Course Profile Manufacturing Technology,
Grade 10, Open, Public
Unit 2: Pre-Production: Planning and Design
Time: 14 hours
Activity 1 | Activity 2 | Activity 3
In this unit students plan and design three different projects. In each project students apply elements of the design process including product research, feasibility studies, engineering drawings, process planning, and scheduling. Through problem-solving exercises, students develop ideas independently and in groups, and formally present them through engineering graphic standards. Careers and educational opportunities in the industrial design field are also considered.
Note: As the design of each project is completed students proceed to the fabrication stage (outlined in Unit 3) to build their project. For example, upon completing the design work for the first project, an ornamental product, students continue to Unit 3, Activity 1: Fabricate an Ornamental Product for the production of that project. Once this is completed, students return to Unit 2, Activity 2: Design a Pick-and-Place Robot to design a second project, and then progress through Units 3 (fabricating the robot) and 4 (adding power and control to the robot). This process is repeated a third time allowing students to design, produce, and power (if applicable) three projects.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01M, TFV.02M, TFV.03M, TFV.04M,
TFV.05M, SPV.01M, SPV.02M, SPV.03M, SPV.04M, ICV.01M, ICV.03M.
Specific Expectations: TF1.01M, TF1.02M, TF1.04M, SP1.01M,
SP1.02M, SP1.03M, SP1.04M, SP1.05M, SP1.06M, SP1.07M, SP1.08M, SP1.09M,
SP1.10M, IC1.01M, IC1.03M, IC1.04M.
|
Activity 1 |
Design an Ornamental Product |
240 minutes |
|
Activity 2 |
Design a Pick-and-Place Robot |
300 minutes |
|
Activity 3 |
Design a Remotely Piloted Vehicle (RPV) |
300 minutes |
· co-operative group skills
· interactive teamwork skills
· knowledge of basic tool safety (from a course such as Grade 9 Integrated Technologies)
· knowledge of sketching techniques (from Unit 1)
· basic knowledge of drawing/drafting skills
· word-processing skills for writing technical papers and creating journals
For this unit the teacher must:
· review pertinent resource material for background information (e.g., Appendix 1 – Safety Passport and Appendix 2 – Design Process for Manufacturing Projects);
· provide a process planning/manufacturing engineering guide booklet that will help students to recognize the similarity of the generic design process employed in this course and the manufacturing process applied in the manufacturing industry. Note: A guide or description of the manufacturing process can be obtained from the Canadian Association of Professional Engineers or the Ontario Association of Certified Technicians and Technologists (see Resources);
The teacher
may also:
· invite an industry representative to speak with students on aspects of the manufacturing sector. This individual may be also able to supply sample manufacturing drawings, process routing systems, and production scheduling tables or software.
1. This unit uses a variety of teaching and learning strategies, including brainstorming, problem solving, group and individual work, and activity-based learning.
2. The teacher reviews the design process and starts each activity by introducing the students to the particular challenge or project.
3. Students work in groups to define the technological problem and to brainstorm possible solutions through discussions and illustrations. They analyse their ideas and select the design to be manufactured. Note: When making decisions about the design of their projects, students must consider the subsequent production and power/control issues they will encounter in Units 3 and 4.
4. Through class discussions and demonstrations students become familiar with drafting standards, allowing them to develop working drawings of their projects.
5. In each activity the teacher reviews the stages of the design process. Samples of the planning process are provided as resources for students (see Appendix 2 – Design Process for Manufacturing Projects). Students plan and schedule the manufacturing of their product.
6. The teacher and students discuss the effects of design on society and the environment.
7. Upon completion of each activity students write journals reflecting on their experiences in the unit.
8. The teacher supplies students with criteria, constraints, and instructions for each activity, accompanied by an assessment criteria for the design and student involvement in the process.
9. Teachers and students discuss manufacturing design-related careers and educational opportunities at appropriate times throughout the unit.
· Assessment strategies used in this unit include personal communications, observation, performance assessment, and reflection.
· Assessment tools include marking schemes for the activities, rubric assessments, and tests.
· Assessment is a daily process that may include:
· the use of daily logbook entries to determine individual participation, achievement, and contributions to the group effort;
· project assessment and critiques by self, peers, and the teacher;
· participation in discussions and conferences.
