Course Profile Transportation Technology (TTJ4C), Grade
12, College Preparation, Combined
Unit
2: Sources of Energy and Power
Transmission for
Mass
Transit Vehicles and Systems
Time: 30 hours
Unit Description
Students
examine energy issues related to mass transportation, such as energy sources,
conversion techniques, power transfer, and control systems. Many of the current
propulsion systems for air, land, and marine mass transit and vehicles use
fossil fuels. Alternative energy sources and control systems are examined from
the perspective of their social, environmental, and economic impact. Students
research energy systems, then build a power generating system to test
alternative power ideas. Through this unit, students learn to appreciate that
as responsible citizens, we all have a duty to protect and preserve the
environment for future generations.
|
Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Focus |
|
2.1 |
7.5 hours |
TFV.03, TFV.04, TF3.01, TF3.02, TF3.04, TF3.05, SPV.03,
IC1.02 |
Knowledge/Understanding |
Research existing sources of energy and forms of conversion used in transportation |
|
2.2 |
22.5 hours |
TFV.01, TF1.02, TF3.02, SPV.01, SPV.04, SP1.03, SP4.02,
SP4.03, ICV.02, IC2.01 |
Thinking/Inquiry |
Build a test electrical generation system |
Time: 7.5 hours
Students
research and analyse existing forms of energy sources, its distribution
systems, and forms of conversion as it relates to transportation technology.
Students investigate ideas regarding environmentally friendly methods of
generating electricity in transportation systems. It is in humankind’s best interest
to learn to properly manage energy resources and continue to develop
alternatives for the good of all people, especially those in need, at present
and in the future.
Ontario
Catholic School Graduate Expectations
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE7i -
respects the environment and uses resources wisely.
Strand(s):
Theory and Foundation, Skills and Processes
Overall
Expectations
TFV.03 -
analyse and describe the kinds of and costs of different forms of energy
conversion used in transportation of people and goods using land, air, and
marine vehicles;
TFV.04 -
research sources of energy and power transmission that could be used to fuel
vehicles and transportation systems in the future;
SPV.03 -
communicate effectively regarding the transportation sector using a variety of
means.
Specific
Expectations
TF3.01 -
describe a variety of energy sources and investigate the availability of future
energy sources;
TF3.02 -
analyse the requirements of converting various types of energy into power in
terms of such things as the equipment required, efficiency, and costs;
TF3.04 -
explain the by-products produced by the conversion of a variety of energy
sources;
TF3.05 -
analyse and describe the power requirements of different vehicles and the
energy source of each and its transmission method;
IC1.02 -
describe possible negative impacts of transportation activities on the
environment and identify a variety of materials, processes, and
waste-management methods to minimize them.
Students
should have basic computer knowledge and library and Internet research skills
developed in the prerequisite course, Transportation Technology, Grade 11,
College Preparation.
This
research activity requires access to a library and computers with Internet
connections. The teacher should also arrange for videos prior to initiating the
activity (see Resources).
Please
note that the teacher should feel free to change the number of questions posed
to students in Appendix 2.1.1 – Energy and Vehicles of Mass Transportation.
Students should have the challenge of investigating several energy sources and
their respective economic and ecological impacts.
1. The
teacher leads a discussion regarding different types of energy conversion.
Students list different types of energy conversions, e.g., internal combustion
engine converts potential energy into kinetic and heat energy, a battery is a
device that stores chemical energy and converts it into electrical energy, a
windmill can convert wind energy into kinetic or electrical energy. The
discussion then focuses on how these forms of energy are applied in
transportation systems (urban subway systems rely heavily on electrical energy,
rail systems rely heavily on internal combustion processes) and in vehicles
(mass transit vehicles may rely on different energy conversion processes than
personal vehicles).
2. The teacher chooses two or three energy
generators related to transportation, then has students list positive and
negative values associated with each generator. The teacher asks students to
consider the environmental impact of each conversion process, and to consider
what it means to have “stewardship” as members of the Catholic community. The
teacher also asks students to define and give examples of exhaustible,
inexhaustible, and renewable energy sources.
3. The teacher may elect to show a video on
energy sources and environmental impact (see Resources). The teacher may also
facilitate discussions by having each student at the beginning record two
questions or statements of a general nature relating to issues of energy use in
land, air, and marine transportation systems. One example of such a query may
state, “Why are trains in North America diesel electric and not pure electric
as found in Europe?” The introductory lesson should take approximately 75 min.
