Course Profile Manufacturing Engineering Technology, Grade 11, College Preparation, Catholic and Public

Unit 2: Production

Time: 50 hours

Activity 2.1 | Activity 2.2 | Activity 2.3

Unit Description

This unit introduces students to the design and fabrication of an integrated product. Working from a context, students provide solutions to three separate engineering challenges. The products are then combined to form a controlled system. Using a variety of materials (metal, plastic, alloys, wood, or composite fibres) and following a manufacturing process (welding, cutting, machining, laminating, gluing, bonding and forming), students produce prototypes. Through analysis of the prototypes using the ten technological concepts, students implement appropriate revisions and modifications. Students provide the solution to the contextual challenge by combining the results of the three activities.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
2.1: Wind-powered Generator – Blades from Composites	1200 min	TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.04, TF2.05, SPV.02, SPV.04, SP1.04, SP1.05, SP2.01, SP2.03, SP4.05, SP4.06, SP5.03, ICV.02, IC1.02, IC2.01, IC2.05 CGE2a, 3b, 4b, 5e	Thinking/ Inquiry Application	Composites Wing design Blade construction
2.2: Wind-powered Generator – Tower and Drive System	1200 min	TFV.01, TFV.02, TFV.03, TFV.04, TF1.01, TF1.02, TF2.03, SPV.01, SPV.02, SPV.04, SP1.05, SP2.01, SP4.02, SP4.03, SP4.06, SP4.07, ICV.02, IC2.01, IC2.05 CGE2b, 2e, 3c, 4c, 5e	Thinking/ Inquiry Application	Structures Mechanisms Drive systems
2.3: Wind-powered Generator – Power Take Off and Controller	600 min	TFV.01, TFV.04, TF1.02, TF2.06, SPV.02, SPV.04, SP1.02, SP4.02, SP4.06, SP4.07, SP5.04, ICV.02, IC2.01 CGE5a, 5e, 7a	Thinking/ Inquiry Application	Generators Power control

Activity 2.1: Wind-powered Generator – Blades from Composites

Time: 1200 minutes

Description

Students create a set of blades for a wind-powered generator, incorporating the use of composite materials and related processes. Students research and apply design processes to determine the appropriate configuration of the device to comply with a production plan and budget limitations. Working as a team towards a common goal, students gain an understanding of the importance of quality control and accuracy of the manufactured product, as well as adherence to the production plan. This project activity is ideally suited for integration with the other activities, 2.2: Tower and Drive System and 2.3: Power Take-off and Controller, within the wind power theme of the production unit. The teacher may choose to assign these activities to the class simultaneously or sequentially. Also, as in the other activities, the product is developed from the business plan, designed, and fabricated; then the prototype is tested, evaluated, and commissioned.

The project facilitates:

· application of the design process in selecting appropriate design options and manufacturing processes;

· investigation of the physical and structural properties of state-of-the-art plastic composite materials;

· use of (manual or CAD) drafting systems;

· use of mechanical and adhesive fasteners;

· safe and proper use of a variety of tools and manufacturing processes;

· implementation of a quality control plan and testing process.

Strand(s) & Learning Expectations

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

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

TFV.02 - identify appropriate materials and processes to produce products to meet human needs and wants;

TFV.03 - describe the production process required to develop a product;

SPV.02 - use current technology and production skills in the development of a process or a product;

SPV.04 - use effective techniques to model and communicate product ideas, materials, and specifications;

ICV.02 - demonstrate the exemplary practices that are essential to safe work environments and practices.

Specific Expectations

TF1.01 - explain how a human need or want can be met through a new or improved product;

TF1.02 - apply the following steps of the design process to solve a variety of manufacturing technology challenges or problems:

- identify what has to be accomplished (the problem);

- gather and record information, and establish a plan of procedures;

- brainstorm a list of as many solutions as possible;

- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

- evaluate the prototype and determine the resources, including computer applications, required to produce it;

- communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;

- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;

TF2.04 - describe the conditioning processes that change a material’s physical and mechanical characteristics and properties;

TF2.05 - explain the three methods of conditioning materials: thermal conditioning, chemical conditioning, and mechanical conditioning;

SP1.04 - use appropriate techniques to sketch solutions to scale showing orthographic and isometric views;

SP1.05 - use appropriate techniques to mock up or model potential solutions to challenges;

SP2.01 - use a wide variety of appropriate hand and machine tool skills in the assembly or fabrication of a product or manufacturing process;

SP2.03 - analyse and explain the results of producing products in a particular manufacturing process;

SP4.05 - develop appropriate engineering drawings using a computer-aided drawing program;

SP4.06 - develop engineering reports that communicate the specifics of the product or process;

SP5.03 - explain how science or scientific principles or practices apply to material selection and specifications, energy consumption, worker fatigue, material processing, and the design of ergonomically appropriate products that accommodate the human form;

IC1.02 - describe the impact of manufacturing activity on the environment and identify a variety of materials, processes, and waste-management methods to minimize negative impact;

IC2.01 - apply safe work practices in performing manufacturing-related processes;

IC2.05 - recognize the meaning of the hazard labels associated with WHMIS.

Planning Notes

· Activities 1, 2, and 3 can be performed simultaneously or sequentially. This activity is directly related to Activities 2.2 and 2. 3. The design and planning may be accomplished in Unit 1.