· Students are evaluated on written reports, production processes, and practical assignments.
Andrews, J. Edge of the Anvil:
A Resource Book for the Blacksmith. Emmaus, PA: Rodale Press, 1991.
ISBN 08-785-7195-7
Browning, K., G. Heighington, V. Parvu, and D. Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson, 1993. ISBN 0-07-549650-X
Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management 2nd ed. Cincinnati, OH: South Western Publishing Co. 1991. ISBN 0-538-07461-2
Fowler, and Horsley. Technology. Collins, 1991.
Huchinson, J. and J. Karsnitz. Design
and Problem Solving. Albany, NY: Delmar Publishers. 1994.
ISBN 0.8273-52441-1
Maynard, H.B. Industrial Engineering Handbook - 3rd Edition. New York, NY: McGraw-Hill Ryerson, 1971.
Ontario Center for Materials, Research. Robotics. From the Lab to the Market Place. A curriculum Resource Unit for High School Science. 1993.
Quilan, C. Orthographic
Projection Simplified. New York: Glencoe, 1996.
ISBN 0-02-677320-11
Rorabaugh, Britt. Mechanical
Devices for the Electronics Experimenter. McGraw-Hill Ryerson, 1995.
ISBN 0-07-053546-9
Spence, W. P. Drafting Technology and
Practice. Peoria,
IL: Glencoe, 1991.
ISBN 0-02-676290-0
Meridian Education Corporation. Manufacturing Technology Series. Mississauga, ON: McIntyre Media Limited, 1999. (63.8 minutes)
Ontario Association of Certified
Technicians and Technologists (Education and Careers)
http://oacett.org/
Canadian Association of Professional
Engineers (Education and Careers)
http://www.apegga.com/
Information from:
· school Library/Resource Centre
· guest speakers
Time: 240 minutes
Students design and plan the production of metal ornamental products such as candlestick holders, metal flowers, fireplace sets (poker, rake, and shovel) iron shepherd’s cane plant holders, weather vanes, bird feeder holders, etc. The projects designed in this unit require the scheduling and assigning of the appropriate fabrication techniques to be applied in Unit 3.
Note: This project does not include an option to add power and control as do the other projects in this unit. The ornamental product may, however, have movement capability incorporated into it (e.g., weather vane).
Strand(s): Theory and
Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.03M - select materials, industrial tools, and equipment to manufacture products;
TFV.04M - analyse and solve manufacturing problems;
SPV.02M - apply planning and design process to specific products;
ICV.03M - demonstrate understanding of the social and environmental effects of the manufacturing industry.
Specific Expectations
TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally, internationally;
TF1.02M - identify various components used in the design of manufactured products;
TF1.04M - describe various methods of manufacturing;
SP1.04M - develop production flow charts that include group member duties and manufacturing
schedules;
IC1.03M - describe the role of manufacturing entrepreneurs in Canadian society;
IC1.04M - demonstrate understanding of the ecological ramifications of manufacturing;
SP1.05M - perform preparation processes required to manufacture products;
SP1.10M - prepare and present design briefs.
· For this activity the teacher must:
· provide drawing tables for creating mechanical drawings;
· provide a computer-aided design program (if available);
· provide magazines and journals that illustrate metal ornamental products (e.g., candlestick holders, metal flowers, fireplace sets, iron shepherds’ cane, plant holder, weather vane, bird feeder holder, etc.) or provide actual samples of these items.
· The teacher may invite a local artisan of metal crafts to provide insights into types of products and production considerations.
· This activity may be made multidisciplinary by linking it with an Art course.
· co-operative learning skills
· interactive teamwork skills
· word-processing skills
· knowledge of basic sketching and drafting techniques
· knowledge of basic design software
· knowledge of the design process
1. The teacher discusses the criteria and expectations of the activity using the assessment chart in Appendix 13 – Sample Assessment Rubric for the Design of an Ornamental Product. The chart is posted in the classroom for reference while the students progress through the activity.
