NAME:...................................................................... TEACHER:................................................................

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Rights & Responsibilities

Rights 1. Right to learn. 2. Right to be safe. 3. Right to be respected.

Responsibilities 1. Responsibility to allow others to learn. 2. Responsibility to behave safely. 3. Responsibility to respect others.

Neglect your responsibilities and you loose you rights!

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What is Technology?
In this course you will use different methods to solve problems. DESIGN TECHNOLOGY The process of creating solutions to problems. The tools, skills and materials used to solve the problem.

Read this example of a real life Design and Technology situation: Film maker D.W. Griffith was creating a silent film in 1916, he wanted the stars eyelashes to look longer than they did on the screen, to brush her cheeks, to look mystical and make her eyes sparkle. A wigmaker came up with the worlds first pair of human hair false eyelashes by weaving human hair through thin strips of gauze fabric. At the start of filming each day, two short strips were cut off and gummed to the film stars eyelids.

Class Discussion 1. What was the problem that needed to be solved? .............................................................................................................................. .............................................................................................................................. 2. Who solved the problem? .............................................................................................................................. 3. Try and guess the process the wigmaker would have gone through to solve the problem. i.e. out line the DESIGN PROCESS. .............................................................................................................................. .............................................................................................................................. 4. What technologies would the wigmaker have used to solve the problem? .............................................................................................................................. ..............................................................................................................................
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..............................................................................................................................

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Technology aims to provide you with: 1. 2. thinking skills so that you will be able to design solutions to problems. skills in using a variety of technologies, e.g. wood, the computer, the sewing machine, fabrics, food, drawing tools, etc.

If you were to design the following what technologies would you use? You will need to look back on the definition for technology to assist you complete this. Technologies Tools: .......................................................................... A healthy salad Skills: ........................................................................... Materials: .................................................................... Tools: .......................................................................... A wooden box to store CDs Skills: ........................................................................... Materials: .................................................................... Tools: .......................................................................... A timetable for school Skills: ........................................................................... Materials: .................................................................... Tools: .......................................................................... A bag made from fabric Skills: ........................................................................... Materials: .................................................................... Tools: .......................................................................... A new sporting game Skills: ........................................................................... Materials: ....................................................................

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Fun with Design

Cartoonist Rube Goldberg (1883-1970) began drawing fantastic machines more than fifty years ago. His cartoons depicted Boob McNutt, Lala Palooza, and a witty character named Professor Butts, who used one absurdly complex contraption after another to turn the simplest task, such as scratching his back or washing his dishes, into incredibly complicated ordeals. Goldberg was making fun of the idea that new methods always represent better ways of doing things and that new inventions are always improvements.

Rude goldfish, A, sticks out tongue at cat, B, which reacts with indignant hiss. Hiss awakens snake, C, which rises from basket and hits head on shelf, D, causing egg, E, to fall into frying-pan. F, Eventually smoke, G, from burned eff sets off smoke alarm. H, Noise disrupts radar of passing bat, I, which crashes into wire. J, This lifts and lights match, K, setting off cannon, L, and sending cannonball down chute. M, Cannonball lands on bellows, N, which blow out candles on birthday cake, O.

On the following page, design a fun contraption that will complete a task that you do not enjoy, e.g. making your bed, cleaning your room, bathing the dog, etc 1. 2. The contraption must have at least 6 steps. Label each step clearly and describe what is happening at each step as shown in the sample above.

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Inventions are designed to solve a problem

For each of the products below identify the problem the designer was trying to overcome. Identify the problem this invention was designed to solve? What was used prior to this product to solve this problem?

INVENTION

Torch

Electric blanket

Ipod

Mobile Phone

GPS

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The Design Process

The Design Process is a set of steps that most designers work through when designing. Step in the Design Process 1. Design Brief 2. Investigation and Research The design brief describes the problem it is a written statement. This is the process of studying the problem. Learning all about: the problem, the materials you might use, the equipment you might need to use. It might involve talking to others to get their ideas. This involves thinking up a series of ideas that are possible solutions and recording them. Choosing the best solution from those you have designed. Make the product or system. Evaluating the product does it solve the problem described in the brief?

3. Coming up with possible solutions 4. Choosing the best solution 5. Making the product/system 6. Evaluation

The diagram below shows the order the design process is completed. Colour in each step of the design process in the colour it has been labelled.

