+ Build a Better Candy Bag Build Your Own Robot Arm Critical Load Working With Wind Energy User Handouts Corali Ferrer Yvonne Pelham November 2010 TISP: Spain and Portugal September 2010

+ Corali Ferrer R9 TISP Coordinator Build a Better Candy Bag 2

+ Activity 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 3

+ 4 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 4

+ 5 Outline and Procedures (1) Divide into teams of two (2) 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 5

+ Candy Bag 3 sheets of plastic Tape Twine/String 6 Available Materials

+ 7 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 7

+ 8 Outline and Procedures (3) Discuss and agree upon a redesigned bag Provide a sketch and estimate of weight to be carried Rebuild your prototype bag Retest the strength of your bag Answer reflection questions as a team 8

+ 9 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? 9

+ Corali Ferrer R9 TISP Coordinator Build Your Own Robotic Arm 10

+ Activity Objectives Learn about technological design Use mathematical calculations for design Learn about motion and force Practice communication skills through written and oral exercises 11 European Robotic Arm

+ Robot Arm We will build a robot arm from simple materials 12 What will we do today?

+ 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 13 Building the European Robotic Arm

+ Robot Arm You cannot get too close… 14 You cannot get any closer than 45cm to the cup at any time Cup Student Robot Arm 45cm

+ Robot Arm Hanger Cardboard Clothespins Popsicles sticks Rubber bands Binder clips Paper clips Golf pencils Tape Paper fasteners 15 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 16 Outline and Procedures

+ Robot Arm Discuss and agree upon a redesign If needed after testing, or to enhance the previous design Rebuild your robot arm Retest your model Answer reflection questions as a team 17 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 18 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? 19 Reflection Questions

+ Corali Ferrer R9 TISP Coordinator Critical Load

+ Activity Objectives Learn about structural engineering Learn how to reinforce the design of a structure to hold more weight. 21

+ Critical Load 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”: 22 Efficiency

+ Critical Load 23 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 design Test it! Discuss improvements, then repeat exercise for a second design 24 Your Turn

+ Corali Ferrer R9 TISP Coordinator Working With Wind Energy 25

+ Activity Objectives Learn about wind energy conversion Design a wind turbine Construct the wind turbine Test the wind turbine Evaluate Performance 26

+ Your Challenge Design, construct and test your own wind turbine design Lift weight – 15 cm as quickly as possible Maximum 1 minute No human interaction! Blowdryer at least 30cm away from turbine 27 > 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 28 > 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 29 > 1ft, 30cm

+ Materials wooden sticks bendable wire string paperclips rubber bands Toothpicks aluminum foil, plastic wrap tape, wooden dowels paper, cardboard 30

+ Procedure Teams of two (2) Develop and sketch your design Construct initial design Preliminary test Modify design, if necessary Final test 31

+ 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 wind weight) Are two designs that have the same rotational speed equally as “good”? 32