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Title Introduction
Task
Process
Evaluation Conclusion
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Student Page
[Teacher Page]
INTRODUCTION
Recently, NASAs fledgling Spaceploration program launched its first in a series of state-of-the-art space exploration vehicles. These one of a kind ships are the worlds finest reusable, multiple-flight, personnel carrying launch vehicles. However, a tragedy has befallen the crew of the first of these ships, Orbit. Only minutes after launch, the Orbit spacecraft, traveling at nearly 3000 miles per hour, collided with a highflying bird. The resultant damage has made it impossible for Orbit to return to Earth safely. It is the mission of NASAs Extreme Circumstances Team (ECT) to devise a manipulator arm capable of repairing the damaged Orbit aircraft before time runs out.
Process
Evaluation Conclusion
Can a robotic arm that will fix the damage be able to be built in the next week?
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[Teacher Page]
THE TASK
As part of the Extreme Circumstances Team, your job will be to design a the arm portion of a robotic manipulator in order to fix the damaged Orbit. This arm must: Be 5 meters long when fully extended Be able to withstand an axial force of 100 N Be able to withstand a transverse load of 200 N Contain at least two joints Each joint much be able to withstand a torque of 1 kN-m Each joint must be able to have a range of motion > 120 degrees The entire arm can weigh no more than 250kg This arm is crucial to the survival of the men and women aboard the Orbit!
Process
Evaluation Conclusion
F = 200N
F = 100N
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[Teacher Page]
THE PROCESS
This is a very large project! Follow these steps to save the astronauts: 1. 2. 3. Create a team of 2 students Decide which student will design the arm material (more math and physics oriented) and which student will design the joint (more research oriented) Both of you will use any online resources available to research materials, motors, and gears. Some very helpful websites include: www.mcmaster.com great for raw materials, motors, and gears www.matweb.com material properties Remember these useful equations: Mass: m = V Torque: T = Fd Maximum axial stress in a beam: = F/A Maximum bending stress is a beam: = My/I where I is the area moment of inertia The total stress is the vector sum of these two components and can not exceed the yield stress of the material being used Make a list of components that appear to be good choices for this application and rate them using 5 categories of interest (strength, weight, cost, etc.) Choose the best components based on the sum of ratings To turn in: Material to be used for the arms with calculations showing that the arm will not break Motors to be used Data sheet for the motors with load holding capability highlighted Gears to be used Cost of all parts to be used
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Evaluation Conclusion
4.
5. 6. 7.
m = V
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= My/IT = Fd
= F/A
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[Teacher Page]
EVALUATION
Beginning 1 Arm Material Selection Material selected meets some constraints and will not support imposed loads. Few if any calculations. Developing 2 Material selected meets some constraints and will not support imposed loads. Calculations are brief and inaccurate. Accomplished 3 Material selected meets most constraints and has been shown to support imposed loads. Calculations are close to accurate and predict maximum stresses in arm. Exemplary 4 Material selected meets all constraints and has been shown to support imposed loads. Neat, clean, and accurate calculations to accurately predict maximum stresses in arm. Motor selected has a (load carrying rating) * (gear ratio) equal to or greater than that needed from constraints. Pertinent information on data sheet is highlighted. Descriptions of selected parts flow well and are easy to understand. Report is concise and wellorganized. Score
Process
Evaluation Conclusion
Motor selected has a (load carrying rating) * (gear ratio) equal to or greater than that needed from constraints. Pertinent information is absent from data sheet. Descriptions of selected parts are satisfactory and complete. Report may seem hard to follow at times.
Report Quality
Report incomplete
Descriptions of selected parts are confusing and vague. Report may seem hard to follow at times.
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CONCLUSION
Design and implementation are critical components of every part of our technical world. In this assignment you were given a problem with certain constraints (limitations) on the solution. Every design challenge in the real world involves some sort of constraint (strength, weight, cost, manufacturability, etc). This assignment was written to help prepare you for real-world design problems. You built skills in the areas of conceptual design, supplier research and distribution, as well as reporting. If you are interested in this and any other kind of design work, check out these resources:
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Evaluation Conclusion
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[Teacher Page]
Process
Evaluation Conclusion
MatWeb Homepage (n.d.). Retrieved December 8, 2007 from MatWeb Web site: www.matweb.com
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[Student Page]
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Title Introduction Learners
Standards
Process Resources Evaluation Teacher Script Conclusion
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[Student Page]
Teacher Page
Title Introduction Learners
INTRODUCTION (TEACHER)
This lesson was designed as an assignment for Colorado State Universitys Education 331 class. The purpose of this lesson to merge a science-based class learning the basics of forces and stresses with a real-life design problem. This lesson will provide insight into the world of engineering while teaching students to apply their physics knowledge to create a useful product. In this lesson, a fictional NASA spacecraft , the Orbit, has hit a bird during launch. Because there is too much damage to the spacecraft for safe re-entry, the students must design a robotic arm that will be able to fix the damaged spacecraft.
