Discover Engineering User Guide by PCS Edventures

User Guide General Kit Information Setup Instruction

Please Read This! One of the strongest urges in the world is to not read startup instructions. Please read through the entire document before you unpack and organize the building elements. This kit is most productive when the kit components are kept clean and organized. The appropriate setup and organization will help at every step of implementation and will increase student success. Please treat this kit as a scientific lab.

Shipment Inspection Please inspect the package when it arrives. Take pictures of any visible damage to the exterior, interior, or any of the kit materials. Email the photos to help@pcsedu.info and/or call 1.800.429.3110 to speak to a representative. We are dedicated to your service.

Table of Contents

1. Discover E! with fischertechnik® General Kit Information Kit Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Ongoing Use and Maintenance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Procedures and Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2. Setup Unpacking and Inventory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Nomenclature Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Assembling Wires and Battery Snaps with Plugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Powering Motors With a 9-Volt Battery and Extension Wire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Project Booklet Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Poster Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3. Appendix Appendix A: Nomenclature and Part Count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A–1 Appendix B: Games to Learn the Nomenclature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B–1 Appendix C: Student Guidelines and Procedure Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–1 Appendix D: The Design Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D–1

Discover E! with fischertechnik® G e n e r a l K i t I n f o r m at i o n

Kit Organization It is extremely important that the facilitator organizes the kit(s) to his/her liking before engaging the participants. This will set expectations and make it easy to inventory the kit. Additionally, it is critical that participants understand the rules and expectations before working with the kit. This will save a lot of unwanted cleanup and reorganizing.

Use and Maintenance Implementation Recommendations • The Discover E! Kit is designed so that two students can work independently or four students can work in pairs. Each kit includes enough parts and project booklets to build at least two of the twelve projects—same or different— simultaneously. • The kit is designed as a turn-key system, but can be used in any format to meet the needs of students. The Design Cycle (see Appendix D) can be referenced to encourage creative building and problem solving with students. PCS Edventures recommends that the progress chart be used to track the progress of each student. • To help with learning the nomenclature, PCS Edventures recommends students participate in a nomenclature activity (see Appendix B) and complete the Skill Building Booklets before beginning Projects 1-12. • Timing can be critical to students’ success in completing each project. In order for students to finish and take apart a project in one session, approximately one hour should be allotted depending on students’ abilities and experiences with this manipulative. Project difficulty increases from one to the next so it is recommended that students begin with Project 1.

Batteries Two 9-volt batteries are provided with the kit. Additional batteries will need to be purchased at a later time.

1. REP fischertechnik® Kit General Kit Information

Cleaning Schedule for Building Elements Hands-on learning means that many hands touch the building elements. Keep them clean to minimize the spread of germs. PCS Edventures recommends the use of one of the following methods to clean non-electrical building elements at least twice per year. • Washing Machine: Place the building elements in a zippable pillow cover or mesh bag and, using a mild detergent, wash on the gentle or hand-wash setting in cold water. To dry, lay on a flat surface and turn the building elements frequently. High heat can damage parts! • Spray Bottle: Combine 3 parts water to 1 part bleach (or antibacterial cleaner) in a spray bottle. Set the nozzle to mist and spray the building elements. Cleaning small batches periodically may be easier, and may aid with organization and inventory.

Assistants We suggest that the participants also act as assistants and help with: • Project setup • Documenting the building of models with digital tools • Assisting others with model building • Disassembling (break down) projects—when disassembling projects, assistants should work with builder(s) in the breakdown whenever possible • Taking inventory—recommended monthly Each participant should rotate through the list of “jobs,” if possible. This helps provide participants with career-based, real-world examples and creates a sense of ownership among participants.