4. Students are assigned research tasks and are
given a question sheet to fill out responses
(Appendix 2.1.1). Students are given approximately five hours to complete the
questions. The answers may take a variety of forms and be the result of
discussion, Internet, periodical, text research, or application of prior
knowledge.
5. The teacher uses the last 75 minutes of the
activity to review the questions on the activity sheet and to provide
directions and meanings. To conclude, the teacher initiates a discussion about
using human power to generate electricity, which leads to the next activity.
Completed
questions sheets (Appendix 2.1.1) are assessed on quality and clarity of
responses, indication of level of effort and achievement, and evidence of depth
of research. Assessment and evaluation may also include an oral presentation by
students to the class and/or the teacher.
The
teacher may provide those students having difficulties with the research aspect
of the activity with additional materials and an increased level of support.
Conversely, students with more advanced capabilities may be given leadership
roles to assist other students or to help organize a presentation event.
Non-print
Materials
“Energy
choices.” (video recording)/MediCinema, Ltd. and Cinar Films, 1994. Toronto,
Ontario, MediCinema. ISBN: 1896415067-125-00
“Renewable
Energy”(video recording)/BP - Educational Services
– http://www.bpes.com/resources/secondary/renewable.asp
Websites
Guided Tour on Wind Energy –
http://www.windpower.dk/tour/index.htm
A guided tour on wind energy
High
Speed Maglev – http://www.maglevpa.com/
The Pennsylvania mag lev project website
MontanaGreenPower
– http://www.montanagreenpower.com/index.html
Your Guide to Renewable Energy in Montana
US
Department of Energy: Energy Efficiency and Renewable Energy Network
– http://www.eren.doe.gov/EE/transportation.html
A variety of information on energy sources and systems
Alternative
Fuels Data Center – http://www.afdc.doe.gov/
The Alternative Fuels Data Center is a one-stop shop for all your alternative
fuel and vehicle information needs.
Communications
Canada – http://www.communication.gc.ca/facts/trans_e.html
Communications Canada Fact Sheets: Transportation in Canada
Canada
Transportation Development Centre – http://www.tc.gc.ca/tdc/
The Transportation Development Centre (TDC) is Transport Canada’s research
organization
Ontario
Power Generation Info Centre – http://www.opg.com/info/learning.asp
OPG’s Info Centre is intended to help you understand our business and the
technology behind our business
BP-Educational
Services – http://www.bpes.com
Educational resources and information
About
Shell - New Energy – http://www.shell.com
Shell.com - linking you to our businesses, activities and news worldwide
Online
Learning Environment by Ed Schmidt –
http://www.geocities.com/Baja/8205/robotenter.htm
Google
Web Directory –
http://directory.google.com/Top/Science/Technology/Transportation/
A variety of websites located using Google search engine
Popular
Mechanics – http://www.popularmechanics.com
A variety of articles from Popular Mechanics magazine
Student Name: ______________________________
Please
read all the instructions carefully and research the selected questions
thoroughly. The goal of this exercise is to give you an awareness of the
current issues in energy production and conservation.
Energy can be classified into three categories:
1. Inexhaustible: This is energy that
will always be available. Examples include solar, wind, and geothermal.
2. Exhaustible: This is energy that
cannot be replaced once it is all used up. Examples include fossil fuels and
nuclear energy.
3. Renewable: This is energy that can be
used indefinitely if it is properly managed. Examples include wood and plants.
Some
sources of energy include the following: Wind, Water, Solar, Geothermal, Fossil Fuel,
Nuclear, Chemical, Bioconversion, Electrical, and Wood Burning. Many of these
energy sources have been used by humankind at one time or another to power
various means of transportation. Some energy sources are extremely difficult to
collect or harvest, and because of the high cost, not feasible for mass
transportation. In your research you will discover facts about these topics
that may be historical or future predictions and development. Use some judgment
to formulate a balanced perspective for this information in your answers.
Let’s
have a look at how some of these energy sources are used to power mass
transportation vehicles. Please research the following questions and provide
answers using the most informative and succinct response; short answer,
fundamental statement, diagram, etc.