· With a vast array of wind-powered generator configurations in existence, from traditional farm windmill to modern high-tech wind turbine, this open-ended activity is ideal for providing students with a variety of design alternatives. Although instructions are provided to aid in building one prototype, the Internet may be the most useful tool in helping students (and teacher) through the initial design stage. Field trips to local wind-generating power facilities may provide further enrichment.

· The implementation of this activity, and the appropriate application of composite materials and processes, is primarily dependent on the comfort level of the instructor.

· Specialized tools, such as a hot-wire cutter assembly or a vacuum pump for vacuum bagging, can be acquired or custom made at a relatively low cost.

· Prior to beginning work on the project, students should be made aware of all safety procedures, WHMIS, and MSDS within the manufacturing shop.

· Good ventilation and dust control is necessary.

· Dust masks and rubber gloves must be available when laminating and sanding composites.

· Consider physical size of the project(s) due to costs of some composite materials.

· Provide computer-aided design software for plotting airfoil shapes and virtual modelling of project using 3-D solids and word-processing software for the Design Report including project management.

· Access to an engine lathe is required for turning the mounting hub.

Prior Knowledge & Skills

Experience from the Grade 10 Manufacturing Technology activities is an asset. This provides students with the skills required for plotting propeller airfoils on CAD using X-Y coordinates, cutting and shaping polystyrene foams with the use of a hot-wire, and hand lay-up techniques using fibreglass cloth and epoxy resin systems. Basic awareness of machining skills and previous experience with the use of a variety of hand tools is also of benefit.

Teaching/Learning Strategies

· The design challenge is presented: “As owner/operator of a small manufacturing facility, you have been commissioned by a client to create a prototype ‘propeller assembly’ for a wind-powered generator. Due to the high strength-to-weight requirements of the assembly, you are encouraged to investigate the possibility of fabricating the product from modern plastic-composite materials in an attempt to maximize the strength while minimizing the weight.”

· Students are divided into groups of two or three.

· The groups are assigned the tasks of researching the various configurations of wind-powered generators (refer to appendices for examples), completing sketches of possible prototypes, and presenting those findings to the rest of the class. Key points to consider at this time are the history and evolution of designs, physical size, complexity, efficiency, reliability, and environmental impacts. A variety of resources are used to facilitate this stage including Internet websites, magazines, photos, libraries, catalogues, journals, power companies, etc. A pre-existing product may also be previewed.

· Students are made aware of any set design criteria, financial limitations, and time constraints.

· Students (with the guidance of the teacher) select a design configuration for fabrication.

· Groups (depending on available time and money) may wish to produce more than one prototype or divide the tasks required to build a single unit. For example, in the event of a design with a multiple blade configuration, groups could be assigned the task of building one of the blades, a weather vane, or the mounting hub.

· Other groups could create a graphic design/logo for the project or generate a set of as-built engineering drawings for inclusion in the design report.

· As composite materials can be expensive, students are made aware of cost and introduced to manufacturing techniques that minimize material wastage. This introduces the notion of available resources driving the design, especially when mass production is anticipated and the cost of waste becomes considerable.

· The teacher provides instruction and demonstration when a new process or machine tool is introduced.

· Students are instructed and reminded to work in a safe and efficient manner, showing consideration to the rest of the class with regard to safety, behaviour, and space and equipment availability.

· See Appendix 1.1 - Instructions for the Creation of a Prototype Blade Assembly Using Composite Materials for specific information on these aspects of the construction.

Design Report

Groups create and submit a design report, based on daily journal notes, containing the following:

· the context;

· the design challenge;

· project performance specifications and design constraints;

· all preliminary sketches and notes;

· a production plan;

· manual or CAD drawings of prototypes;

· an analysis of the product and process.

Assessment & Evaluation of Student Achievement

Assessment should be ongoing and feedback to the students should be immediate in order to promote student learning. This project is high in process content and substantial learning will occur during the production. The final product will not necessarily reflect the learning. Assessment criteria should be posted in advance. See Appendix 1.2 - Fabrication Rubric for a sample assessment/evaluation tool.

Accommodations

Teachers should review each student’s Individual Education Plan (IEP) and consult with the appropriate Special Education teachers.

Activities can be modified to meet the needs of all learners by applying various accommodations such as:

· increasing time allowed for activities;

· enhancing or compacting content;

· assisting during evaluation processes;

· providing peer tutoring assistance where possible;

· choosing groups to balance different abilities;

· ensuring that all equipment is easily accessible.

For enrichment, students may:

· use CAD to create a virtual model using 3-D solids;

· design and fabricate a blade that tapers in width and thickness from root to tip or with a varying degree of pitch (twist) from root to tip as they presents a greater manufacturing challenge;

· design and fabricate alternate blade configuration (i.e., vertical axis as opposed to horizontal axis), a device for statically balancing the blades, or a device for accurately setting the blade angles of attack in the hub;

· experiment with blades using alternate airfoil shapes.

Resources

Books

Krar, S.F. and J.W. Oswald. Technology of Machine Tools. New York: McGraw-Hill Ryerson, 1996.
ISBN 0-02-803071

Marshall, Andrew C. Composites Basics, 4th ed. Marshall Consulting – Publisher 720 Appaloosa Drive, Walnut Creek, CA 94596.