Procedures and Guidelines Procedures The objectives of learning with building elements are to: • Help make educational topics easier to understand • Keep students physically active • Have fun while learning After participants have been exposed to the fischertechnik® elements, ask them to collaborate and come up with procedures that would help meet the objectives. Remind participants that procedures must be obtainable and clearly stated. Provide participants with possible, yet vague, examples to expand upon: • Keep the kit organized. (Brainstorm a system to keep the kit(s) organized.) • Take only the parts you need. (How will students contain parts while building and where will incomplete models be stored.) • Kit location. (Where is the best location in the learning environment for the kit?) • No chunk dumping: putting large still assembled parts away instead of putting each element away separately. (Create a plan to determine how and when to break down models and put parts away.)

Guidelines The fischertechnik® elements are designed to facilitate learning that often takes place when there is noise, interaction between participants, and sharing of knowledge or information. PCS Edventures proposes only two important guidelines for participants: • Always have clean hands when using the kit. • Refrain from food or drink around the kit or the workspace. A student contract for suggested procedures and guidelines can be found in Appendix C.

1. REP fischertechnik® Kit General Kit Information

SetUp

Unpacking and Inventory The Discover E! Kit comes with a number of different components apart from the building elements. Using the checklist below, inventory your kit to ensure it is complete.

Manipulatives fischertechnik® Building Elements—see Appendix A for a complete list with quantities. Compartment Tray (1) Storage Bin with Lid (1)

Curriculum Project Booklets—set of 12 (2) Building Skill Booklets—set of 4 (1) User Guide (1)

Posters Kit Guidelines and Procedures (2) Student Progress Chart (2) Nomenclature Posters—set of two (2)

2. SETUP

Nomenclature Overview Nomenclature: An ordered system of names that apply to a particular subject. Learning the nomenclature of the various fischtechnik® building elements can be a daunting task, but it is an important part of the learning process. PCS Edventures recommends that the user spends time learning the nomenclature by sorting the building elements, free building, and/or completing the Skill Building Booklets. In addition, users must make a habit of using specific nomenclature terms when referring to building elements. Correct Example: “I need one more Building Block 15 with Bore.” Incorrect Example: “I need one more red thing with the hole in the center.” For a full parts list, reference the Nomenclature and Parts Count document in Appendix A. For games to help students learn the nomenclature, see Appendix B. Helpful Hints Regarding fischertechnik® The fischertechnik® system is based on a basic building block. fischertechnik® uses millimeters as its measuring system. The 30 mm x 15 mm x 15 mm building block is the backbone of the building system. (Officially, it is called a Building Block 30.) It is a six-sided block that uses a pin and groove connecting system. The 30 mm building blocks can attach on all six sides, making them very versatile. fischertechnik® includes a number of building blocks that vary in function and size.

30 mm

15 mm

Manipulative Parts

Building Blocks

Building Block 30 (30 mm)

Building Block 15 (15 mm)

Building Block 15 with Counter Bore (15 mm) Hole diameter larger on one side

2. SETUP

Building Block 7.5 (7.5 mm) only grooves

Building Block 15 with 2 Pins (15 mm)

Building Block 5 (5 mm)

Building Block 15 with Bore (15 mm)

Building Block 5 with 2 pins (5 mm)

Some building blocks are used more for adjusting positions and alignment. They are named by their length, width, height, and attributes.

These two building elements look similar and have been known to confuse users. If looking at them side by side does not help differentiate between the two, notice the 7.5 written on the side of the Angle Block 7.5. Look for a circle with an embossed number inside designating the angle.

Building Block 15 x 30 x 5 with 3 Grooves (15 x 30 x 5 mm)

Building Block 5

Building Block 15 x 30 x 5 with Groove and Pin (15 x 30 x 5 mm)

Angle Block 7.5

Clip Axles and Metal Axles Although used for similar purposes, they have different characteristics. Clip axles have a dull surface and have clip slots in each end. Metal axles are silver and cylindrical. There are various lengths measured in millimeters. The length is noted at the end of the part name. (Example: Clip Axle 60 is 60 mm long.)

Clip Axle

Metal Axle

Sleeve 15, Bearing Sleeve, Clip Adapter, and Axle Coupling These four building elements are all cylindrical, but each has attributes that make them unique. The Sleeve 15 is red and has a thick rim, while the Bearing Sleeve is black and noticeably thinner. The Clip Adapter is black with a notched end and a hole through the side. The Axle Coupling is similar to the Clip Adapter but it does not have a notch.