Electrical
Power
1a. What is electricity and how is electricity
created from water?
1b. Name the other sources of energy that can be
used to create electricity.
2. Name vehicles of mass transportation that are
powered solely by electricity.
3. How is electricity distributed?
4. How is electricity created in an automobile
or in a mag-lev train?
5. How does a diesel electric engine in a train
work?
Fossil
Fuel Power
6. How is crude oil transformed into gasoline?
7. What is diesel fuel?
8. How is oil extracted from the ground?
9. What is diesel fuel?
Wind
Power
10. How does a wind turbine work?
11. Is it possible to power a pure electric train
through electrical energy generated by a windmill?
12. How much does a wind turbine cost?
Energy
Comparisons
13. Describe the differences between energy
sources in air, marine, and land vehicles.
14. What are the benefits of human powered
transportation and what are the shortcomings?
15. What are the waste products of the different
energy sources, and describe the disposal of waste products?
16. Based on your research, what do you feel will
be the method of generating energy in vehicles
10 years from now? 25 years from now?
17. Why is the car considered a big polluter on
this planet?
18. How does a magnetic levitation train work?
Energy
in Our World
19. How much does it cost to fill up a 747 Jumbo
with jet engine fuel?
20. What is jet engine fuel?
21. Read a study about the pollution problems of
traveling by airplane and summarize it.
22. Where are wind turbines placed?
23. How is nuclear energy produced?
24. Name vehicles of mass transportation that are
powered by nuclear energy.
25. What does Canada do with nuclear waste?
Some
Possible Solutions
26. Would it be possible to produce electricity by
pedalling on a bicycle?
27. What kinds of things could be powered by a
bicycle?
28. Would it be possible to electrically power a
mass transit vehicle such as a pedestrian walkway or a city bus through pedal
power?
Time: 22.5 hours
Building
upon the research undertaken in Activity 1, students build a simple power
system to generate and store electricity. This system is designed as a test
model for activities developed in the next unit. This project is intended to
demonstrate both the technological and human challenges in harnessing the
energy to move people, products, and things. The activity is intended as a
means for putting faith into practice, as humans are involved as developers and
operators in harnessing God’s resources.
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE5a -
works effectively as an interdependent team member;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society.
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 related to vehicles or vehicle systems;
SPV.01 -
apply effective work practices and procedures as part of a team when developing
models of mass-transit systems;
SPV.04 -
use mathematical and language skills effectively and apply technological and
scientific principles to solve vehicle and mass-transit challenges;
ICV.02 -
effectively evaluate and implement safe work practices when performing
transportation-related tasks.
Specific
Expectations
TF1.02 -
apply the following steps of the design process to solve a variety of
transportation 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, modeling, 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;
TF3.02
- analyse the requirements of converting various types of energy into power in
terms of such things as the equipment required, efficiency, and costs;
SP1.03 -
simulate the execution of the four typical functions of management: planning
(setting goals and a course of action), organizing (structuring the job into
manageable tasks), directing (assigning tasks and supervising their
completion), and controlling (comparing results against the outlined plan);
SP4.02 -
use appropriate language in flow charts, operation and inspection charts, job
descriptions, lists of tooling requirements, formal presentations, and bills of
material;
SP4.03 -
apply the technological systems approach to solving a transportation challenge,
taking each of the following into consideration: inputs – all the resources
needed to accomplish the goals of the system (e.g., people, knowledge,
materials, energy, finance, capital); process – the scheme of purposeful
actions and practices that make up the technical aspects of the system; outputs
– the goal or ends to which the inputs and processes are applied; and feedback
– the mechanisms that provide preferred direction for the system;
IC2.01 -
identify safe work practices and recommend the safest and most appropriate
method for a particular operation.
This activity
extends the skills and knowledge of design and fabrication work introduced in
the prerequisite, Transportation Technology, Grade 11, College Preparation.
Students should have basic measuring, fabricating, and component fitting
skills, as well as general safe and productive work habits in a technical
setting. The teacher should review and reinforce safe work habits throughout
the activity.