Powell, F.E. Windmills and Wind Motors. Algrove Publishing Ltd., 1999. ISBN 0-921335-84-9

Selig, Donovan, Fraser. Airfoils at Low Speed. H.A. Stokely – Publisher 1504 North Horseshoe Circle, Virginia Beach, VA 23451

Catalogues

Fibreglass Factory Outlet Catalogue

5205 Timberlea Blvd., Mississauga, ON L4W 2S3, Phone: (905) 629-3178 Fax: (905) 629-2638

‘West System’ User Manual and Product Guide; Advanced Vacuum Bagging Techniques

Gougeon Brothers Inc., P.O. Box 908, Bay City, MI 48707-0908

Phone: (517) 684-7286 Fax: (517) 684-1374

Websites

Styrofoam, Insulating the World – www.dow.com/styrofoam/

Epoxy Products for Building and Repair – www.westsystem.com

Windy City Alternative Power Inc. – www.alternativepower.net

American Windmills Home Page – www.windmills.net

Airfoil Incorporated – www.airfoils.com

Airfoil Coordinates Database – http://amber.aae.uiuc.edu/~m-selig/ads.html

Other

Canadian Wind Energy Association, Suite 250-2415 Holly Lane, Ottawa, ON K1V 7P2

Ontario Ministry of Energy, Phone: 1-800-ENERGY1

Niagara Mohawk Power Corporation Advanced Wind Turbine Technology Project, Syracuse, NY

Activity 2.2: The Wind-powered Generator – Tower and Drive System

Time: 1200 minutes

Description

In this activity, students learn how to produce a product which is the supporting structure and drive system for a wind generator, which supplies alternate power to the manufacturing facility or to a private home. Various types of wind-powered generators have been designed and put in service over the last 50 years. Students are challenged to research, design, and build a tower and drive system for a wind generator.

Explored in this activity are Drive Ratio, Gears, Belt drives, Rim Speed (velocity), Bearings, Machining, Welding, and Fabrication. Prevailing wind factors, environmental impact, and economics of the product are also researched. Students are encouraged to develop new and innovative design concepts. They also explore the use of various products available to manufacture the tower (plastics, aluminum alloys, wood, and metal.)

Strand(s) & Learning Expectations

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

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

TFV.02 - identify appropriate materials and processes to produce products to meet human needs and wants;

TFV.03 - describe the production process required to develop a product;

TFV.04 - evaluate the types of control systems used in production processes and products;

SPV.01 - effectively plan, organize, direct, and control various manufacturing activities;

SPV.02 - use current technology and production skills in the development of a process or a product;

SPV.04 - use effective techniques to model and communicate product ideas, materials, and specifications;

ICV.02 - demonstrate the exemplary practices that are essential to safe work environments and practices.

Specific Expectations

TF1.01 - explain how a human need or want can be met through a new or improved product;

TF1.02 - apply the following steps of the design process to solve a variety of manufacturing technology challenges or problems:

- identify what has to be accomplished (the problem);

- gather and record information, and establish a plan of procedures;

- brainstorm a list of as many solutions as possible;

- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

- evaluate the prototype and determine the resources, including computer applications, required to produce it;

- communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;

- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;

TF2.03 - investigate and evaluate the following materials before choosing the most appropriate materials for a product: metals (ferrous and non-ferrous), polymers (e.g., natural - wood, cellulose; synthetic - plastics), ceramics (e.g., clay, glass, oxides, cement, carbides), composites (e.g., filler, particle, laminate, flake, fibre), and natural materials;

SP1.05 - use appropriate techniques to sketch solutions to scale showing orthographic and isometric views;

SP2.01 - use a wide variety of appropriate hand and machine tool skills in the assembly or fabrication of a product or manufacturing process;

SP4.02 - use detailed working drawings and assembly drawings to depict the components of the product or process;

SP4.03 - develop a bill of material indicating the specifications and quantity of a particular part of a product or process;

SP4.06 - develop engineering reports that communicate the specifics of the product or process;

SP4.07 - prepare and present effective oral reports on the product or process;

IC2.01 - apply safe work practices in performing manufacturing-related processes;

IC2.05 - recognize the meaning of the hazardous labels associated with WHMIS.

Prior Knowledge & Skills

· Previous experience from Grade 10 Manufacturing Technology will be an asset.

· Awareness of the design process.

· Awareness of safe work rules and practices in the classroom and work labs.

· Have some working knowledge of hand and machine tools and work process.

· Knowledge and use of safe work passports and use of a daily journal.

Planning Notes

· Activities 1, 2, and 3 can be performed simultaneously, or sequentially. This activity is directly related to Activities 2.1 and 2.3. The design and planning stages may be accomplished in Unit 1.

· Provide instruction whenever a new process or piece of equipment is introduced.

· This activity is open-ended. Students are given the criteria of designing a tower and drive system for a wind-powered generating device. Based on the creativity of students, this activity may vary in design between vertical or horizontal style mills and their structures.

· The design and fabrication of the product should be based on research of the history of alternate power generation. Field trips to local wind-generating power facilities provide enriched research information.

· The instructions for production of a sample full-size solution are provided in Appendices 1 and 2.

· Students may be limited to building functional models rather than full-size prototypes.

Teaching/Learning Strategies

· This activity involves many different strategies, including brainstorming, problem solving, group work, resource-based learning, activity-based learning, Socratic lessons, demonstration lessons.