Sleeve 15

Bearing Sleeve

Clip Adapter

Axle Coupling

Hinged Block Claw and Hinged Block Tab Hinged Block Claws are commonly used in two ways. First, a Hinged Block Claw can connect to a Hinged Block Tab to create a hinge. Second, a Bearing Sleeve can be inserted into the Hinged Block Claw as shown. Note: Once either of these pairs are joined, they are difficult to take apart. It is recommended that these parts be left together. Instructions may call for pieced individually, but they may be found and used already connected.

Hinged Block Claw with Bearing Sleeve

Hinged Block Claw with Hinged Block Tab

2. SETUP

Flat Hub Collet and Hub Nut These parts work together with axles, gears, pulleys, and tires. When sliding them onto an axle, be sure they are loose so the Flat Hub Collet can accommodate the circumference of the axle.

Flat Hub Collet

Be sure to tighten the Flat Hub Collet using the Hub Nut when it is in place. This prevents parts from sliding out of place or coming loose.

Hub Nut

Example of connecting a gear using the Flat Hub Collet and Hub Nut.

Mini Motor and Motor Reducing Gearbox

The Motor Reducing Gearbox slides onto the Mini Motor using the grooved end. The orientation of the motor and the gearbox can change with each model.

Mini Motor

Motor Reducing Gearbox

Be sure the gears inside the gearbox are engaged with the worm gear on the motor by giving it a firm push as you slide the gearbox onto the motor.

A Clip Axle with Gear Wheel T28 is typically used to connect the Mini Motor and Motor Reducing Gearbox to projects.

Clip Axle with Gear Wheel T28

Worm Nut m=1.5 and Hub Nut Worm These unique worm nuts work in conjunction with specific worm gears. The specified size corresponds to the appropriate worm gear. Note: There are two types of red m=1.5 worm gears. The tapered end of the Locking Worm m=1.5 screws into the Hub Nut Worm.

Worm Nut m=1.5

Worm Gear m=1.5

2. SETUP

Locking Worm m=1.5

Hub Nut Worm

Locking Worm m=1.5

Worm Gear The unique form of the worm gear presents many options and challenges. The first thing to remember when using a worm gear is that power can go through a worm gear but never to a worm gear. In other words, a worm gear can turn a spur gear, but a spur gear can never turn a worm gear. Because the worm gear is a screw, it will move on the axle unless it is firmly held in place with a Hub Nut Worm. The best method is to place a Clip 5 on either side of the worm gear and back them with blocks.

Locking Worm m=1.5

Worm Gear m=1.5

Worm Nut m=1.5

Hub Nut Worm

Lastly, when sliding two worm gears together on the same axle, make the spiral tooth on the first worm gear continue seamlessly into the tooth of the second worm gear.

Calculating Gear Trains Gears come in just about every shape and size imaginable. No matter what their form, gears all share one thing in common: teeth. Gear teeth ensure a â&#x20AC;&#x153;no-slipâ&#x20AC;? condition between the gears of a gear pair. When the input gear turns, the output gear must also turn. Always make sure the teeth can mesh freely. Gear trains are used to transmit rotary motion and to increase either speed or torque. Five Steps for Calculating the Ratio of a Gear Train: 1. Categorize all of the gears into input/output gear pairs and write each pair as a fraction. 2. Write an equation consisting of the gear pair fractions multiplied together. Example:

3. Simplify the fractions by dividing the top and bottom by the greatest common denominator. Example: Both the top (numerator) and the bottom (denominator) of the ratio can be divided evenly by 2, 4, and 10. The greatest common denominator is 10. Dividing by 10 simplifies the fraction to:

4. Multiply all of the numerators together and all of the denominators together, resulting in a total fraction for the gear train. Example:

5. Eliminate the fractions on each side of the equation by cross-multiplying. Example:

6. The gear ratio is written 18:1.

2. SETUP

Assembling Wires and Battery Snaps with Plugs Assembling Extension Wires and Plugs When joined with plugs, the green/red wire provided in the kit works as an extension wire for the Battery Snap assembly (see assembly instructions below). Gather the red/green wire, 2 red plugs, 2 green plugs, and a screwdriver. Scissors (not included) will be needed for this assembly. 1. Cut (using scissors) a 10 in (25.4 cm) piece of the red/ green wire. Note: Wire pieces may be precut. If so, skip this step. 2. Separate the red and green wires about ½ in. (1.27 cm) at each end.