This
activity involves the design and fabrication of a human powered stationary test
vehicle. The design process is one of “prototyping,” where the design is
scratch built and immediately tested. The following items are required:
·
method
of obtaining energy (i.e., a foot crank - old bicycles, or small engine);
·
method
of converting mechanical energy to electrical (i.e., car generator,
alternators);
·
method
of storing energy (i.e., car battery and associated electrical devices);
·
method
of measuring electricity output (multi-meter, gauges or protocol to measure
rpm);
·
a load
to consume the energy (i.e., 12V car motor);
·
fabrication
tools (i.e., torches, MIG or stick welder, drills, grinders, saws);
·
a
reasonable stock of spec. steel (angle, tubing and flat) and fasteners.
The basic test vehicle construction may be
approached as a small group or full class endeavour. The project may be
scheduled concurrently with other projects to allow for material acquisition
and equipment scheduling. This provides variety and planned time to develop the
project to its full potential.
Opportunities
in partnering or showcasing this project for your students and school or board
may exist in the community. Local government, engineering firms, Ontario Power
Generation, energy/conservation associations or societies should be contacted.
Board field trip policies must be followed.
For
student portfolios, plan to provide some recognition of the project suitable
for inclusion, such as a certificate, article or project précis.
This
activity involves a variety of tasks that require students to keep track of
their daily accomplishments for assessment and evaluation purposes. See
Appendix 2.2.8 for a sample student task log.
1. Students
are introduced to the activity through a brief description of the project and
an outline of the team member’s roles and responsibilities (Appendix 2.2.1).
The project assessment and evaluation sheet and daily task log are also given
(Appendices 2.2.2 and 2.2.8).
2. The values of working with others to
accomplish goals and of making meaningful contributions to society are
highlighted at the start and reinforced throughout the activity.
3. The concept of a project “critical path” is
discussed (see Appendix 2.2.3), the “parts bin” is stocked, and the format for
requesting additional materials and components is addressed. A basic platform
package (4' × 8' sheet) is provided.
4. The definitions on the Engineering Principle
Guide (Appendix 2.2.4) are fully discussed by the whole class and the terms are
applied to the descriptions and specifications for the alternator/generator,
storage, and measuring devices.
5. The lab’s safety document is reviewed
specific to the tools and equipment to be used in this project. Students
demonstrate safe and competent use of tools and equipment.
6. Students are selected to adopt the roles of
the eight-member team (can be in a rotating fashion) to complete the project
(see Appendix 2.2.1). It is noted that these are leadership “signing”
responsibilities only, that all team members are to work cooperatively with
whatever task is at hand. The student responsible signs off any completed task
on the project log noting his/her team member function at that time. The lead
students must address deficiencies in design or fabrication in a timely
fashion, or request and log teacher intervention.
7. The test plans and vehicle(s) are constructed
and tested. Revisions to the design are made as needed.
8. Students conduct tests to record electricity
generated.
9. As an option, visitors and media are invited.
10. Individual students record results of tests and
their own daily logs in a final report or presentation, outlining:
·
the
process used to develop the vehicle;
·
the
individual student’s management role in the project (job description) and daily
tasks accomplished (from daily log sheets);
·
results
of engineering tests that the team conducted (using graphs or charts),
considerations of materials used (and costs), and tools used in accomplishing
project;
·
the
safety issues observed and the selection process to decide on fabrication
techniques;
·
suggestions
for improvements or for further work.
(These reports or presentations are used as a
basis for assessment and evaluation.)
(See Appendices 2.2.5 through 2.2.8.)
Students
are assessed and evaluated on their individual effort and completion of tasks
assigned. Their final reports, posters, or presentations are used to evaluate
their knowledge of mathematical and scientific principles, their knowledge of
the rapid prototyping process, their individual contribution to the team
project, and safety issues in fabrication and testing (See Appendix 2.2.2).
The teacher or peer mentor gives students,
uncomfortable with management tasks, extra help.
Students with physical disabilities should be
given alternative fabrication tasks or extra help from the teacher and/or peer
helpers.
For enrichment, students can be given more
responsibilities in project management tasks.
Print
Soman
and Swernofsky. Experience Technology. Illinois: Glencoe
MacMillan/McGraw-Hill, 1993.
Haller
and Thompson. Technology: Today & Tomorrow. Illinois: Glencoe
MacMillan/McGraw-Hill, 1993.
Oberg, et
al. Machinery's Handbook, 26th ed. New York: Industrial Press, 2001.
