# 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!
 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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