3. Strip about ½ in. (1.27 cm) of plastic coating from each of the resulting four ends. 4. Twist the ends of the copper wire and fold the copper wire over the plastic sleeve. Repeat for the remaining three ends. 5. Loosen the tiny screw on the top of each red and green plug. 6. Insert the copper wire from the red wire into the hole on the red plug. Tighten the screw. 7. Insert the copper wire from the green wire into the hole on the green plug. Tighten the screw. 8. Do the same to the other side so you have plugs on both ends.

Assembling Battery Snaps and Plugs The Mini Motor 6–9v can be powered using the 9-volt battery. To connect to the 9-volt battery to the motors, some assembly is required. • Take a Battery Snap and remove approximately one-half inch (1cm) of the plastic sheath from the black (negative) and red (positive) wires to expose the bare copper wire. Tip: Score plastic with scissors and then gently remove. If the wire ends are already bare, continue to the next step. • Collect one red plug, one green plug, and a small screwdriver. • Attach the Positive Plug: The positive side of the Battery Snap will be a green plug on the red wire. 1. Begin by unscrewing the screw on the green plug approximately three turns counterclockwise. 2. Insert the red wire into the hole on the end of the plug opposite the outward-extending pin. 3. Once the wire is firmly inside, tighten the screw clockwise so the wire is secured. • Attach the Negative Plug: The negative side of the Battery Snap will be a red plug on the black wire. 1. Begin by unscrewing the screw on the red plug approximately three turns counterclockwise. 2. Insert the black wire into the hole on the end of the plug opposite the outward-extending pin. 3. Once the wire is firmly inside, tighten the screw clockwise so the wire is secured. • When using direct battery to motor connections, often the wires are not long enough to be useful in a model. Create a wire extender to gain wire length.

2. SETUP

Powering Motors With a 9-Volt Battery and Extension Wire To power a motor with a 9v battery and the Battery Snap assembled in the previous section, the two plugsâ&#x20AC;&#x201D;one red and one greenâ&#x20AC;&#x201D;must be plugged into one of three sets of holes. Note: fischertechnikÂŽ green plugs are positive, and red plugs are negative.

Each of the three pairs of motor plug holes have a positive and negative port. Both the green and red plugs fit into all the holes. The motor will spin one direction if the green plug is in the positive hole and red in negative. If they are reversed, the motor will spin in the opposite direction. This can be helpful if a battery-powered model travels in the opposite direction than desired, you can reverse the placement of the green and red plugs on the motor. The opposite end of the cable attaches to a 9v battery which fits within the Battery Box and Battery Cover.

The Extension Wires (assembled in the previous section) can be used to extend the length of the Battery Snap Wire. This allows for a greater distance between a motor and battery.

2. SETUP

Project Booklet Features Project Overview Page Color-coded step order. Pieces should be added in this order: Red, Orange, Yellow, Green, Blue, Purple.

Topic covered in the project. Name of the project.

v020113

Project

PULLEYS

Engineering Each step is color coded in order of assembly.

Crane

Final model image.

First Second Third Fourth Fifth Sixth

Icon Legend Set assembly aside.

Build the number shown. Rotate assembly.

Flip assembly.

Materials you will need:

Building Block 30 (Qty 15)

Building Block 15 with Bore (Qty 9)

Icons for additional information in steps.