Design Brief
Green

Evaluation
Blue

Investigati on and Research

Grey

Productio n
Red

Ideas
Yellow

Select Best Idea

Orange

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A Sample Design Brief You are the props person for the local drama group. In the next play one scene requires an actor to hold up a dead bird that he has just shot. The director has asked you to create this prop i.e. create a product that will look like a dead bird when held up on stage. Complete the steps in solving this problem as you complete these steps record your results in the table.

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Good Design
Like a work of art, the product designed will please some people and not others. Designers can make mistakes. A poorly designer product may: 1. 2. 3. 4. 5. Not perform the task it was designed to do. Be difficult to use. Look, feel, or smell disgusting not be aesthetically pleasing. Be harmful to people and/or the environment. Be too expensive.

Make a list of the features of a well designed product.

Why do you think the following designs were not successful? 1. An American doll made in 1952 that came with removable parts the stomach, heart, and kidneys. .............................................................................................................................. .............................................................................................................................. 2. A vibrating toilet seat. The aim was that the vibrations would prevent constipation. .............................................................................................................................. .............................................................................................................................. 3. A device that enabled people to look inside their own ears. .............................................................................................................................. .............................................................................................................................. 4. The contraption which when tucked inside a babies nappy, played the song, When the Saints go marching in when the nappy became wet. .............................................................................................................................. ..............................................................................................................................
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Roller Coaster Design Brief

Situation Queenslands 2 largest amusement parks are located on the Gold Coast: Warner Brothers Movie World and Dream World. In 2006, Warner Brothers Movie World plans to open Australias newest roller coaster ride to attract more teenagers to their amusement park. The owners of Dream World are concerned that they will loose some of their customers to the Warner Brothers amusement park. They believe, that if they open their own new roller coaster, then they remain Queenslands most popular amusement park for teenagers. You have been asked to design Dream Worlds new roller coaster. Brief Design and create your own roller coaster ride using the computer program No Limits Coasters. Design Guidelines You have 4 lessons to construct a Roller Coaster that meets the following design guidelines: 1. Track. The roller coaster is to include the use of Track, Station, Lift, Transport and Brake segments. It must not use more than 20 Vertex Points. The roller coaster can use any type of track. Braking. The speed of the roller coaster before it enters the Station should not exceed 20 kilometres an hour. Gravitational Forces. The Lateral and Vertical gravitational forces exerted on the roller coaster carriage must not go above +7.0 or below 7.0. In order to keep the gravitational force down avoid sharp corners at high speeds. Supports. The roller coaster track is to be held in position with track supports. These supports should be positioned so that they do not cut across the track. Scenery. The landscape surrounding the roller coaster must use at least 3 different types of trees. To prevent injury to passengers, trees or must be positioned away far enough from the track so that the passenger could not reach out and touch it. Terraformer. The terrain where the roller coaster is built is not to be flat but to include at least one hill and one lake. The position of these features should suit the design of the roller coaster track.

2. 3.

4. 5.

6.

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Research
Roller Coaster Facts
1. 2. 3. 4. Open Microsoft Word. (Double Click) Save As Roller Coaster Facts in your Technology folder. Type the heading Roller Coaster Facts and centre it on the page. Type the following questions: a. b. c. 5. Name the tallest roller coaster ride in the world. What is the fastest roller coaster in the world? How fast does the roller coaster go? What is the name of the roller coaster at Australias Dream World?

Open Internet Explorer. Using the Google search engine (www.google.com.au) try and find answers to the questions. Record your answers under each question.

History of the Roller Coaster

Use the following websites to help you answer the questions below. www.ultimaterollercoaster.com/coasters/history www.coaster-world.com/worldhistory.shtml Questions a. Provide timeline with pictures of the history of Roller Coasters. b. What was so special about the Switchback Roller Coaster? c. Who was John Miller? When was he born and when did he die? What did he do that made him a legend whenever roller coaster history is mentioned? d. What was the first roller coaster to use tubular steel?

Roller Coaster Key Terms

Find meanings for the following words. You may use a dictionary, encyclopaedia or the internet. The following sights may be helpful. http://www.encyclopedia.com http://dictionary.cambridge.org http://dictionary.reference.com Research:...................................................................................................................... ...................................................................................................................................... Evaluate:....................................................................................................................... ......................................................................................................................................
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Simulate:....................................................................................................................... ......................................................................................................................................