2. The teacher and students discuss the challenge of designing and creating an ornamental product out of metal. They discuss various ornamental products that are currently on the market, answering such questions as who uses them and purchases them, what are they designed to do, what are they made of and what do they cost. Various resources (e.g., craft magazines, catalogues, etc.) provide the students with concrete examples of ornamental products. A local artisan of metal crafts may be invited to provide further insights into types of products and production considerations. Students compare the features and values of current models. They consider many aspects when selecting their projects, including:
· What type of a product is interesting and challenging?
· How large will the product be?
· What type of metal should be used?
· For whom will the ornamental product be made?
3. Teachers and students also discuss the properties of materials used in commercially available models to help determine the materials for their projects.
4. Students are instructed to record notes about their work in a design journal to track the progress of ideas.
5. Students are organized into pairs to discuss the criteria to be considered in the design of their ornamental product and to generate possible solution details.
6. Each design team selects a solution and proposes a design for their ornamental product. The teacher reviews sketching techniques and instructs the students to sketch a common household brick from three orthographic views (i.e., front, top, and side) using freehand methods.
7. To help them refine their ideas, students may construct a model (or mock-up) from cardboard or scrap wood. This may also be done as an enrichment exercise.
8. Students answer the following questions in their notebooks and discuss their findings with the teacher (as well as with the recipient of the product, if applicable):
· Will it work?
· Does it appear to satisfy all the design criteria?
· Will it break during intended use?
· Will it last for many years?
· Will I be proud of this project?
9. Once the teacher has approved the design idea, the team members are ready to begin the final drawings and reporting. The teacher reviews the basics of technical drawing including discussions about scale, borders, title blocks, line types, mechanical drawing symbols, drafting conventions including Canadian Standards Association (CSA) standards, and dimensioning.
10. The teacher illustrates first angle and third angle orthographic projection, and then isometric, and 45-degree oblique perspective. Teachers ask students to review their designs (in their design teams) and select what they consider to be the most appropriate drawing views to illustrate their designs. Teachers may ask student teams to rationalize their view selection verbally.
11. Students create a group of drawings for use in the fabrication stage (i.e. Unit 3, Activity 1 – Fabricate an Ornamental Product). This includes:
· one set of orthographic projections showing fabrication details;
· one drawing or set of drawings of a selected 3-D view showing the complete ornamental product.
Orthographic projections are to include dimensions and are to be created with the manufacturer or fabricator in mind. The teacher and students critique the orthographic projections for clarity and accuracy.
12. The teacher demonstrates the available equipment and discusses the availability of materials. Students are encouraged to make inquiries at home and in the community for materials that are not available at the school as well as for assistance during any processes that cannot be completed using the school’s equipment. In this way, students’ project designs are not limited to materials and processes available at the school.
13. The teacher and students must discuss appropriate safety considerations in tool and equipment use. Note: The issue of machine tool safety is addressed fully in Unit 3, which is the production phase of the project. See Appendix 14 – Sample Critical Path Planning Chart which can be used to guide the students in planning the production process.
· Students are evaluated on the quality of drawings, completeness of information, and accuracy (e.g., line thickness, squareness, the use of CSA standard symbols and conventions, etc.). See Appendix 15 – Checklist for Technical Drawings.
· The Sample Assessment Rubric for the Design of an Ornamental Product (Appendix 13) may be used to guide assessment of the finished product.
· Teachers complete the rubric in conference with the design teams, allowing students to benefit from discussion.
· As well, the teacher should incorporate learning skills checklists into daily observation (see Appendix 4 – Work Habits/Homework and Appendix 5 – Sample Teamwork Checklist).
· The teacher must review exceptional students’ Individual Education Plans (IEPs) and consult with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.
· The teacher may provide:
· drawings of a predetermined design;
· templates;
· example drawings.
· Isometric grid and/or graph paper may be provided to help students create layout drawings.
· Students with knowledge of drawing techniques from previous art and/or technology courses may be paired with students who are not yet familiar with these techniques.
· As an enrichment students may produce more detailed drawings (e.g., cutaway, assembly, or perspective drawings), or may use 3-D illustration software to produce realistic illustrations or animation.
· The use of computer aided design and drafting software may be used for enrichment during the drawing component of this activity.
Andrews, J. Edge of the Anvil:
A Resource Book for the Blacksmith. Emmaus, PA: Rodale Press, 1991.
