3rd Annual Mousetrap Racecar Challenge!

We've learned about a number of simple machines in the Principles of Engineering courses. A common theme amongst these devices is the concept of using mechanical advantage to trade force for distance or distance for force. How can we use this trade off in context in the classroom?

For this challenge you and a team mate will design, build and compete with a Mousetrap racecar. Specifically, you will use a third class lever and a wheel and axle simple machine to prototype a race vehicle.


Criteria:
Design, build and compete with a Mousetrap Racecar (A "car" uses at least two axles).
Maintain a clean workspace.

Constraints:
One mousetrap
No more than 12" of masking tape
Fischertechnique robotics parts
No more than 24" of string
All materials used must travel with your vehicle
You must work through the stages of the event (see Achievements below)
Additional materials by Instructor approval



Achievements (by stage):
Post your results for the Simple Machine Challenge pt I to your blog. Tally your total number of Achievements earned and justify each within the post. Your grade is the total number of Achievements you earn curved against the number of Achievements your classmates earn.


Design Stage:
"Brainiac" - Brainstorm solutions for your design. Generate a list of at least 10 ideas/concepts.
"Visualize It!" - Create a sketch of a design and label key features.


Build Stage:
"Build It" - Build your design. Document it with a photo.
"The Price of Glory" - If each part you use costs $1, generate a total cost for your build (This info will be used to generate "cost" data to add a pricing element to the game next year).

Test (Compete) Stage:
Each car will compete in two events. Generate your design accordingly.
1) The Distance Event: Compete for the furthest distance. Teams will race one at a time and have up to 3 attempts to achieve the longest distance. We will race on the tiles of the classroom unless the class decides we need more space. Your best result will be marked with a piece of masking tape. The marked location is where the car comes to rest (cars have been known to roll back at times!).
2) The Acceleration Event: Cars will compete head to head in a competitive bracket. The winner of each duel will move on to the next round. The course is 24" long.

"Competitor" - Compete in the 2nd Annual Mousetrap Racecar Challenge.

"Long Distance Winner!" - Travel the furthest in the distance race.
"Going the Mile!" - Travel the furthest or second furthest in the distance race.

"Led Foot" - Be the team to win the acceleration bracket.
"Heavy Foot" - Be the team to win or finish second in the acceleration bracket.

"Feedback" - Collect feedback (at least one each of +, change, ? and !) from yourself or your classmates.


Iterate Stage:
"Re-work" - Change your build based on your experience with the race/feedback you collected. Document any changes.
"Game Changer" - Develop a new rule or change to the game that you feel would make the event better. Explain your concept.
"Name it" - Invent a name for an achievement that you think is better than what we have currently.


Clean Up Stage:
"Leave It Cleaner Than You Found It" - Did you leave your workspace cleaner than you found it? Explain.


Reflection Stage:
"Design/Build" - What is a "Design/Build" process? How did your experience with this challenge relate to that? Why might you experience this in a career related to technical innovation?


There may be an option to compete again (with the same or new rules) depending on the input we receive from the teams and the timeliness with which we complete the event.

Everyone Works in CHS Engineering :)

And Back to School Night is no exception! Your parents got to participate in our Card Tower Challenge. Game based problem solving is the metaphor for our experience in class so this gives them a tangible experience while we talk about the course and the year ahead.

Congrats 2012!

Congratulations to our graduating seniors and to all of our CHS-ers who advance to the next rung!

Thanks to all for a great year :)

Best Google Ever...

What's this on the Google landing page today?...

"Coming in Hot!!!"

Marco, Hunter, Rafe and Andrew nearly took themselves out!

David Kelly (the "IDEO guy") on Human Centered Design

This is ten years old so I'm not sure how good it is... what do you think?

Educating the Next Steve Jobs

"How can schools teach students to be more innovative? Offer hands-on classes and don't penalize failure." 'Fail early, fail often' is my mantra and I'm glad to see someone from the Wall Street Journal thinks I'm on the right path with all of you... Read the article here.

The "Architecture Project" - Human Centered Design in Action!

Goals:
Develop a design that meets the following Criteria and Constraints...

Criteria:
-Develop an architectural solution that solves a specific problem for a client. Your end result will be an architectural model of your design.
-Create 3 sketches to support your brainstorming effort.
-Create 2 digital prototypes of your design.
-Physically construct a prototype (model).
-Collect feedback from the client at each stage of your effort.

Constraints:
-Utilize a design process to solve this challenge:
----Define the Problem
----Brainstorm Solutions
----Digital Prototypes
----Physical Prototype
----Portfolio Report/Summary of experience
-All students on a team must meet with the client... this is "human centered" design after all!
-Clearly identify the design need being met.
-Use our "four quadrant feedback" technique with your client between each stage of the design process (Define the Problem, between Brainstorming and Digital Prototyping, between Digital Prototyping and Physical Prototyping, After completing your Physical Prototype). Your meetings can be breif, but please solicit feedback and incorporate it into your efforts. Record and list feedback at each stage and list any changes made based off of it.
-Label at least 3 key features on any sketches you produce.
-Use Inventor (CAD) on at least one of your digital prototypes. You may use Minecraft to quickly simulate the second digitial prototype.


Consider the following as you make progress on your effort:
-Can you utilize any of the "Design Modes" from the Stanford Design School's "Design Thinking" process? Read our post on the "Bootcamp Bootleg" for more info.
-Can you incorporate any of the architectural concepts that were highlighted by our "Top Ten Architects" lesson?


