Engineering+archive

toc =Welcome to our Engineering Class!= The point of this class is to introduce you to the "engineering process." We'll do this by finding a common problem and attempting to solve it over the course of the semester. While doing this we'll also discuss many of the attitudes which an engineer needs to be successful.

Engineering Process
There are many versions but this is the one we'll use. 1. Identify the Problem 2. Identify Criteria and Constraints 3. Brainstorm Possible Solutions 4. Select a design 5. Build a Model or Prototype 6. Test the Model and Evaluate 7. Share the Solution 8 Refine the Design

=Scrum=

=Daily Events=

First day of class
Today we introduced ourselves and then took on an engineering challenge called Hang On Tight! You were given 1 golf ball, 2 pieces of paper, 2 pieces of string 24" long, and 2 pieces of scotch tape 24" long. Your objective is to get the ball as far off the wall as possible without using the ceiling, floor, or anything other than the wall.

Sept. 1, 2011
Today we broke open the box of cubes and went to town. Individuals either took measurements from grain-to-grain, or they sketched in their Engineering Notebooks the various configurations for putting together 1 cube, 2 cubes, 3 cubes, ... up to 6 cubes. Mr. Nystrom set up and shared a Google Folder and placed a spread sheet in it which each student will post their measurements to. Homework was to finish drawing ... though after you get a bunch for the 6 cubes you can challenge yourself to get them all ... or call it quit's after 8 or so variations.

Oct. 11, 2011
The plan today is to spend a short period of time decorating our cube display. We will also develop a general progression of events using MindNode or OmniGraffle. Our objective is to work together to come up with a general idea of how to make our wind tunnel. We also need to agree on the parameters which should include: cross sectional area, flow speed, digital acquisition measurements, size and budget constraints. Any questions on the Low Speed Tunnel pdf? First draft of "what needs to be done" using MindNode. Homework is to determine the test section requirements: This has to fit a Maine Wind Blade challenge blade and a rocket in cross section. Gabe, Marc, Vasily, and Matt are on this team. We also established a DAQ team of Ryan, Stearns, and Zach. Leaving only Quinn on the Overall design.

Oct. 17, 2011
Today we're going to break into CAD: AuttoCAD Inventor specifically. Your task will be to draw all of your blocks and put them into an assembly. Doubt we will have the time, but if we do we'll carry this into the drafting side of the program. We also need to discuss last class's assignments: the size of the test section, and see what kind of Gant Chart Quinn has developed.

Oct 31, 2011
Happy Halloween. Today we're going to discuss the conservation of mass were we discuss the relationship between cross sectional area and velocity. Do this short [|worksheet problem] (print it off at the bottom of the page). I'd like to do a short [|derivation of Bernoulli's principal] on the board. We'll end the day working with this wind [|tunnel simulation] from NASA.

It's worth noting that we now need to know what the velocity and dimensions should be of our test section. Consider reading some of the following:
 * [|http://mysite.du.edu/~jcalvert/tech/fluids/fan.htm]Search for "Fan Law no. 1" and read above this.
 * [] Perhaps this is useful for "Fan Laws"
 * [] this has a good discussion on wind turbines vs. ceiling fans

Worth It
These are things which are worth your time to watch, read, or listen to.
 * [|Building a robotic bird]. This from Markus Fischer at a TED talk about making a robotic bird.
 * On failed structures
 * [|Tacoma Narrows Bridge]
 * Hyatt Regency walkway Notice the cross sectional view of the design and actual construction
 * A [|robotic creature] which moves ... like a human, made out of pvc tubing. A TED talk by Theo Jansen.
 * [|Regina Dugan]: From mach-20 glider to humming bird drone
 * [|The Missing Basics]: What Engineers Don't Learn & Why They Need to Learn It ([|slides])