ISBN 08-785-7195-7
Huchinson, J. and J. Karsnitz. Design
And Problem Solving. Albany, NY: Delmar Publishers. 1994.
ISBN 0-8273-52441-1
Quilan, C. Orthographic Projection
Simplified. New York: Glencoe, 1996.
ISBN 0-02-677320-1l
Appendix 13 – Sample Assessment Rubric for the Design of an Ornamental Product
Appendix 14 – Sample Critical Path Planning Chart
Time: 300 minutes
Students design and plan the production of a pick-and-place robot that is capable of moving a specific object from one location to another predetermined location. Students research many different technologies including:
· applications for robots;
· robotic controls and movements;
· power transmission;
· various fabrication techniques.
As they plan the design and production of the robot students consider using a variety of materials (e.g., wood, plastics, and metals) and achieving robotic movements through one or more power and control methods (e.g., mechanical, electrical, or fluid power [pneumatic or hydraulic]). Note: Upon completion of this activity students proceed to Unit 3, Activity 2: Fabricate a Pick-and-Place Robot.
Strand(s): Theory and
Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01M - describe the scope of the manufacturing industry;
TFV.02M - communicate project ideas using a project variety of a methods;
TFV.03M - select materials, industrial tools, and equipment to manufacture products;
TFV.04M - analyse and solve manufacturing problems;
TFV.05M - demonstrate understanding of manual of and assembly-line production;
SPV.01M - recognize market opportunities;
SPV.02M - apply the planning and design process to specific projects;
SPV.03M - select appropriate materials for predetermined projects;
SPV.04M - assess processes and the resultant products;
ICV.01M - explain health and safety standards as they relate to processes, materials, tools, and equipment in the equipment manufacturing industry;
ICV.03M - demonstrate understanding of the social and environmental effects of the manufacturing industry.
Specific Expectations
TF1.01M - identify the role of the manufacturing sector locally, provincially, nationally, and internationally;
TF1.02M - identify the various components used in the design of manufactured products;
TF1.03M - identify and describe industrial tools and materials;
SP1.01M - use market research correctly to correctly test consumer response to design solutions;
SP1.02M - follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation;
SP1.03M - select appropriate materials for predetermined projects;
SP1.04M - develop production flow charts that include group member duties and manufacturing schedules;
SP1.05M - perform the preparation processes required to manufacture products;
SP1.06M - select methods of generating, transmitting, and transforming power;
SP1.07M - apply various electrical and electronic controls;
SP1.08M - describe the purpose quality control processes;
SP1.09M - evaluate projects using assessment instruments and identify design alterations;
SP1.10M - prepare and present design briefs;
IC1.01M - apply personal and health and health safety regulations in the handling of handling equipment and materials;
IC1.03M - describe the role of manufacturing entrepreneurs in Canadian society;
IC1.04M - demonstrate understanding of the understanding ecological ramifications of manufacturing.
For this activity the teacher must:
· provide drawing tables for creating mechanical drawings;
· provide a computer-aided design program for producing computer simulations (if available);
· provide examples of industrial robots through videos, field trips, or guest speakers;
This activity may be made multidisciplinary by linking it with an Art, Science, or Dramatic Arts course.
· co-operative group skills
· interactive teamwork skills
· word processing skills
· knowledge of sketching techniques (from Unit 1)
· basic knowledge of drawing/drafting skills
· design software knowledge (optional)
· knowledge of the design process
· knowledge of the following mathematical concepts:
· geometry (translation and rotation);
· simple equation applications;
· measurement (angular and linear).
· knowledge of the following scientific concepts:
· pressure/volume relationships (pneumatics and hydraulics);
· levers;
· simple machines;
· force;
· work;
· energy.
1. The manufacturing challenge is to design, build, demonstrate, assess, and modify (if necessary) a self-supporting, power-operated manipulator arm. Successful designs are those that lift, move, and place an object (not to exceed 50 grams) from a starting point that is 45 cm/18" from the base of the arm to another point that is 30 cm/12" from the base, through an angle of 150 degrees. The object must clear a hurtle 10 cm/4" high, placed between the two points.