The following process may help you achieve compliance with the above design criteria/constraints...

Process:
Identify a client
Discover a design need (interview the client)
Brainstorm solutions
-Create 3 sketches of solutions.
-Call out 3 key features on each sketch.
Prototype 2 solutions with CAD software
-Consider 'A/B testing' a key design feature.
Recieve feedback from your client
-generate "+", "change", "ideas" and "questions" from both your client and your team.
Rework/Iterate on your design
-incorporate feedback into your design.
-call out features you changed based on specific feedback.
Build an architectural model that incorporates feedback
Present model for review
-generate another round of feedback.
Write up experience on your online portfolio
-Share client feedback at each stage of the effort. Communicate how feedback shaped your next effort in the design process.

Wow...

The Engineering Projects course is going to be focused on developing a UAV next year. These UAVs being developed at University of Pennsylvania are mindblowing!:

RC Flyers

Process:

Watch the "Scratch Built" video below.
-Generate a list of materials you anticipate using based on their design.

Brainstorm solutions for your own design.
-Sketch three possible designs.
-Call out 3 key features on each design.

Build a Manila Folder prototype.
-Why would this be helpful to your build?
-Assess results and incorporate feedback.

Build a First Foamboard Prototype without electronics.
-Your design must have dihedral in the wings.
-Test glide characteristics of First Foamboard Prototype.
-Assess results and incorporate feedback.
-You must demonstrate that your design will glide (not plummet) in an underpowered scenario.
-Balancing is key.
-Tune design and weighting to find center of gravity.
-Mark your center of gravity!

Load Electronics.
-Maintain center of gravity!
-Conduct powered test flight. Rad!!!
-Assess results and incorporate feedback.

Share Results
-Write up Process
-Generate material to share Product.

D.Think

Here's a link to the Stanford Design School ("D.School") "Bootcamp Bootleg". We'll use this document to better understand "Design Thinking": Stanford Design School's "Bootcamp Bootleg"

A Millie

We watched the Millie preview during 6th Period. What a show! Nice job to our Engineers that participated in the performance (Chase, Matt, Shana, am I missing anyone else?). Looks like you can catch the show the next two weekends:

Scratch Built

Third Period is soon finishing up the RC Prop Car Challenge (aka "The Hunger Games"). Here's a look at what the next step will be in the RC series:

TED Challenge PTII!

Now that you've picked, viewed and taken notes on a TED Video (TED Challenge Pt I), it's time to move to the second part of the activity.


You will be placed into random groups of 4 or more students. Each student in the group has a unique talk they felt was exciting and relevant to the class.

The objective of your group is to:
1) Negotiate within your team to decide which video you'll use to represent the group.
2) Once your group has agreed on a video, prepare a breif presentation for the class.
3) Be prepared to present your talk when asked to do so.

Your presentation should:
A) Play the TED video your team chose. Be sure to introduce your video. Provide a little bit of context for what the class is about to experience :)
B) Each team member will prepare a conversation starting question for the class (open-ended "how" and/or "why", not Yes/No).
C) Explain how a student could get involved in the field in question in the future.

You will be able to use the class projector to support your presentation.

Points are awarded for:
(2 pts Extra Cred) The student who's talk is chosen to represent the group earns extra credit.
(1 pt Extra Cred) All the memebers of the group who's presentation is chosen as the best of the class recieve extra credit.
(3 pts) Each student in the group earns a point for each of the above three presentation criteria (A, B, C) that are met in their talk.

Food for Thought:
-Will you argue for your video as the best to earn extra credit for yourself?
-Or will you support your team by picking a different video that will best help the group's chances?
-Or are you so sure of your video that you feel it should be chosen for your group and that it will win the class competition as well?

Watch Out Now!

A few of our Engineers from the projects class nearly took out Mrs. Edingfield!:

Sort It!

Andrew and Connor have figured out an elegant way to seperate their wood and metal marbles from their glass ones:

Whistle While You Work

Theme music for our in class "10 Minute Design-Build Challenges"!:

How to cut like an Architect

Influential Architects

In anticipation of our forthcoming "Architecture Project", please take a look at these breif videos:

Influential Architects

Play all:
Click here to watch all the videos in sequence!

TED Challenge 2012!

Go to TED.com and spend some time investigating the site.

Once you've had a chance to familiarize yourself with the webpage, answer the following questions:

1) What is the TED organization about?

2) What is the purpose of their website and how does the functionality of their site support that?

3) As Engineers and Problem Solvers, which topic areas (the choices from the "Show talks related to:" section on the sidebar) are of most interest to us? Justify your answer.

4) Based on your previous answer, what are 3 talks (videos) on the site that appear like they would be of most interest to you as an Engineer/Problem Solver? Justify your choices.

5) Each student will watch a unique video (clear your choice with me... first come, first served!). Watch the video. Embed the video in your blog post and create a bulletized outline of the key issues presented in the talk.

6) How could you get involved in the field/technology/issue you chose to hear about? What experience/skills/training/education would you need to learn to get involved with this field?


Part II of the TED activity will have you negotiate within a group to select the "best" video to represent the group. The student with the chosen video will recieve extra credit. The group will then prepare a short presentation that summarizes the talk and will present to the class. The class will choose the best presentation and that group will recieve extra credit.