Corali Ferrer Yvonne Pelham November 2010

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Corali Ferrer Yvonne Pelham 14-15 November 2010
TISP: Spain and Portugal September 2010 Build a Better Candy Bag Build Your Own Robot Arm Critical Load Working With Wind Energy Activities Corali Ferrer Yvonne Pelham 14-15 November 2010

Corali Ferrer R9 TISP Coordinator
Build a Better Candy Bag Corali Ferrer R9 TISP Coordinator

Learning Objectives Problem Solving:
Recognize and apply geometric ideas in areas outside of the mathematics classroom Apply and adapt a variety of appropriate strategies Communication: Communicate mathematical thinking coherently and clearly to peers, teachers, and others

Candy For Sale Loads of Candy
Owners want a new candy bag that is attractive and more functional than the one they currently use.

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

Outline and Procedures (1)
6 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 Material bags for teams to build…

Candy Bag 2 sheets of plastic Tape Twine/String Available Materials
Material bags for teams to build…

Outline and Procedures (2)
8 Outline and Procedures (2) Predict how much weight the bag might hold Test the strength of your bag Only after all sketches and calculations were complete

Outline and Procedures (3)
9 Outline and Procedures (3) Discuss and agree upon a redesigned bag Provide a sketch and estimate of weight to be carried Answer reflection questions as a team

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?

Corali Ferrer R9 TISP Coordinator
Build Your Own Robotic Arm Corali Ferrer R9 TISP Coordinator

Learning Objectives Learn about technological design
Use mathematical calculations for design Learn about motion and force Practice communication skills through written and oral exercises European Robotic Arm

Robot Arm International Space Station
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. Main Contractor: Dutch Space (Leiden, The Netherlands), leading a consortium of many subcontractors

Robot Arm The European Robot Arm
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 Arm We will build a robot arm from simple materials
Building the European Robotic 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

You cannot get any closer than 45cm to the cup at any time
Robot Arm You cannot get too close… Robot Arm Student Cup 45cm You cannot get any closer than 45cm to the cup at any time

Robot Arm Available Materials Wire Paper clips Cardboard Short pencils
Clothespins Tape Ice Cream sticks Paper fasteners Rubber bands Binder clips Material bags for teams to build…

Robot Arm Outline and Procedures 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 Material bags for teams to build…

Robot Arm Redesign after testing Discuss and agree upon a redesign
If needed after testing, or to enhance the previous design Answer reflection questions as a team

Robot Arm Design requirements
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 Lift and release the cup when it is upside down

Robot Arm Reflection Questions
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?

Corali Ferrer R9 TISP Coordinator
Critical Load Corali Ferrer R9 TISP Coordinator

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

Millau, France World’s Tallest Bridge 2460m long 434m pylon height 270m road height December, 2004

Critical Load Great Card Structures of the World Skyscraper of Cards
2010 World Record House 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 Venetian Macao-Resort-Hotel in Macau, China, on 10 March 2010.

Critical Load What is Critical Load? 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” Force Force

A high critical load is not the only parameter to consider Is the best bridge made by filling a canyon with concrete? It certainly would have a high critical load! Consider also the weight of the structure Lighter is better, given the same critical load These two parameters are combined in an “Efficiency Rating”:

Critical Load Your Turn 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 efficiency rating: [Load at Failure] / [# of cards used] Predict what the rating of your design will be Build your design Test it! Discuss improvements, then repeat exercise for a second design

Corali Ferrer R9 TISP Coordinator
Working With Wind Energy Corali Ferrer R9 TISP Coordinator

Learning Objectives Learn about wind energy conversion
Design a wind turbine Construct the wind turbine Test the wind turbine Evaluate Performance

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 WIND

SEP 2010

Lift weight – 15 cm as quickly as possible Maximum 1 minute No human interaction! Blowdryer at least 30cm away from turbine > 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 > 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 > 1ft, 30cm

Materials wooden sticks aluminum foil, plastic wrap bendable wire
tape, string wooden dowels paperclips paper, cardboard rubber bands Toothpicks

Procedure Teams of two (2) Develop and sketch your design
Construct initial design Preliminary test Modify design, if necessary Final test

Evaluate Your Design Efficiency of design may depend on
Cost of materials Speed (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”?