2. The teacher outlines the technological challenge of designing a pick-and-place robot.
3. The teacher explains the work envelope of the robot (resulting from movements and power and control systems).
4. Students and teacher discuss the three major aspects of the challenge:
· the selection of construction materials;
· the determination of the preferred design configuration or layout;
· the determination of how the apparatus will be driven. Note: The arm must be light enough to minimize torque and centre of gravity concerns while rigid enough to support itself and its load.
5. Students review the constraints and considerations, including:
· total weight – weight affects the centre of gravity and the energy required to power the device;
· centre of gravity –the centre of gravity must stay within the base during all manoeuvres to prevent the arm from becoming unstable and tippy;
· arm weight – arm weight affects the centre of gravity (i.e., the heavier the arm, the more torque required to move it);
· arm length – as length is added to each section of the arm, greater amounts of energy are required to rotate it;
· arm rigidity – the lever arm must be strong enough to maintain rigidity under the load and while in motion;
· energy exchange – students and the teacher must decide the preferred means of powering the device. The choices range from electric motors and pulleys, stepping motors, pneumatics, hydraulic, or mechanical means. The decision will affect the centre of gravity, which will in turn impact the choice of construction materials.
6. When the basic design characteristics of the robot have been established, students create rough sketches of their ideas followed by more formal drawings.
7. Students create a group of drawings which includes the following:
· one set of orthographic projections showing fabrication details;
· one drawing or set of drawings of a selected 3-D view showing the complete robotic arm.
Note: Orthographic projections include dimensions and are created with the manufacturer or fabricator in mind.
8. The teacher demonstrates the available equipment and discusses the availability of materials. Students are encouraged to make inquiries at home and in the community for materials that are not available at the school as well as for assistance during any processes that cannot be completed using the school’s equipment. In this way, students’ project designs are not limited to equipment available at the school. (Note: The teacher may limit the open-endedness of the challenge by limiting the material options or fabrication options available, if desired.)
9. The teacher and students must discuss appropriate safety considerations in tool and equipment use.
10. Students plan for the production phase of the project. See Appendix 14 – Sample Critical Path Planning Chart, which can be used to guide students in planning the production process.
· The teacher uses conferencing, report writing, rubrics, and checklists to ensure a well-balanced, ongoing assessment of student learning.
· The following appendices contain rubrics and checklists that may be employed:
· Appendix 4 – Work Habits/Homework;
· Appendix 5 – Sample Teamwork Checklist;
· Appendix 6 – Sample Assessment Rubric for Teamwork;
· Appendix 8 – Sample Assessment Rubric for Technical Paper/Design Brief;
· Appendix 15 – Checklist for Technical Drawings;
· Appendix 16 – Sample Assessment Rubric for the Design of Pick-and-Place Robot.
· Teachers must dialogue with student teams on a regular basis throughout the project to ensure students remain focussed.
· The teacher evaluates each group’s portfolio to ensure that it includes the following information:
· material selection;
· sketches;
· fabrication drawings;
· general description of power and control system to be used;
· general description of mechanisms system to be used;
· written documentation of the design process;
· safety considerations;
· assembly plans;
· evidence of problem solving;
· ideas for improvement of the design.
· Teachers must review exceptional students’ Individual Education Plans (IEPs) and consult with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.
· Timelines for the completion of this activity may be modified to suit student need.
· Students requiring extra help may be assigned peer tutors.
· Student-to-student discussion and teacher-to-student conferencing may be provided throughout the project.
· Students may be provided with a choice of complexity of the design.
· The teacher may demonstrate techniques and practices.
· For enrichment, students may incorporate an electronic control circuit.
Books
Browning, K., G. Heighington, V. Parvu, and D. Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson, 1993. ISBN 0-07-549650-X
Cirovic, Michael. Basic Electronics. Reston, PA: Reston Publishing, 1997.
Fowler, Horsley. Technology. Collins, 1991. ISBN 0-00-322036-2
Ontario Center for Materials, Research. Robotics. From the Lab to the Market Place. A curriculum Resource Unit for High School Science. 1993.
Rorabaugh, Britt. Mechanical Devices
for the Electronics Experimenter. McGraw-Hill Ryerson, 1995.
ISBN 0-07-053546-9
Web Site
MotionNew.com (Engineering/resources Online) - http://www.roboticarm.com/
(This web site has information about robotics.)