Building Block 15 with 2 Pins (Qty 2) String (Qty 1)

Tire 45 (Qty 4)

Hub Nut (Qty 4)

Axle Coupling (Qty 1)

Bearing Sleeve (Qty 4)

Building Block 7.5 (Qty 2) 0

PCS

Parts and quantities needed for the project. Colors may vary. Images are not to scale.

2. SETUP

Clip Axle 30 (Qty 2)

Flat Hub Collet (Qty 4)

Clip Axle 45 (Qty 1)

Crank Shaft (Qty 1)

Hinged Block Claw (Qty 4) 30

Clip 5 (Qty 3)

Clip Axle 75 (Qty 2)

Spacer Ring (Qty 4) 100

110

120

130

Mounting Plate 15x45 (Qty 1) 140

150

160

170

180 (mm)

Millimeter(mm) ruler to help with gathering the correct parts. The number at the end of the part name (other than angle blocks) is the length.

Building Instruction Pages Reminder of color-coded step order. Pieces should be added in this order: Red, Orange, Yellow, Green, Blue, Purple.

Parts being assembled are in colorcoded building order. Each colored piece should be added in the order shown.

Parts and quantities needed for the step shown in actual/real color.

First

Second

Third

Fourth Fou

Fifth

Sixth

Parts shown in color-coded building order.

The assembly should look like this before proceeding to the next step.

Finished step is shown in colorcoded order.

x1 All steps have an “exploded view” which helps with assembly.

Shown in actual color.

Bearing Sleeves can be challenging to insert into Hinged Block Claws. Pressing the Bearing Sleeve against a hard surface may help.

PCS

Icons being used to provide additional information in steps. See the Icon Legend on the first page of each booklet for explanations.

2. SETUP

Provides a reference for pre-assembled parts that were set aside.

First

Second

Third

Fourth

Fifth

Sixth

From Step 1

2. SETUP

PCS

ÂŽ

Engineering Background Page Provides background information related to the project built in the booklet and engineering concepts.

Engineering

1 2 3

A pulley is a simple machine made with a rope or belt wrapped around a grooved wheel. Pulleys are generally used to raise, lower, or move a load. A single pulley only changes the direction of the applied force relative to the load, but the effort required to move the load remains the same. There are four pulleys incorporated in the crane model.

The fischertechnik® crane has three working pulleys. (The fourth pulley is used to anchor the string and isn’t classified as a working pulley.) Because the model uses three working pulleys of the same size, the effort required is one-third of what is required if no pulleys are used.

How has it changed the world?

Reflect on how to build anything on a large scale. Large stone blocks or other building materials are lifted using cranes to construct today’s impressive skyscrapers, such as the Burj Khalifa in Dubai, which stands at 160 stories high.

Multiple Pulleys Several pulleys are often used together to reduce the amount of force needed to move a load, as in the crane model. For example, a double pulley system using two working pulleys of the same size would allow an operator to lift a load using half the effort that would be required using a single pulley.

PCS

Even in ancient times the use of pulley systems on ships allowed heavy cargo to be lifted, moved, and transported to other countries. This same use applies to loading freight train cars, freight trucks, and large ships. Other pulley systems include a conveyor belt, car engine, flag pole, and block and tackle.

2. SETUP

Try This Page Provides instructions and questions to prompt students to use the project they built to explore engineering concepts. PCS Edventures recommends instructors photocopy this page for students to record responses.

Try This

Pulley Pulley

Locate the winch and boom on the model of your crane. Now construct a small weight out of extra fischertechnik® pieces and hang it on the end of the hook. Rotate the Crank Handle to move the boom up and down.

Winch

Hook

Boom

Non-working Pulley

Pulley

Now, remove the string from the pulleys and attach it directly from the end of the boom to the winch (a mechanical device used to pull or tighten a rope) and repeat the experiment. 1. Which of the two experiments is easier? Why? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. How could you add more pulleys? What changes would need to be made to the model? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

PCS

2. SETUP

Posters

Universal Joint

Mixer

Three Gear Transmission

2. Disassemble your projects and put the parts back, in the kit, where they belong.

3. Design and build in such a way that the motors can be easily detached.

4. No food or drink around the kit or your workspace.

3. Keep projects to a minimum of one at a time.

___________________________________

1. Keep the kit organized. 2. Take only what you need. Do not be a “parts hog.”

5. 6.