· Prior to starting work in the labs, students should be made aware, or reminded, of all safety procedures, WHMIS, and MSDS within the manufacturing shop. Students should obtain safe work passports for equipment that is used for the first time.

· The project begins with the teacher explaining all expectations, time constraints, and set criteria (design and build a tower and drive system for a wind-powered generator) that must be met.

· Use of a design process enables students to identify the problem (e.g., produce alternate power to supplement a manufacturing facility or private home) and work towards solving it.

· Using a variety of resources (e.g., school Library/Resource Centre, websites, local power companies), students research:

· vertical and horizontal blade design efficiency;

· trade-related jobs in manufacturing sector;

· wind generators past and present;

· impact on the environment;

· reliability and economics of design;

· structures such as towers (TV towers, lookout towers, etc.).

· Working in groups of four to six, students research and brainstorm ideas.

· Students work with rough sketches of their designs and modify until a final solution is reached.

· The teacher helps students with a feasibility study of their final solution.

· Students maintain journals, logs, and records of their progress throughout the project.

· As-built drawings may form part of the final report.

· Provisions for basic ideas are provided in Appendix 1 – Instructions for the Creation of a Prototype Blade Assembly Using Composite Materials and Appendix 2 – Wind-powered Generator Project.

· Students use a variety of hand and machine tools with lessons on machining, welding, fasteners, velocity, ratio, and drive systems. As well, lessons pertaining to the use of bearings, bushings, pulleys, and couplings helps the student’s overall skills, knowledge, and success rate.

Assessment & Evaluation of Student Achievement

Assessment should be ongoing and feedback to students should be immediate in order to promote student learning. This project is high in process content and substantial learning occurs during production. The final product does not necessarily reflect the learning. Assessment criteria should be posted in advance. See Appendix 2.3 – Checklist for Wind Generator Project for a sample checklist.

The following areas are assessed using checklists and conferencing:

· sketches and mechanical technical drawings;

· selection of materials (e.g., metals, plastics, alloys);

· journals and logs;

· quality and integrity of work;

· group work;

· design analysis, project evaluation, and future modifications;

· safety in the workplace;

· mechanical fundamentals (power transmission, fabrication, alignment, layout);

· peer evaluation, teacher-student conferences, and self-evaluation.

Accommodations

· Teachers should review each student’s Individual Education Plan (IEP) and consult with the appropriate Special Education teachers.

· Written tests should be designed to suit the reading and writing levels of the students.

· Teachers are encouraged to modify and expand teaching strategies to accommodate different learning styles. This may include:

· modified approaches to evaluation;

· oral testing and student demonstrations of acquired skills;

· conferencing/discussion and one-on-one teacher assistance;

· observation of process rather than hands-on;

· 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.

Enriched Activity

Teachers wishing to enrich the project may have students add a braking system to the shaft of the wind generator. An easy way to accomplish this is to use a set of brake discs and calipers from a small car.

· Remove the drive pulley from bottom of the shaft.

· Slide coupling and braking system up the shaft approximately 16 inches and lock it in place.

· Fabricate a mounting bracket for the caliper. Mount the caliper in place.

· Install the hydraulic unit and brake handle or foot pedal.

Resources

Books

Bolt, Brian. Mathematics Meets Technology. Cambridge University Press, 1992. ISBN 0-521-37692-0

Browning, K., G. Heighington, V. Parvu, and D. Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson, 1993. ISBN 0-07-549650

Krar, S.F. and J.W. Oswald. Technology of Machine Tools. New York: McGraw-Hill Ryerson, 1996.
ISBN 0-02-803071

Powell, F.E. Windmills and Wind Motors. Algrove Publishing Limited, 1999. ISBN0-921335-84-9

Province of British Columbia, Ministry of Labour. Millwright Manual, 2nd ed. Units 2, 8, 9, 10, 11, 12, 13, and 23, 1996.

Websites

Windy City Alternative Power Inc. – www.alternativepower.net

Oasis Montana Inc., Alternative Energy and Design – www.oasismontana.com/ampair.html

Americans Windmills Home Page – www.windmills.net

Windmill Project, Beltmolen Fulton, Il. – www.hippowebdesign.com/fulton/index.html

Activity 2.3: Wind-powered Generator – Power Take Off and Controller

Time: 600 minutes

Description

Students design and manufacture a system that joins to a variable speed output shaft for the generation and storage of electrical energy using available technology. In this example, automotive parts are adapted to provide one solution.

Strand(s) & Learning Expectations

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

TFV.04 - evaluate the types of control systems used in production processes and products;

SPV.02 - use current technology and production skills in the development of a process or a product;

SPV.04 - use effective techniques to model and communicate product ideas, materials, and specifications;

ICV.02 - demonstrate the exemplary practices that are essential to safe work environments and practices.

Specific Expectations

TF1.02 - apply the following steps of the design process to solve a variety of manufacturing technology challenges or problems:

- identify what has to be accomplished (the problem);

- gather and record information, and establish a plan of procedures;

- brainstorm a list of as many solutions as possible;

- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

- evaluate the prototype and determine the resources, including computer applications, required to produce it;

- communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;

- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;

TF2.06 - identify semiconductor devices, numeric controls, digital electronic devices, pneumatic and hydraulic devices and controls, and electrochemical devices, and describe how they are used in the production process;

SP1.02 - use computers to help develop, operate, and control systems;

SP4.02 - use detailed working drawings and assembly drawings to depict the components of the product or process;

SP4.06 - develop engineering reports that communicate the specifics of the product or process;

SP4.07 - prepare and present effective oral reports on the product or process;

SP5.04 - use appropriate language in flow charts, operation and inspections charts, job descriptions, formal presentations, bills of material, and lists of tooling requirements or materials for quality control programs;

IC2.01 - apply safe work practices in performing manufacturing-related processes.