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1. Open Microsoft Word. (Double Click) 2. 3. Save As Findaword in your Technology folder. Type the heading Findaword.

4. Highlight and centre the heading. 5. Insert a table. (18 columns; 18 rows) 6. Type in the Roller Coaster Key Terms under the Table you have just inserted. 7. When you have typed in your key terms, fill your find-a-word with each of the 20 words. (See below for an example)

8. When you have entered all 20 words, fill the remaining empty cells with randomly chosen letters. 9. If there is time, swap your find-a-word with another student and see if they can find all the hidden terms.

D E S I G N

N V A E D I A L U A T I O N E R R I

Roller Coaster Key Terms Design Research Evaluation Production Transport Terrain Promote Idea Process Coaster Select Simulate Software Editor Carriage Scenery Track Segment Station Brake

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No limits pre-loaded track survey

During this exercise you are to ride as many of the pre-loaded tracks that come with the No Limits Rollercoaster Simulator and rate each track out of 10. Using the table below, record what you liked/disliked about the track and jot down anything that was unique about the track. SCORE /10

TRACK NAME 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

REASON FOR SCORE

SPECIAL FEATURES

How Engineers Design Roller Coasters

WATCH VIDEO: Engineering at the Cutting Edge: Roller Coaster, 25 minutes. (ClickView). This program meets an engineer whose job it is to scare the life out of people.
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The Physics of the Roller Coaster

Roller Coasters work by converting Gravitational Potential Energy into Kinetic Energy. Once the coaster carriage is pulled to a height by dog chain or other mechanical methods, the carriages relies totally on gravity to do the rest. ENERGY Energy is an amazing thing. Energy can not be created and it can not be destroyed. This is the main reason that roller coasters work. Energy is converted from Potential Energy, which is stored energy to Kinetic Energy, which is moving Energy. The first type of Energy that we are going to look at is Potential Energy. Potential Energy is a form of Stored Energy in relation to an objects height. The formula for Potential Energy is: Potential Energy = mass x gravity x height Still confused?

p
f

An object will gain Potential Energy the higher it gets. This is because it has gravity acting on it. What happens if you jump out of a plane? Thats right, you fall to Earth. You actually accelerate due to gravity acting on your body. The higher you are, the more speed you will gain. So when youre in the Aeroplane 1000 metres above the Earths surface you have a lot of Potential to drop really fast. This is the same concept of Potential Energy. The next type of Energy is Kinetic Energy. Kinetic Energy is moving Energy. The formula for Kinetic is: Kinetic Energy = mass x velocity2 Mass is similar to the weight (but different, Ill explain later) of an object and velocity is the speed of an object. How can we make this make sense with Roller Coasters? Potential Energy Kinetic Energy

l
Potential Energy

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ACTIVITY http://school.discovery.com/lessonplans/programs/rollercoaster/

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WORK Work for some students is a dirty word. Work is the way that a roller coaster gets its energy. Energy is given to the coaster train in a number of different ways. The conventional roller coasters have an electric motor attached to a chain (called the chain dog) that pulls the roller coaster to the top of the first rise. The motor has to do work to get the coaster train to the top of the hill. Work is measure in Joules (J) and is represented by the following formula: Work = Forces x Distance So work is the weight (Force) x the distance that it has to travel gains a force (usually gravity). Why is Weight = to Force. Your mass is not actually your weight even though it is measured in kg. Your weight is a measurement in Newtons (named after the brilliant bloke who discovered all this stuff). Your weight on the Earth is actually: Youre mass x the Earths gravity. Gravity on the Earth acts at around 10 meters per second2. What the heck does that mean? It means if you jump out of a plane at 1000 feet you will increase you speed by 10 m2 per second. After 1 second you be travelling 10 meters per second. After another second you will be travelling 20 meters per second. After another second you will be travelling 40 meters per second, so on and so forth. If you hit the ground youre going to hit it with some serious force. Thats right a force! Youre exerting a force on your chair right now.

q
Now back to the Coaster. Just to confuse you but the work required to get the coaster train to the top of the first rise will equal the trains potential energy at the top. Let me prove it.