(Information at – http://www.industrialpress.com/mh.htm)
Internet
Scotty’s
WAVE – http://www.millenniumwave.com
(Wondrously Advantageous Ventures in Education) teaching design
How
Things Work – http://www.howthingswork.com
A source of information on how various technologies work
International
Human Powered Vehicle Association (IHPVA) – http://www.ihpva.org/
Promotes improvement, innovation and creativity in the use of human power,
especially in the design and development of human-powered vehicles
Exploratorium:
Science of cycling: Human Power
– http://www.exploratorium.edu/cycling/humanpower1.html
This site investigates the bicycle as a tremendously efficient means of
transportation
Challenge
Using a rapid-prototyping
design and fabrication methodology and a supplied parts bin, fabricate an
electrical power generation, storage and load device. Within the project,
recognize and record specific activities you are involved in as particular
roles within a design and technologist team.
Team
Project Deliverables
·
Project
Layout - an executed design of an operable generator and load
·
Power
Plant Components – a project specific set of components
·
Engineering
Specifications - Materials Report covering all materials used
·
Data
Record – test results from constructed electrical power generation storage and
load device.
Individual
Project Deliverables
·
Team
role account – Project Development Timeline and Check-off (Appendix 2.2.3 –
Critical Path)
·
Daily
Task Log – (Appendix 2.2.8) and description of role in generator development
Parts
Bin
·
Bicycle
cranks, drive chain and gear assembly or suitable small engine, drive
wheel/gear
·
Assorted
angle, rod and tube steel or uni-strut material
·
12v
Drive motor
·
Copper
Conductor (assorted gauges)
·
Storage
Batteries (automotive, marine or purpose-specific type)
·
Grip
tape or paint
·
Automotive
Alternator with suitable drive coupler
·
Storage
box or bin(s)
·
Drums
and belt for conveyor drive or wheels for cart
·
Multi-meter
or voltmeter, ammeter or charge indicator lamp
·
Fasteners,
assorted wood, plastic, and metals
·
Platform
(4' × 8' sheet material)
Team
Member Roles and Responsibilities
|
Project Manager |
Finance, Time Control, Personnel Control, Procedures |
|
Design Engineer |
Platform Layout, Component Selection, Specification Development |
|
Materials Engineer |
Selection and Report on Materials, Production
Consultation, |
|
Production Engineer |
Assembly and Modifications |
|
Operating Engineer |
Operation and Maintenance Procedures |
|
Maintenance Mechanic |
Post-Prototype Components, Manufacturing and Repair |
|
Welder |
Fabrication (metal fixtures) and Assembly of Components |
|
Electrician |
Wiring, Instrumentation, and Controls |
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding |
- uses math, technical and scientific terms and principles in limited fashion when describing project |
- adequately uses math, technical and scientific terms and principles in describing project |
- effectively uses math, technical and scientific terms and principles in describing project |
- high degree of effective use of math, technical and scientific terms, and principles in describing project |
|
Application - contributes effectively as a team member - uses procedures, tools, and equipment safely |
- individual contribution demonstrates limited participation in prototyping procedures, problem solving - participation in team efforts and assigned tasks is
limited - uses procedures, equipment, and technology safely and correctly only with supervision |
- individual contribution demonstrates some participation in prototyping procedures, problem solving - adequately participates in team efforts and assigned
tasks - uses procedures, equipment, and technology safely and correctly with some supervision |
- individual contribution demonstrates active and thorough participation in prototyping procedures, problem solving - actively participates in team efforts and assigned
tasks - uses procedures, equipment, and technology safely and correctly |
- individual contribution demonstrates thoroughly researched and creative participation in prototyping procedures, problem solving - highly effective participation in team efforts and assigned tasks - demonstrates and promotes the safe and correct use of procedures, equipment, and technology |
Note: A student whose achievement is
below level 1 (50%) has not met the expectations for this assignment or
activity.
