+

Build a Better Candy BagBuild Your Own Robot ArmCritical LoadWorking With Wind Energy

Activities

Corali Ferrer

Yvonne Pelham

14-15 November 2010

TISP:

Spain and PortugalSeptember 2010

+

Corali FerrerR9 TISP Coordinator

Build a Better Candy Bag

2

+Learning Objectives

Problem Solving: Recognize and apply geometric ideas in areas

outside of the mathematics classroomApply and adapt a variety of appropriate

strategies

Communication: Communicate mathematical thinking

coherently and clearly to peers, teachers, and others

3

+Candy For Sale

Loads of Candy

Owners want a new candy bag that is attractive and more functional than the one they currently use.

4

+

5

Design Objective

Design and implement a candy bag using the available materials Limit of 1 meter of tape per group of 2

The bag is to be hand carried

The bag is to be sturdy, functional and aesthetically pleasing

A design with unusual shape or “twist” is highly desirable

5

+

6

Outline and Procedures (1)

Divide into teams of two (2), Agree on a name for your team

Brainstorm and create a sketch of a design of a candy bag

Build a model of your design with given materials: a limit of 1 meter of tape per team

6

+Candy Bag

7

Available Materials

+

8

Outline and Procedures (2)Predict how much weight the bag might hold

Test the strength of your bagOnly after all sketches and

calculations were complete

8

+

9

Outline and Procedures (3)Discuss and agree upon a redesigned

bagProvide a sketch and estimate of

weight to be carried

Answer reflection questions as a team

9

+

10

Reflection Questions

What was one thing you liked about your design?

What is one thing you would change about your design based on your experience?

How did the materials provided impact your design?

How might you incorporate this activity into your classroom instruction?

10

+

Corali FerrerR9 TISP Coordinator

Build Your Own Robotic Arm

11

+Learning Objectives

Learn about technological design

Use mathematical calculations for design

Learn about motion and force

Practice communication skills through written and oral exercises

12

European Robotic Arm

+

Europe, through ESA, is one of the five partners (NASA, Russian Federal Space Agency, ESA, JAXA, CSA) contributing to the development of the International Space Station. The European Robot Arm (ERA) is one such contribution.

ERA acts as a tool for: Installation, deployment and replacement of

elements of the Russian Segment of the International Space Station,

Inspection of the Russian Segment, Support/transfer of EVA cosmonauts, Transfer of Orbital Replacement Units and other

assembly tasks.

Robot ArmInternational Space Station

13

+

Large symmetrical robotic arm with 7 degrees of freedom

The arm consists of 2 End Effectors, 2 Wrists, 2 Limbs and 1 Elbow joint together with electronics and cameras. Both ends act as either a “hand” for the robot or the base from which it can operate.

Robot ArmThe European Robot Arm

14

+Robot Arm

We will build a robot arm from simple materials

The arm must pick up a plastic cup from a distance of 45cm Lift the cup to a height of at least 15cm Bring the cup back to rest and release it

Pick up cup upside down

15

Building the European Robotic Arm

+Robot Arm

You cannot get too close…

16

You cannot get any closer than 45cm to the cup at any time

CupStudent

Robot Arm

45cm

+Robot Arm

17

Available Materials

+Robot Arm

Divide into teams of two (2)

Review the requirements

Discuss a solution and create a sketch of your design

Build a model of your design with given materials

Test your model

18

Outline and Procedures

+Robot Arm

Discuss and agree upon a redesign If needed after testing, or to enhance the

previous design

Answer reflection questions as a team

19

Redesign after testing

+Robot Arm

1. The arm must pick up a plastic cup from a distance of 45cm

Lift the cup to a height of at least 15cm

Bring the cup back to rest and release it

2. Lift and release the cup when it is upside down

20

Design requirements

+Robot Arm

What was one thing you liked about your design? What is its main weakness?

What is one thing you would change about your design based on your experience

Are there algebraic and physical principles that can be applied to this activity?

How would you modify the instructions to create a better experience for the participants?

21

Reflection Questions

+

Corali FerrerR9 TISP Coordinator

Critical Load

+Learning Objectives

Learn about structural engineering

Learn how to reinforce the design of a structure to hold more weight.

Use mathematical calculations for testing

Practice communication skills through written and oral exercises

23

+

Millau Viaduct

Millau, France

World’s Tallest Bridge

2460m long434m pylon height270m road height

December, 2004

Critical LoadGreat Structures of the World

24

+

Skyscraper of Cards

2010 World RecordHouse of Cards

Made of 218,792 cards, measuring 10.39m long, 2.88m tall and wide. No glue or tape; just cards

Built by Bryan Berg in 2010

Critical LoadGreat Card Structures of the World

25

Venetian Macao-Resort-Hotel in Macau, China, on 10 March 2010.

+

Force is placed on a structure

Structure can support up to a certain force created by the weight

At a certain point, the structure will fail, breaking

The maximum force the structure can sustain before failure is known as the “Critical Load”

Critical LoadWhat is Critical Load?

Force

Force

26

+Critical Load

A high critical load is not the only parameter to considerIs the best bridge made by filling a canyon with

concrete? It certainly would have a high critical load!

Consider also the weight of the structureLighter is better, given the same critical load

These two parameters are combined in an “Efficiency Rating”:

27

Efficiency

+Critical Load

28

Groups of 2

Up to 10 cards + 1m tape

Devise a plan to build a load bearing structure Should have a flat top Support load with base area of

10x10cm at least 8 cm above the table

No altering of cards allowed – just tape!

No wrap-ups of tape Tape is used to connect cards only

Your Turn

+Critical Load

Your efficiency rating:[Load at Failure] / [# of cards used]

Predict what the rating of your design will be

Build your designTest it!Discuss improvements, then repeat

exercise for a second design

29

Your Turn

+

Corali FerrerR9 TISP Coordinator

Working With

Wind Energy

30

+Learning Objectives

Learn about wind energy conversion

Design a wind turbine

Construct the wind turbine

Test the wind turbine

Evaluate Performance

31

A Wind Turbine

The wind hits the blades…

Shaft leads to a gearbox whose output leads to a generator to make electricity

Usually has 2 or 3 blades

32

WINDWIND

24 - 25 SEP 2010

33

+ Many blade designs34

+Your Challenge

Design, construct and test your own wind turbine design

Lift weight – 15 cmas quickly as possible

Maximum 1 minute

No human interaction!

Blowdryer at least30cm away from turbine

35

> 1ft, 30cm

+Turbine Requirements

Must have a rotor shaft around which to wind up given weight

Must be freestanding (no human interaction)

Must use only materials provided

36

> 1ft, 30cm

+Test Procedure

Blowdryer at least 30 cm away from turbine

No human interaction with turbine

Attach weight around rotor

Up to 1 minute to wind up weight for 15cm

Record time to wind up weight

37

> 1ft, 30cm

+Materials

38

+Procedure

Teams of two (2)

Develop and sketch your design

Construct initial design

Preliminary test

Modify design, if necessary

Final test

39

+Evaluate Your Design

Efficiency of design may depend onCost of materialsSpeed (rotations per minute)Power (time to wind weight)

Possible measure of efficiency:Eff. = (Cost of materials) / (time [sec] to

lift weight)

Are two designs that have the same rotational speed equally as “good”?

40