Trebuchet

Crane

Kit Procedures

High Speed Fan

2 I

Name

Souped-up Cruiser

1 I

Kit Guidelines 1. Always wash your hands before using the kit.

Worm Gear

Power Winch

Flexible Systems Plane

Workshop Vice

Inspire Tomorrow’s Engineers

Cart Launcher

PROGRESS CHART

DISCOVER E! KIT

Progress Chart

Kit Guidelines and Procedures

PARTS LIST BUILDING BLOCKS

Building Block 5

Building Block 5 w/ 2 Pins

Building Block 15x30x5 w/Groove and Pin

Building Block 7.5

Building Block 15x30x5 w/ 3 Grooves

Building Block 15

Building Block 15 With Bore

GEARS Angle Block 15

Angle Block 7.5

AXLES

Building Block V15 Corner

Clip Axle Lengths (mm)

Building Block 15 w/2 Pins

Mounting Plate 15x15

Building Block 30 50 60

Angle Block 60

POWER

80 90

Flat Hub Collet

Hub Nut

Hub Nut Worm

AXLES Collet Chuck

Bevel Gear with Sleeve

Mini Motor 6-9v

Building Plate 15x45

Plugs

Wire

Motor Reducing 110 Box Gear

Worm Gear m=1.5

Gear Wheel T30 T20 Gear Wheel Hinged Block Tab Gear Wheel Axle with Clip Wheel Axle T15 with Bevel Gear Battery Box Cover

Locking Worm Worm Nut m=1.5 m=1.5 Clip Adapter Axle Coupling Clip Axle with Gear CONNECTORS Wheel T28 & STATICS

Mounting Plate 15x60

150

Bearing Sleeve (Black)

MISC.

180

Mounting Plate 15x90

Screwdriver

Battery Snap

Battery Box

170

Sleeve 15 (red)

Mounting Plate 15x45

125

Hinged Claw Intertoothed Gear CogBlock Wheel T10 T30 Narrow

Mounting Plate 15x30

PARTS LIST

Angle Block 30

PLATES

Metal Axle Lengths (mm)

Mounting Plate 30x45

Base Plate 120x60

Spacer

Chain Links

Angle Girder 30

Clip 5

Spring Cam (square top)

Angle Girder 120

Clip

Link 15

Statics Building Block

String

Crank Shaft

Tire 45

Angle Block 10x15x15 (no rivet)

Link 30 Rubber band

Seat

O-Ring 54x3 (Belt)

I-Strut 30

Nomenclature

3. The Brain Guide and Programming Directions

Appendix A

R E P F T N o m en c l a t u re a n d P a rt C o u nt 32879

Building Block 30 Qty 78 38240

Building Block V15 Corner Qty 4 35087

Clip Axle 75 Qty 4 35073

Axle Coupling Qty 4 38428

32881

Building Block 15 Qty 26 35063

Clip Axle 30 Qty 20 35066

Clip Axle 90 Qty 4 36227

Clip Adapter Qty 6 35049

Building Block 15x30x5 Building Block 15x30x5 with Groove and Pin with 3 Grooves Qty 10 Qty 4 32071

Angle Block 7.5 Qty 8

31981

Angle Block 15 Qty 10

32882

32064

Building Block 15 with Bore Qty 22 35064

Clip Axle 45 Qty 10 31036

Metal Axle 125 Qty 4 37468

Building Block 7.5 Qty 24 37238

Building Block 5 with 2 Pins Qty 2 31011

Angle Block 30 Qty 10

Building Block 15 with 2 Pins Qty 10 35065

Clip Axle 60 Qty 4 32870

Axle with Clip Qty 8 37237

Building Block 5 Qty 16 38423

Angle Block 10x15x15 Qty 8 31010

Angle Block 60 Qty 10

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 (mm)