Student:
___________________________________________ Class:
______________________________
|
Allotted |
Actual |
Project Stage |
Clock |
Role and
Contribution |
|
0.5 |
0.5 |
Team briefing, initial design brainstorming, role review, team building |
0.5 |
|
|
1.0 |
2.0 |
Set Critical Path, locate resources, develop engineering report templates (materials report and operating manual) |
3.5 |
|
|
1.5 |
2.0 |
Specifications development, complete Engineering Guide |
5.5 |
|
|
1.5 |
2.0 |
Materials and Components sourcing, Materials Report implemented |
7.5 |
|
|
2.5 |
4.0 |
Project Design development and approval, fabrication list |
11.5 |
|
|
6.0 |
6.0 |
Fabrication, Materials Report entries |
17.5 |
|
|
1.0 |
2.0 |
Installation |
19.5 |
|
|
1.0 |
2.0 |
Testing |
21.5 |
|
|
0.5 |
1.0 |
Maintenance |
22.5 |
|
|
1.0 |
1.0 |
Peak Performance testing, Operational Standards developed |
23.5* |
|
|
2.0 |
2.0 |
Applying Load |
25.5* |
|
|
1.0 |
1.0 |
Testing |
26.5* |
|
|
1.0 |
1.0 |
Maintenance |
27.5* |
|
|
1.0 |
1.0 |
Demonstration, Operational Standards finalized |
28.5* |
|
|
1.0 |
1.5 |
De-Commissioning or Re-fitting, Materials Report finalized |
30.0* |
|
* denotes
additional time
Role Key:
Project
Manager (PM)
Design Engineer (DE)
Materials Engineer (ME)
Production
Engineer (PE)
Operating Engineer (OE)
Welder (WE)
Industrial Maintenance Mechanic (IMM)
Electrician (ELC)
Working
Definitions
|
Source Voltage |
P.E. (potential energy) for load (storage battery) |
|
Ohms |
unit of measure for identifying resistance of load/circuit (E=I/R) |
|
Resistance |
as found in conductors, under charged or damaged cells, loads |
|
Amperage |
quantity of current flow, found in generation and load |
|
Voltage Regulation |
method of creating efficient and sufficient current in a charging circuit |
|
Operating R.P.M. |
required turning speed for magnetic field current generation |
|
Charging Voltage |
operating charge required to contribute to overload storage |
|
Surface Charge |
an increased voltage, lower current initial charge caused by chemical behaviour in battery |
|
Gear Reduction |
output speed lesser than input |
|
Multiplying Gearset |
output speed greater than input |
|
Mechanical Advantage |
manipulation of power, speed or torque by mechanical means (gearsets, levers, etc.) |
|
Battery Reserve |
non-charging operating power in a battery |
|
Motor Efficiency |
temperature determined optimum for load |
|
Belt Tension |
required drag on a belt to maintain drive grip |
|
Thermal Load |
by-product generated by motor operation (inefficiency) |
Storage
Battery(ies)
1. Voltage Range:
2. CCA (if applicable):
3. AmpHour Rating:
4. Recommended Charging Rate:
5. Specific Gravity Indexed to Charge:
Inputting
Device/Generating Device
1. Input RPM/Output RPM:
2. Minimum Charging RPM:
3. Voltage Range:
4. Maximum Output:
5. Field Voltage (Regulator Range):
6. Drive Belt Tension:
Switches
and Meters
1. Voltage Range:
2. Amperage Range:
3. Resistance:
4. Polarity:
Load
Motor
1. Min. Voltage Required:
2. Current Draw:
3. Output RPM:
4. Approximate Load Designed Rating:
5. Approximate Gearing to Achieve Load Rating:
Safety
and Maintenance Items
1. Fire Extinguisher-Type/Application:
2. Hand/Eye/Ear Protection:
3. Moving Parts Guides:
4. Ground Shields and Straps:
5. Platform Markings and Grips:
|
Material |
Component |
Manufacture/Process
Applications/Engineering Strengths |
Recycle/ |
Commercial
Specs |
|
Exterior Grade Plywood |
Base |
Wood Resources Industry Product/ Inexpensive-Lightweight-Millable with Common Tools-Paintable/Strength Data Available |
- due to glues used in manufacturing, end-use only in
small quantities |
- standard and Metric sizings over all dimensions |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Time |
Time |
Generator
Voltage |
Load Amperage |
Comments |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student: ______________________________________ Class: __________________________
|
Date |
Role |
Function |
Hours |
Teacher
Signature |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Total Hours: |
|
|
Student Signature: |
|
|
Teacher Signature: |
|
Overview | Unit 3 | Course Profiles Main
Menu