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Process Resources Evaluation Teacher Script Conclusion
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[Student Page]
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Title Introduction Learners
LEARNERS (TEACHER)
This lesson is designed for an advanced 11th to 12th grade science or technology class.
Standards
Process Resources Evaluation Teacher Script Conclusion
Prior knowledge of basic material mechanics is critical for this lesson. Conceptual understanding of torque, moment, shear stress, and bending stress is critical. Additionally, basic knowledge of material mechanics equations would be beneficial.
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Title Introduction Learners
Standards
Process Resources Evaluation Teacher Script Conclusion
1. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
2. Physical Science: Students know and understand common properties, forms, and changes in matter and energy. 3. Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. 4. Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
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Title Introduction Learners
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Process Resources Evaluation Teacher Script Conclusion
4.
5. 6. 7.
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Title Introduction Learners
RESOURCES (TEACHER)
Only one teacher is needed to implement this lesson, however, bringing in a professional from the field of engineering to assist the students with the design process would be beneficial. Additional necessary resources include:
Computer lab with at least 15 computers having internet access Calculators for each group Word processing software Printing capability www.mcmaster.com www.matweb.com
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Process Resources Evaluation Teacher Script Conclusion
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[Student Page]
Teacher Page
Title Introduction Learners
EVALUATION (TEACHER)
The product of this lesson should be a concise (~2 page) report on the material selected for the arms with detailed math showing it will not fail, as well as a motor/gear combo that will output enough torque (~1000Nm) to overcome stated forces. Dont worry too much about how the gears will mesh with the motor or how the motor will attach to the arms. If students seem to have solved the physics problem and found a solution for parts and materials online that is acceptable, the lesson is a success!
Standards
Process Resources Evaluation Teacher Script Conclusion
Beginning 1 Arm Material Selection Material selected meets some constraints and will not support imposed loads. Few if any calculations.
Developing 2 Material selected meets some constraints and will not support imposed loads. Calculations are brief and inaccurate.
Accomplished 3 Material selected meets most constraints and has been shown to support imposed loads. Calculations are close to accurate and predict maximum stresses in arm.
Exemplary 4 Material selected meets all constraints and has been shown to support imposed loads. Neat, clean, and accurate calculations to accurately predict maximum stresses in arm. Motor selected has a (load carrying rating) * (gear ratio) equal to or greater than that needed from constraints. Pertinent information on data sheet is highlighted. Descriptions of selected parts flow well and are easy to understand. Report is concise and wellorganized.
Score
Motor selected has a (load carrying rating) * (gear ratio) equal to or greater than that needed from constraints. Pertinent information is absent from data sheet. Descriptions of selected parts are satisfactory and complete. Report may seem hard to follow at times.
Report Quality
Report incomplete
Descriptions of selected parts are confusing and vague. Report may seem hard to follow at times.
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[Student Page]
Teacher Page
Title Introduction Learners
Standards
Process Resources Evaluation Teacher Script Conclusion
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[Student Page]
Teacher Page
Title Introduction Learners
CONCLUSION (TEACHER)
Design and implementation are critical components of every part of our technical world. Teaching students how to design products from scientific theory is an essential element in making science personal. In this assignment, students were given a problem with certain constraints (limitations) to the solution. Every design challenge in the real world involves some sort of constraint (strength, weight, cost, manufacturability, etc). This assignment will help students prepare for real-world design problems. Students will build skills in the areas of conceptual design, supplier research and distribution, as well as reporting.
Standards
Process Resources Evaluation Teacher Script Conclusion
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[Student Page]
Teacher Page
Title Introduction Learners
Standards
Process Resources Evaluation Teacher Script Conclusion
MatWeb Homepage (n.d.). Retrieved December 8, 2007 from MatWeb Web site: www.matweb.com
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