Prior Knowledge & Skills

· Experience from Grade 9 Integrated Technologies, Grade 10 Technological Design, Communications Technology, Manufacturing Technology, or Transportation Technology will be an asset.

Planning Notes

· Activities 1, 2, and 3 can be performed simultaneously or sequentially. This activity is directly related to Activities 2.1 and 2.2.

· Students design and assemble a DC voltage power generating system to charge storage batteries. The DC power from the batteries can be used for whatever purpose is required: remote site power, cottage power, or a stand-alone power resource for third-world countries.

· Students research the main sections (alternator, voltage regulation, battery storage, and electrical safety devices) and then decide how to construct the project.

· Modify the project as to the types of alternators and batteries that are available.

· The alternator, regulator, and battery are used in automobiles and can be obtained from automotive suppliers and scrap auto parts dealers.

· Alternative solid-state voltage regulator designs are available from electronic project books and magazines.

· Form links with colleges, universities, and industry involved in similar projects.

Teaching/Learning Strategies

· This activity addresses fundamental electronic control of the power output from the wind generator system. The appendices provide the basic information required to achieve the desired results.

· The teacher should allow students to provide solutions.

· Each section of the power generation (alternator, voltage regulation, battery storage, and electrical safety devices) can be assigned to groups (two or three students) to be researched and prototyped. Each group shares/reports the information found and puts their findings in their final overall design, simulating the process a large company would undertake to bring a system into production.

· Safe practice is a priority at all times. Safe handling and use of hand and power tools must be taught or reviewed.

· Students work with automobile alternators that can produce high current (50 or more amperes) and automobile batteries, which can also produce large amounts of current that could cause burns and/or fire (Appendix 3.1 – Sample System). Care must be taken that positive and negative terminals are kept isolated. The batteries contain sulfuric acid that can cause chemical burns. Safety equipment (glasses, aprons, rubber gloves, face shields, eye wash stations) must be made available to students.

· Safe handling of batteries and powered electrical circuits must be taught to students and they must be able to demonstrate that they have the knowledge to work with the equipment.

Assessment & Evaluation of Student Achievement

Assessment should be ongoing and feedback to students should be immediate in order to promote student learning. This project is high in process content and substantial learning occurs during the production. The final product does not necessarily reflect the learning. Assessment criteria should be posted in advance.

· Students keep a project log for this project. (Appendix 3.3 – Project Log Sheets)

· A checklist may be used for Wind Generator Construction. (Appendix 3.2 – Checklist)

· Students maintain a journal, evaluated for completeness, clarity, and consistency, containing:

· schematics and diagrams – hand drawn or CAD;

· lists and costs of materials;

· sources of materials and information;

· group information sharing and brainstorming shown as bubble charts.

· When labs or reports are completed, students can be tested on knowledge by either written or oral tests.

· The teacher and students evaluate the completed project for mechanical and electrical quality.

Accommodations

· Teachers should review each student’s Individual Education Plan (IEP) and consult with the appropriate Special Education teachers.

· 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 different learning styles. This may include:

· modified approaches to evaluation;

· oral testing and student demonstrations of acquired skills;

· conferencing/discussion and one-on-one teacher assistance;

· observation of process rather than hands-on;

· 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.

Resources

Books

Petruzella, Frank. Introduction to Electricity & Electronics Book 1. Toronto: McGraw-Hill Ryerson Press, 1986. ISBN 0-07-548899-X

Petruzella, Frank. Introduction to Electricity & Electronics Book 2. Toronto: McGraw-Hill Ryerson Press, 1986. ISBN 0-07-548900-7

Thiessen, Dale. Automotive Principles and Service, 2nd ed. Reston Publishing Company Inc.,
ISBN 0-8359-0331-1

Websites

NACA 2412 Coordinates (Panel code to compute NACA 2412 airfoil coordinates)
http://research.nps.navy.mil/panel/panel.html

Appendix 1.1

Instructions for the Creation of a Prototype Blade Assembly Using Composite Materials

Although a variety of wind-powered generator configurations exist (Appendix B - Horizontal Axis Machine Drawing and Appendix C - Vertical Axis Machine Drawing), this section provides step-by-step instructions for fabricating a conventional constant-chord, two-bladed propeller assembly designed to operate facing directly into the wind and turn on a horizontal shaft (refer to general arrangement drawing, Appendix D - Sample Wind Generator Blade Configuration Drawing). Each blade is 120cm long x 25cm wide. This gives an overall rotor diameter of approximately 2.55 m including the hub section. The blades are fastened into the hub section at approximately an 8-degree angle to the wind. The airfoil is the MB253515.

Fabricating the Airfoil Templates

Using the X-Y coordinates provided in on the NACA 2412 Coordinates website (see Resources) and CAD, plot the airfoil shape for the blade scaled to a chord length of 25 cm. Glue the airfoil plots to a piece of masonite or laminate and band-saw two airfoil templates, being careful to be as accurate as possible. Remove the saw marks and polish the edges smooth by block sanding with fine sandpaper.