Other
· school Library/Resource Centre
· guest speakers
Appendix 4 – Work Habits/Homework
Appendix 5 – Sample Teamwork Checklist
Appendix 6 – Sample Assessment Rubric for Teamwork
Appendix 8 – Sample Assessment Rubric For Technical Paper/Design Brief
Appendix 15 – Checklist for Technical Drawings
Appendix 16 – Sample Assessment Rubric for the Design of Pick-and-Place Robot
Time: 300 minutes
Students create a design for a remotely piloted vehicle (RPV) that is capable of taking an aerial photograph. Students apply the design process throughout the development of this radio-controlled airborne vehicle. Working in teams, the students gain an understanding of the importance of quality control and accuracy in the design process (including production planning). Note: Upon completion of this design activity students continue to Unit 3, Activity 3: Fabricate RPV to manufacture the airframe of their RPV.
Strand(s): Theory and
Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.04M - analyse and solve manufacturing problems;
SPV.02M - apply the planning and design process to specific projects.
Specific Expectations
TF1.02M - identify the various components used in the design of manufactured products;
SP1.02M - follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation;
SP1.03M - select appropriate materials for predetermined projects;
SP1.04M - develop production flow charts that include group member duties and manufacturing schedules.
· The building and flying of a radio-controlled aircraft is a challenging and rewarding technological problem to solve. However, there is no grey area between success and failure. The teacher and the students must be prepared to take the risk of potential failure (crash of aircraft).
· The teacher must be thoroughly aware of the critical aspects of model aircraft design. Some of the key design aspects include setting the angles of incidence (lift) on wings and tailplanes, and balancing the aircraft for flight. It is advantageous to enlist the help of an advisor, such as a person from the community experienced in building and flying radio-controlled aircraft.
· The teacher must gather an array of resources, tools, and materials in order to facilitate this activity including:
· books, magazines, and Internet web sites containing photographs and three-view drawings of a variety of aircraft configurations;
· sketching and drawing supplies for development of prototype design options;
· drafting equipment (manual and/or CAD) for plotting of airfoil coordinates.
· The teacher may organize a field trip to an aviation museum, an aircraft maintenance facility or an airport, if possible.
· This activity may be made multidisciplinary by linking it with a Geography or Science course.
· It is beneficial for students to possess the following knowledge or experience:
· knowledge gained from Grade 9 Integrated Technology (specifically Activity 2 which involves the construction of a Styrofoam glider);
· knowledge of basic CAD and or manual drafting techniques;
· experience with the use of various hand tools.
· Students must also possess:
· co-operative group skills;
· interactive teamwork skills.
1. The teacher distributes a written description of the design challenge to students. This description includes the problem statement, design criteria, assessment criteria, and method of evaluation.
2. Throughout the activity the teacher incorporates a variety of teaching and learning strategies including open-ended learning, teacher-directed activities, individual learning activities, and group work.
3. The teacher and students review the four forces involved in flight (i.e., thrust, drag, gravity, and lift). When designing their aircraft the students must especially consider decreasing the drag and increasing the lift. The teacher leads a discussion on aerodynamics and Bernoulli’s principle to aid them with this (see Appendix 17 – Aircraft Fuselage).
4. Students develop a vocabulary list of necessary airplane parts and airfoil terms in their notebooks. Students further their understanding of airplane parts and the principles of flight by designing and testing paper airplanes.
5. Students (in small groups) are instructed to research, complete and submit sketches of design options using books, magazines, photos, and Internet sites. The sketches are assessed jointly by the teacher and the class.
6. In planning for the production phase (Unit 3, Activity 3: Fabricate RPV), students are divided into groups of two or three. Each group is responsible for the fabrication of different components of the aircraft, such as:
· right wing panel;
· left wing panel;
· fuselage;
· horizontal stabilizer and elevators;
· vertical stabilizer (fin);
· landing gear;
· engine test stand and mounts;
· radio installation control linkages.