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Example: A chain dog and electric motor has pushed a 100 kg coaster train to the top of the first rise at the height of 25 meters. Determine the work done by the motor and the potential energy at the top of the first hill.

5 meters

First lets work out the weight (Force) of the train. Weight (Force) = Mass x Gravity W = 100 kg x 10 m/s2 Weight (Force) = 1000 Newtons Work =Force x distance W = 1000 N x 25 m Work = 25000 Joules Potential Energy = Mass x Gravity x Height PE = 100 kg x 10 m/s2 x 25 m Potential Energy = 25000 Joules Work = Potential Energy. What makes a ride on a Roller Coaster so exhilarating? Is it the drops, the loops, twists or the air time? Well actually its all this stuff! You guessed it, it all comes back to physics. The truth is the exhilaration of a ride comes from the G -force. G force is an increase or a decrease of someones or somethings weight. An increase in G force will give a sensation of pressure on the body, a negative G force will give the sense of weightlessness. If you had a measurement of 2 g, you would weigh double your normal weight. If you had measurement of 0.5 g you would half your normal weight. To make the ride safe you must keep the G force below 4 g and a negative of 0.5 g. At 6 g the eyes start to bulge out of your skull and you can pass out and a 10 g you will meet your maker.

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On a roller coaster G force is created from acceleration and centrifugal forces. To demonstrate centrifugal forces, fill up a bucket with water and spin it around really fast. Why doesnt the water spill? Centrifugal force. The G-force is created in the train when the coaster changes direction or speeds up. This happens when the train goes around a bend, at the very bottom of a slope and at the very top of hills.
At the top of the hill the train changes direction downward the centrifugal forces gives the feeling of weightlessness.

At the bottom of the hill the train changes direction upward the centrifugal forces gives the feeling of pressure.

Parts of the Roller Coaster Use the internet to help you complete the following exercises. 1. Explain the early methods of holding a roller coaster train onto the track. How does it differ to methods used today. Provide pictures to support your answer. 2. Explain and show pictures of the different types of roller coasters and their trains. 3. Explain and show pictures of the different types of roller coaster structures. 4. Explain and show pictures of the different methods of giving the coaster train energy.

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Ideas
Brainstorm different features that you could include in the design of your roller coaster.

Roller Coaster Feature s

Best Idea
From the list of features that we have brainstormed together, select 4 that you will use in the design of your roller coaster. 1. .................................................................................................................................. 2. .................................................................................................................................. 3. .................................................................................................................................. 4. ..................................................................................................................................
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Year 7 Technology - Roller Coaster Marking Rubric Name: Level of Achievement Function Progressing Satisfactory High

The roller coaster The roller coaster exceeds 20km/hr when it doesnt exceed 20km/hr enters the Station. when it enters the Station. The Lateral, Vertical, and The Lateral, Vertical, and Acceleration Acceleration gravitational forces, go gravitational forces, go above +7.0, or below above +7.0, or below 7.0, two or more times. 7.0 once. The supports are The supports are positioned at irregular positioned at irregular gaps. gaps. They cut across the They do not cut across track. the track. The roller coaster is positioned too close to vegetation. Trees are not used creatively. The roller coaster does not collide into vegetation. Different types of trees are used.

The Lateral, Vertical, and Acceleration gravitational forces, do not go above +7.0, or below 7.0. The supports are positioned at small, regular gaps. They do not cut across the track.

/15 Aesthetics

One hill and one lake are Rolling hills and a lake created. are used.

Different types of trees are used creatively to enhance the ride experience. Rolling hills and a lake are used creatively to enhance the ride experience.

/15 Overall Design

The track design is simple. The track design is interesting and may incorporate: loops, twists, banked corners, etc. The use of lifts and transport sections enhances the roller coaster ride. The track design is innovative and may incorporate: loops, twists, banked corners, etc.

The use of lifts and transport sections doesnt enhance the roller coaster ride.