Hot-wire Cutting the Foam Core

Cut a sheet of extruded polystyrene rigid foam 60 cm long x 25 cm wide. Attach the airfoil templates to the ends of the foam blank temporarily with drywall screws, making sure they are aligned and oriented properly. Using a hot-wire cutter, carefully cut the foam blank to match the profile templates by slowly pulling the hot-wire through the foam across the templates. Complete this process on both sides of the airfoil templates. Note: Refer to Appendices 25 and 26 of the Grade 10 Manufacturing Technology [public] profile for more information on hot-wire cutting of foams.

As each blade is 120 cm long, two 60 cm-long foam cores need to be cut per blade and joined. Once the hot-wiring is complete, sand and trim the leading and trailing edges of the cores to match the templates as closely as possible, and butt glue the cores end-to-end with 5-minute epoxy, creating two 120cm-long blades.

Prior to laminating the blades, it is necessary to install a mounting shaft for later attaching the blade to the mounting hub. This can be accomplished by bonding an aluminum or steel tube into the bottom end of the foam blade core. A 45 cm length of 25 mm diameter tubing with 30 cm bonded into the foam is adequate, with 15 cm of tubing extending out of the bottom of the blade for attachment to the hub. Cut a slot for the tubing with a razor knife and straight edge, or a hot-wire loop attached to the terminals on a soldering gun. Locate the slot so that the tubing is bonded approximately 20% of the chord length behind the leading edge. Positioning the majority of the blade area behind the mounting shaft adds to the aerodynamic stability of the blade. Bond the tubing in place and fare in the remainder of the slot with a mixture of epoxy and filler.

Appendix 1.1 (Continued)

Laminating the Foam Blade Cores

For information regarding resin systems and available composite materials, refer to Appendix A - Resin Systems. Prior to the application of resin and cloth to the upper surface of the foam blade cores, cover the bottom of the cores with masking tape to prevent excess resin from pooling on the foam. Mix a minimal amount of epoxy resin and hardener according to the manufacturer’s instructions and apply uniformly in a thin layer over the top of the foam with a plastic squeegee. Carefully lay a piece of 10-oz. fibreglass cloth, cut slightly oversize, onto the wet resin and smooth out any wrinkles with the squeegee. Be sure to wear rubber gloves when working with wet resin. Add resin to any areas of the cloth that appear to be dry, being careful not to use any more resin than is required to wet out the cloth. Repeat this process for two additional layers of 10-oz. cloth. For additional stiffness, replace the middle layer of 10-oz. cloth with one layer of 6-oz. carbon fibre. After the resin hardens, trim the edges of the laminate flush with the core and file smooth. Always wear a dust mask, rubber gloves, and safety glasses when filing or sanding the laminate. Invert the blade core and repeat the lamination sequence on the underside. Note: To increase the strength-to-weight ratio of the blade, vacuum bag the wet laminate and allow to cure. Refer to the technical manual on Vacuum Bagging Techniques before attempting this process. Lightly sand the entire laminate and apply filler material with a squeegee over the surface of the blade, one side at a time. Filler material is made by mixing fairing compound with epoxy resin to a consistency of whipped cream. The filler material covers imperfections in the laminate and fills the weave of the hardened fibreglass cloth. Once the filler material is cured, block sand it smooth and prime with automotive primer.

Complete this process for additional blades. As finished blades require accurate balancing, attempts should be made to regulate the amount of resin and filler used on each blade.

Fabricating the Mounting Hub

There are many design options for fastening the blades to a power-takeoff shaft. Care must be taken to fabricate an assembly that is strong, thus safe. Never stand in line with, or closely in front of the rotating wind-generator blades.

One option is to machine a 20 to 25 cm diameter disk from aluminum plate, bored and threaded to fit the diameter of the power-takeoff shaft. First, turn down the diameter of the shaft to form a square backing shoulder to ensure plate alignment. Thread the shaft and hub to a close tolerance, and secure the hub to the shaft with a front locking nut.

If available, use an indexing head to accurately drill the holes for the blade mounting shafts into the sides of the hub. Once the blade angle of attack has been accurately set, pin or firmly anchor the blade shafts in place with locking screws. Note: Set the blades into the hub with the flatter bottom surface of the airfoil facing the windward side. The rounded leading edge of the blades should angle into the wind. (Eight degrees is a good starting point.)

Statically balance the blades on the shaft by adding multiple layers of paint or securely mounting weights to the lighter blade. If the design allows it, test the blade assembly in the wind, varying the blade angle of attack in an attempt to achieve the ‘optimum’ angle, determined by the maximum propeller rpm while ‘under load’. Caution: Never stand in line with, or closely in front of, the rotating blades, as blade or hub failure could occur at any time.

Appendix A

Resin Systems

There are primarily two types of resin systems on the market today. One involves the bonding of multiple layers of glass cloth and matting with a polyester resin binder, while the other uses an epoxy resin binder. Although more expensive than polyester, the epoxy laminate is stronger and more impact resistant. In addition, the solvents in epoxy resin are compatible with polystyrene foam. Note: Do not use polyester resin when laminating over polystyrene foam, as the solvents in the resin will cause the foam to melt. It is good practice to always pre-test the compatibility of the foam and resin prior to a lay-up.