Design Recommendations
a) It is recommended that a conventional high-wing aircraft design configuration (such as a Piper Cub) be chosen as the prototype, to ensure a better chance of success. A wing span of 2.4 m (8') and a constant chord width of 40 cm (16") is the maximum recommended wing size for an aircraft fitted with a 10cc engine. The remaining dimensions of the aircraft can be determined by completing a scale drawing developed around the wing dimensions. The proportions and respective locations of the wing and tail assemblies are critical to the success of the aircraft, while the design of the fuselage is less critical.
b) To minimize weight, the design must be relatively narrow and as simple as possible (see Appendix 18 – Dihedral for a sample configuration). To further simplify the design of the aircraft, it is recommended that aileron controls not be incorporated into the wings. Rudder and elevator control is all that is needed for successful flight.
c) One of the most critical aspects of aircraft design is the selection of the airfoil (airfoil co-ordinates may be obtained on the Internet by searching “Airfoil Coordinates” or by using model aircraft design software available a hobby stores, see Resources). To ensure a better flying aircraft, it is recommended that the teacher provide the students with pre-selected airfoils for wing and tail surfaces. The “Clark-Y = flat-bottom” airfoil is a good choice for the wing as it provides high lift, has relatively docile flight characteristics and is easy to build. The “NACA 0009” is a symmetrical airfoil and is recommended for the tail surfaces as it creates zero lift. (The tail surfaces of a conventional aircraft act much like the feathers on an arrow, functioning to maintain straight and level flight.)
· Students self-assess the quality and quantity of work performed in the various designs stages.
· The teacher may use written quizzes and tests, conferencing, checklists, and assessment charts to assess the following:
· creativity and design innovation;
· sketches and technical drawings;
· selection of materials;
· application of design processes;
· research and written documentation;
· quality of work (reporting and drawings);
· group learning;
· evidence of problem solving;
· analysis of the design and ideas for improvements;
· safe working practices.
· Teachers may use Appendix 19 – Sample Assessment Rubric for the Design of the RPV.
· The following appendices contain rubrics and checklists that may be employed:
· Appendix 4 – Work Habits/Homework;
· Appendix 5 – Sample Teamwork Checklist;
· Appendix 6 – Sample Assessment Rubric for Teamwork;
· Appendix 8 – Sample Assessment Rubric for Technical Paper/Design Brief;
· Appendix 15 – Checklist for Technical Drawings;
· Appendix 19 – Sample Assessment Rubric for the Design of the RPV.
· The teacher must review exceptional students’ Individual Education Plans (IEPs) and consult with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.
· Written tests should be designed to suit the reading and writing levels of the students.
· The teacher is encouraged to modify and expand teaching strategies to accommodate learning styles. This may include:
· modified approaches to evaluation;
· oral testing and student demonstrations of acquired skills;
· conferencing/discussion;
· student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation;
· small group learning;
· flexible timelines;
· adaptation of handouts;
· peer assistance and tutoring.
· For enrichment students may:
· design a tapered wing as this presents a greater manufacturing challenge;
· investigate alternate airfoils and discuss their flight characteristics (e.g., high-lift glider airfoils, aerobatics airfoils, supersonic airfoils, etc.)
Books
Crawford, Donald. A Practical Guide to Airplane Performance and Design. Torrence, CA: Crawford Publishing, 1981. ISBN 0-960-393404-1595
Magazines
Model Airplane News, available through http://www.modelairplanenews.com/
Web Sites
The Model Aeronautics Association
of Canada
http://www.maac.ca/
Use the Naval Postgraduate School Aeronautics and Astronautics Department
Online
Panel Code to compute NACA 4 and
5 digit airfoil coordinates
http://research.nps.navy.mil/panel/panel.html
Airfoil Co-ordinates Database
http://amber.aae.uiuc.edu/~m-selig/ads.html
Software
Airfoil co-ordinates are available through software such as ModelCAD, a CAD system specific for model aircraft design, available at http://www.hydrotrak.com/modelcad.htm
Other
school Library/Resource Centre
guest speakers
videos
field trips to airports, aircraft maintenance facilities, and aviation museums
Appendix 14 – Sample Critical Path Planning Chart
Appendix 15 – Checklist for Technical Drawings
Appendix 17 – Aircraft Fuselage
Appendix 18 – Dihedral
Appendix 19 – Sample Assessment Rubric for the Design of the RPV