Aâ&#x20AC;&#x201C;1

Appendix A

38245

R E P F T N o m en c l a t u re a n d P a rt C o u nt

38464

Mounting Plate 15x90 (with 6 pins) Qty 4 38248

Mounting Plate 15x60 (with 4 pins) Qty 4

Mounting Plate 15x15 Qty 8

Link 15 Qty 22 38538

37858

Locking Worm m=1.5 Qty 2 35031

Flat Hub Collet Qty 14 Aâ&#x20AC;&#x201C;2

Link 30 Qty 6 35113

I-Strut 30 Qty 4

Mounting Plate 15x45 (with 2 pins) Qty 6

Mounting Plate 15x30 (with 2 pins) Qty 4 36299

Building Plate 15x45 with 2x2 Pins Qty 2 35076

31061

31060

38241

38277

38246

Mounting Plate 30x45 (with 3 pins) Qty 6

38242

Collet Chuck Qty 2 37926

Worm Gear m=1.5 Qty 2 31058

36294

Statics Building Block Qty 8 31915

Angle Girder 120 Qty 4 37925

Hub Nut Worm Qty 4 31983

Sleeve 15 Qty 8 31436

Hub Nut Qty 14

Angle Girder 30 Qty 4

Hinged Block Claw Qty 16

Worm Nut m=1.5 Qty 2 36819

Bearing Sleeve Qty 10 31426

Hinged Block Tab Qty 2

Appendix A

R E P F T N o m en c l a t u re a n d P a rt C o u nt 31021

36264

Gear Wheel T20 Qty 6 35695

Wheel Axle with Bevel Gear Qty 4

35678

31018

32869

Intertoothed Gear T30 Qty 2

Cog Wheel T10 Narrow Qty 8

31082

Gear Wheel T15 Qty 2

O-Ring 54x3(Belt) Qty 2

35945

Gear Wheel T30 Qty 4 35061

32649

31982

31597

35980

Clip Qty 4

31336

36210

Wire Qty 4 32263

Battery Box Qty 2

Battery Box Cover Qty 2 35129

37679

Spacer Qty 20

Seat Qty 2

Plugs Qty 16 each 32958

Chain Links Qty 100

Spring Cam (square top) Qty 24

35051

Crank Shaft Qty 4

31337

Battery Snap Qty 2

Motor Reducing Gearbox Qty 2

35088

Rubber Band Qty 10

32233

String Qty 2

Mini Motor 6-9v Qty 2

Clip Axle with Gear Wheel T28 Qty 4

Bevel Gear with Sleeve Qty 2

31078

32293

n/a

Tire 45 Qty 8

35062

36264

Clip 5 Qty 20

Base Plate 120x60 Qty 4 Aâ&#x20AC;&#x201C;3

N o m e n c l at u r e ac t i v i t i e s

Appendix B

Bingo Use the pre-made nomenclature Bingo sheets to learn the components of the lab. Facilitators may ask students to fill baggies with components to be used for their card markers. The facilitator or student calls out a part, the participant looks into the baggie to see if it contains the part, and if so, uses the component as a marker. The game ends when a participant has Bingo. Play as many times or as often as desired. Five Bingo Cards are included.

Crazy Machines Students will generate a model from the parts given to them in a baggie. The baggies will be filled randomly and, most likely, will not be the same (teacher fills baggies prior to lesson). 1. Prior to giving the students building time, have them identify the name of the component. Participants can use the nomenclature sheets, bingo sheets, or anything you create. 2. Once the parts have been identified, the students will build from only the components in their bag. Give them a set time in which their creation must be complete, and make sure they know they have to use all their components. 3. Students will present their creation to the class. Examples of what the students might share. • The name of their creation. • The part that proved to be the most difficult to use and why. • The part you would like to have more of and why. 4. Students will need to break down the models so that the next student can begin building without needing to disassemble a previously built model. The activity can be concluded by having the students do one of the following: • Put the components back in the baggies and turn them in to the teacher. • Separate the components by like parts at their tables. Ask different students to retrieve certain parts and put them back into the bin.