Epoxy laminating resin is available at larger hardware stores or those specializing in boat repair supplies. ‘West System’ epoxy resin is perhaps the most commonly available brand, is quite user-friendly, and is backed up with a variety of useful technical manuals and product information. Be sure to read and adhere to the manufacturer’s recommendations regarding safety when working with epoxy resins.

Laminating Fibres

There is a variety of fibre materials available for laminating over foam with epoxy. The most common and least expensive is woven fibreglass cloth. The most common type is referred to as ‘E-Glass’ and is sized by weight in ounces per square yard. Although less common, S-Glass, an aircraft grade of fibreglass cloth, is also available with a considerably higher tensile strength and price tag. There is also a non-woven fibreglass mat available, which is easy to use and conforms well to compound curves. It does not, however, have the strength of the woven materials and tends to absorb much more resin. This product is sized by the weight in ounces per square foot!

Woven ‘Kevlar’ is also an option if impact resistance and lightness are required. It is costly, however, and can be more difficult to use. Carbon fibre is the stiffest of the readily available woven fibres possessing a higher tensile strength-to-weight than steel. Although expensive, it is easy to use and a good choice when stiffness and lightweight is essential.

In many industrial applications, carbon fibre or Kevlar cloth is purchased from the supplier pre-impregnated with an epoxy resin designed to cure at high temperatures. Although this type of laminate provides the highest strength-to-weight ratio, it is less practical, having a limited shelf life and requiring specialized equipment for safe and proper use.

Appendix B

Horizontal Axis Machines

Appendix C

Vertical Axis Machines

Appendix D

Sample Wind Generator Blade Configuration

Appendix 1.2

Fabrication Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Understanding of concepts	- demonstrates limited understanding of relationship between production methods and material	- demonstrates some understanding of relationship between production methods and material	- demonstrates considerable understanding of relationship between production methods and material	- demonstrates thorough and insightful understanding of relationship between production methods and material
Thinking skills	- uses thinking skills with limited effectiveness in the design process	- uses thinking skills with moderate effectiveness in the design process	- uses thinking skills with considerable effectiveness in the design process	- uses thinking skills with a high degree of effectiveness in the design process
Communication of information	- communicates ideas and information, such as drawings, sketches, or daily logs, with limited clarity and accuracy	- communicates ideas and information, such as drawings, sketches, or daily logs, with moderate clarity and accuracy	- communicates ideas and information, such as drawings, sketches, or daily logs, with considerable clarity and accuracy	- communicates ideas and information, such as drawings, sketches, or daily logs, with a high degree of clarity and accuracy
Application of procedures, equipment, and technology	- demonstrates limited ability to use equipment and technology safely and correctly	- demonstrates some ability to use equipment and technology safely and correctly	- uses equipment and technology safely and correctly	- demonstrates and promotes safe and correct use of equipment and technology
Making Connections	- makes connections with limited effectiveness	- makes connections with moderate effectiveness	- makes connections with considerable effectiveness	- makes connections with a high degree of effectiveness

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

Appendix 2.1

Wind-powered Generator Project

Appendix 2.2

Sample Fabrication Details for Wind-powered Generator Tower and Drive

This sample uses 2.5 mm (.100") wall metal tubing for the tower legs. ABS plastic pipe can also be used.

· Cut a piece of 12 mm (½") plate steel for the base 1.8 m square (6' x 6'). Drill 4-12 mm (½") anchor bolt holes 15 cm x 15 cm (6" x 6") from each corner.

· Cut two pieces of 50 cm x 50 cm (20" x 20") plate 12 mm (½") thick for the shaft support plates.

· Drill a 12 mm (½") hole in the centre of the plates - these are for the shaft to go through.

· Drill and tap holes for 37 mm (1 1/2") vertical thrust flange mounted bearings in both plates

· Mount the bearings. Do not tighten them until later.

· Cut four pieces of square tubing 3.9 m (13') long.

· Tack weld the legs onto the four corners of the baseplate (minimum two tacks). The angle is approximately 10 degrees.

· Tack weld one of the shaft support plates in place at 3.6 m (12') and the other on the top. Carefully align the two bearings to each other. (A piece of 37 mm (1 1/2") shafting will help accomplish this.)

· Once the tower is up and aligned, welds can be finished. Two lifts of scaffolding work nicely here as the student can work safely around the tower. (Safety harnesses are required.)

· The cross-braces are made of 12 mm (½") round bar stock and may be welded next. This secures the tower and keeps it square. They are placed approximately every 1.5 m (5') and cross in the middle; they are also on all sides.

· The top plate is now made and installed. It is made from 9 mm (3/8") mild steel plate and is 90 cm x 50 cm (36" x 20"); it has a 50 mm (2") clearance hole placed 25 cm x 25 cm (10"x10") from one side so that it lines up with the shaft holes in the tower plates. Weld four 25 mm x 50 mm (1"x2") pieces of square tubing on a pattern of 50 cm x 50 cm (20" x 20") on the bottom of the plate so that it clears the top bearing.

· With the tower secure, students may install the main shaft, which is 37 mm diameter x 3 m (1½" x 10') cold rolled steel round bar stock. Leave 75 mm (3") protruding above the top bearing and through the top plate so that the bevel gear can be mounted.

· On the centre line of the top plate drill and tap holes for blade shaft bearings. (The placement depends on the bearings selected.)

