibilities? Do you feel the group worked well together?

2. Describe your robot’s mechanical operation.

3. How would you rate the creativeness and originality of your own ideas?

a) Completely my own original ideas.

b) Borrowed some ideas but made a lot of modifications.

c) Borrowed a lot of ideas and made some modifications to them.

d) Borrowed most of my ideas and used them as is.

4. What were some of the problems your group encountered and how did you solve these problems?

5. Does your solution to the challenge meet the criteria?

6. Based on your observations, what are some of the best features of your group's solution?

7. Briefly describe the materials chosen in constructing your group's design.

8. Briefly describe the improvements that can be made to your group's design.

9. Overall, how would you rate the work you did?

a) I did excellent work that contributed to the overall success of the project.

b) I did good work which made some significant contributions to the project.

c) I put a good effort in, but my work was not as good as it should be.

d) Not much effort, poor quality work.

Appendix 2.3b (Continued)

Sample Drawings for Rover

Two-Dimensional Drawing of Landwalker

The following are computer-aided drawings of the

final prototype of our landwalker.