Relay Race Students will use pre-made flashcards to find components in the kit. This activity will help with location, naming, and function. Flashcards can be made with index cards (not provided). Cut out the individual component cards from the grid pages included and glue them onto the index cards. Laminating them will increase their longevity. 1. Separate students into equal teams. 2. Provide each team with a kit or lay one kit out for all teams to work from. 3. Hand each participant a flashcard. The action is to find the component listed on the flashcard within the kit as fast as possible and move to the end of the line. 4. Students will obtain 5 to 8 components. Set this prior to the activity. 5. Each team will head back to their table and build with the 5 to 8 components retrieved. Give them a set time to build (5 to 8 minutes). 6. Switch models with another table. Break down the model and return the components to the kit.

Random Draw The teacher randomly chooses parts from the kit and asks for their name. This activity is great for students who have not used the kit in some time and need a refresher course. This activity can be set up in a number of ways: • First hand up • First one standing • Loudest students Recommendation: The student who identifies the component first also puts the component back into the kit. Things to think about when teaching nomenclature. 1. How much time do I have for the activity? 2. What is the goal of the activity?

B–1

Appendix B

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N o m en c l a t u re A c t i v i t i e s

N o m e n c l at u r e ac t i v i t i e s

Appendix B

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Appendix B

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N o m en c l a t u re A c t i v i t i e s

N o m e n c l at u r e ac t i v i t i e s

Appendix B

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Appendix B

Bâ&#x20AC;&#x201C;6

N o m en c l a t u re A c t i v i t i e s

Building Block 15 w/2 Pins

Gear Wheel T20

Angle Girder 30

Clip Axle

Clip

Cog Wheel T10 Narrow

Building Block 15 w/Bore

Angle Block 15

Hinged Block Claw

Spacer

Angle Block 30

Building Block 15

Worm Gear m=1.5

Flat Hub Collet

Hub Nut

Building Block 30

N o m e n c l at u r e ac t i v i t i e s Appendix B

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Appendix B

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N o m en c l a t u re A c t i v i t i e s

Crank Shaft

Spring Cam

Clip Adapter

Axle Coupling

Base Plate 120x60

Bevel Gear with Sleeve

Building Block 15x30x5 w/Groove and Pin Mounting Plate

Link 15

Intertoothed Gear T30

Building Block 5

Building Block V15 Corner

Building Block 7.5

Axle with Clip

Clip 5

I-Strut 30

N o m e n c l at u r e ac t i v i t i e s Appendix B

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Appendix B

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N o m en c l a t u re A c t i v i t i e s

Student Guidelines and Procedures Contract

I, _________________________________________ , hereby agree to abide by the official guidelines and procedures listed below.

E n g i n ee r i n g K i t G u i d e l i n e s 1. Always wash your hands before using the engineering kit. 2. Disassemble your projects and put the parts back in the kit where they belong. 3. Design and build in such a way that the motors can be easily detached. 4. No food or drink around the kit or on your workspace.

E n g i n ee r i n g K i t p r o c e d u r e s 1. Keep the kit organized. 2. Take only the parts you need. Do not be a “parts hog.” 3. Keep only one project together at a time. 4. ________________________________________________________________________________ ________________________________________________________________________________ 5. ________________________________________________________________________________ ________________________________________________________________________________

Signed: ________________________________________________ Date: ______________________

C–1

Design/Complete an experiment

Build/Construct Write/Model/etc

Experiment:

The Design Cycle

Develop hierarchy of the questions

Choose best solution

Engage:

Make predictions

Develop solutions

Explore:

This design process can be used throughout all academic subjects.

The Design Cycle promotes real world application and meets industry expectations by nurturing creative problem solving, collaboration, and innovation.

Test/Assess or Justify the approach

Evaluate:

compared to the results

Explain the predictions

Communicate solution

Elaborate:

Question(s)

Identify the Problem

Excite:

The Design Cycle Appendix D

D–1