· Machine a piece of hot rolled steel bar stock to 25 mm (1") diameter and cut it to 60 cm (24"); this is where you mount the blade and the other bevel gear. Install bearings, blade, blade shaft, and bevel gear.

· You should now have the tower up and the shafts in place and need to secure the drive shaft in order to stop it from rotating.

· The next step is to mount the bottom stabilizer bearing. You will have to fabricate a bearing mounting bracket (slot the holes so the bearing can be aligned) and stand-offs approximately 90 cm (3') from the bottom of the tower. Weld them in place.

· Mount the bottom 50 cm (20") pulley.

· Fabricate a plate for mounting the alternator or generator.

· Fabricate a 19 mm (3/4") secondary jackshaft 30 cm (12") in length and a mounting plate for it.

· These two plates are mounted on the baseplate with the jackshaft being able to pivot in order to tighten the belts. Although only one pulley is shown in the drawing, two pulley systems are recommended.

Appendix 2.3

Checklist for Wind Generator Project

Team Members:__________________________________________________

Expectations	Inconsistent	Satisfactory	Good	Outstanding
- use design process
- use extensive research techniques
- understand bearing types
- develop innovative designs
- understand drive ratios
- develop troubleshooting skills
- develop safe work practices
- increase knowledge of hand and power tools
- use computers and word processors
- plot out and use fabrication guidelines
- use various building material (wood, plastic)
- work well as a group

Appendix 3.1

Sample System

The Alternator

· The alternator is connected to the windmill via belts, gears, etc. Whatever method is used, the assembly must be encased to protect operators and extremes of weather through the use of shields and guards.

· The wires should be tie-wrapped together to maintain system integrity.

· The recommended wire to use is 14-gauge stranded insulated. The stranded wire provides flexibility and withstands nicks when the insulation is stripped and there is any vibration from the windmill turning.

· Terminal strips and terminal connectors are used to connect the sections together. The strips and connectors make it easier to connect/disconnect the wires without damage being done.

· Power output is monitored for DC voltage and current at the alternator.

· The DC voltage meter with a range of 0 to 25 volts can be used. It is connected parallel to the terminals of the alternator.

· The DC ammeter (current) 0 to 100 amps is connected in series on the positive side of the circuit.

· A disconnect switch can be installed to disconnect the alternator from the circuit for safety reasons. The switch should be capable of handling 24 volts DC at 100 amps. The switch is connected in series on the positive side of the circuit before the ammeter.

The Regulator

· The DC voltage is regulated to provide a constant voltage to the batteries.

· Two types of regulators can be used: automotive vibration or solid state (transistor).

· Automotive vibration voltage regulator is connected between the alternator and the battery. It is connected on the positive side of the circuit (diagram 1a). Voltage is applied to the regulator from the positive terminal via a switch, which activates the regulation circuit (diagram 1a).

· The wire going to the battery to/from the alternator is 8- or 10-gauge. The larger size is required to be able to handle the current flow. Wires of 14-gauge are used for connecting the field coil and the rest of the circuit.

· All wires have terminal connectors on to facilitate easy connection/disconnection to terminal strips.

· A solid state Voltage regulator is connected between the alternator and the battery. It is connected on the positive side of the circuit. Voltage is applied to the regulator from the positive terminal via a switch, which activates the regulation circuit (diagram 1b).

· The wire going to the battery to/from the alternator is 8 or 10 gauge. The larger size is required to handle the current flow. Wires of 14 gauge are used for connecting the field coil and rest of the circuit.

· The regulator is mounted on a board and is in a weatherproof box or container.

· The regulator is a built-in component of the alternator (diagram 1c). Therefore only the appropriate wires need to be connected to the battery. The wire going to the battery to/from the alternator is 8- or 10-gauge. The larger size is required to be able to handle the current flow. Wires of 14-gauge are used for connecting the field coil and the rest of the circuit.

Appendix 3.1 (Continued)

The Battery

· The battery is connected to the regulator via terminal strips, terminals, and 8- or 10-gauge stranded wire.

· A fuse and fuse holder or circuit breaker is connected in series with the positive terminal (50-amp limit)

· A switch is also connected in series between the fuse and the rest of the system positive terminal.

· The DC voltage meter with a range of 0 to 25 volts can be used. It is connected parallel to the terminals of the battery, using 22 gauge stranded insulated wire.

· The DC ammeter (current) 0 to 100 amps is connected in series on the positive side of the circuit.

· The battery is in a separate weather container or box that is also acid-proof. Ventilation for the battery is important in the design of the enclosure.

diagram 1a

diagram 1b diagram 1c

Appendix 3.2

The Wind Generator Construction Checklist

Team Members:________________________________________

Expectations Project team will:	Needs to be reworked	Meets Some Standards	Meets Production Standards	Surpasses Requirements
Demonstrate working knowledge of the alternator
Demonstrate working knowledge of the regulator
Demonstrate working knowledge of the battery/maintenance
Demonstrate knowledge of overall project
Demonstrate knowledge of safety devices
Demonstrate knowledge and understanding of design process
Demonstrate research of ideas
Develop new innovations for alternative power generation

Appendix 3.3

Project Log Sheets

Team Members:_____________________________________

Name of part made

Description of section made/tested

Date

Course Overview | Unit 1 | Course Profiles Main Menu