Robotics by dffhrtcv3

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									  Robotics


Introduction to the engineering design
     process via paper airplanes
Start of class
 Do Now: Average the following sets of
 numbers.
   { 1, 2, 3, 4, 5}          3
   {5, 10, 10, 15, 15, 20}    12.5
   {8, 4, 5, 9}               6.5
Today’s learning objectives
 Introduction of the engineering design
  process.
 “ABCDE” is our mnemonic for the
  engineering design process.
 Use “ABCDE” to design a paper airplane
  which flies as far as possible
What does ABCDE mean?
 A = Analyze
     What are we doing?
 B = Brainstorm
     Think of different ways to do it
 C = Choose
     Select a design

 D = Do
     Make a prototype

 E = Evaluate
     How did it work? Can it be improved?
What does ABCDE mean?
 A = Analyze
     What are we doing?
 B = Brainstorm
     Think of different ways to do it
                                         And keep
 C = Choose                             refining your
     Select a design
                                         solution until
 D = Do                                 it’s as good
     Make a prototype                   as it can be!
 E = Evaluate
     How did it work? Can it be improved?
Paper Airplane Challenge
 In groups of 2 or 3, make a paper airplane
  that will fly as far as possible.
 Distance is measured perpendicular to the
  direction of the throw. Curves and diagonals
  do not count!
Paper Airplane Challenge
 In groups of 2 or 3, make a paper airplane
  that will fly as far as possible.
 Distance is measured perpendicular to the
  direction of the throw. Curves and diagonals
  do not count!
Paper Airplane Challenge
 In groups of 2 or 3, make a paper airplane
  that will fly as far as possible.
 Distance is measured perpendicular to the
  direction of the throw. Curves and diagonals
  do not count!




                                  WINNER!
Your materials:
 Three sheets of paper.
 Three paperclips.


 No replacements will be issued. If you “mess
  up” some of your materials, you will need to
  do without them.
 Part of the challenge is the restricted material
  supply!
 You may cut and fold the paper as you like.
The steps to follow…
 Choose a first airplane design. Throw it three times,
  record the distances, and calculate the average
  distance.
 Then make a guess about what might make the
  plane fly better. You may change whatever you like,
  but only change ONE THING. This is your
  “hypothesis.”
 Record what change you made. Then again throw
  the plane three times and calculate the average
  distance.
 Repeat this process
Homework
 Write at least half a page explaining today’s
  experiment. (Use pictures, if it helps to
  explain) Be sure to include:
     Who you were working with, and what each
      person did.
     What changes you made to the first airplane.
     Which change made the biggest difference.
     How might somebody make an airplane that
      flies even farther?
End of class
 Put your airplanes in the table folders
 Put your data sheets in the table folders
 Please put the chairs up

								
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