/30 Comment

TOTAL

/60

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Production
LESSON 1 Students learn to: Zoom in /out. Add vertex points to complete a segment. Vertex Close a track (c). How to select vertex points (blue dots) and manipulate the control points to change the shape of the track. Change the properties of different segments: Station; Lift; Brake; Track (x). Change from each of the 5 orthogonal views: Top, Front, Back, Left, and Right. Track Raise and lower the height of the track in the Left view. Lift Start the simulation. LESSON 2 Students learn to: Brake Create a new track the same as last lesson. Add a new vertex point. Change the properties of different segments: Station; Lift; Brake; Track and Lift (x). Change the settings of those segments by double clicking on the track. New settings include: Segment track colour; adding a Tunnel and changing the speed of Lift and Transport segments. Rolling the track to create banked corners and therefore how to take corners at a faster speed. LESSON 3 Students learn to: Create a new track. Create a Loop-the-Loop. Loop-the-Loop Add different varieties of vegetation. Add supports to the track including how to support a loop-the-loop. LESSON 4 Lift Students learn to: Create their own track with a limit of 20 vertex points. Station Create an Inverted coaster and how to add inverted supports.
Brake Station

Transport

LESSON 5 Students learn to: Create a shuttle coaster. - Coaster > Settings > Operation Mode: Shuttle. - Station segment > Optional > None; Shuttle Mode > Passes:1 (select Reverse Cable Lift Start). - Lift segment > Shuttle Mode (select Release when reaching end; Reverse Cable Lift). Modify segment settings so that coasters do not exceed 7g.
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Use the terrain setting in 3D view to create rivers, lakes and mountains.

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Evaluation
Self Assessment
1. Describe your roller coaster ride. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. 2. What were the main challenges or difficulties you faced when you designed your roller coaster? .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. 3. What changes would you make to the design of your roller coaster if you were to build it again? .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. 4. What kind of people would most like your roller coaster? .............................................................................................................................. .............................................................................................................................. 5. What is your roller coasters best feature? .............................................................................................................................. ..............................................................................................................................

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Peer Assessment
When you make decisions about which ideas you like best and which things you do not like you are evaluating. Use the faces below to measure how you feel about the following roller coaster tracks. Circle the face that best express your feelings. You also need to record the best feature of the track. Student Rating The best feature was

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Carriage Design Brief

Situation S & S Power, Inc. (formerly S & S Sports) Known for its "Turbo Drop" and "Space Shot" towers, has recently used its pneumatic launch technology to produce two roller coasters. Based in Utah, in the United States of America, they continue to push the limits of a thrilling roller coaster ride. In the summer of 2002, they announced the creation of a wooden coaster division. S & S Power have employed you to create a wooden coaster for a new roller coaster track being opened in December 2006. Brief Design and create a roller coaster carriage to travel on S & S Powers new wooden roller coaster track using the computer program Solid Edge. Design Guidelines You have 5 lessons to construct a Roller Coaster Carriage that meets the following design guidelines: 1. Wheels. .............................................................................................................................. 2. Footboard. .............................................................................................................................. 3. Seat. .............................................................................................................................. 4. Safety Bar. .............................................................................................................................. 5. Coloured Carriage. .............................................................................................................................. 6. Carriage Connection. .............................................................................................................................. 7. Carriage Title. .............................................................................................................................. 8. Additional Features. Passenger Doors; a Drag Wing; a Passenger Seat Divider, Safety Wheels that fit underneath the carriage to keep it on track around sharp
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corners, Body Paint work down the side of the carriage, extra carriages linked on behind the original carriage.

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Complete the Solid Edge Tutorials

Go to: I:\Secondary\TAS\Solid Edge Tutorials\DVD\Volume 1\CD 1\ Start Page.htm

Complete the Solid Edge for Beginners Tutorials 1 to 9 to produce a Childs Pull Cart. You will need to listen to the tutorial using headphones.

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Year 7 Technology Solid Edge Marking Rubric Name:

Level of Achievement Use of Colour Use of Protrusions Use of Thin walling Use of Rounding Use of Mirroring Carriage has a seat for passengers Carriage has Safety Bars and Footboard Carriage has connection device to other carriages. Carriage has either wheels or some device to connect to the track. Innovation Overall Design Progressing
Not completed (0) Not completed (0) Not completed (0) Not completed (0) Not completed (0) Not completed (0) Not completed (0) Not completed (0) Not completed (0)

Satisfactory
Completed with errors (2) Completed with errors (2) Completed with errors (2) Completed with errors (2) Completed with errors (2) Completed with errors (2) Completed with errors (2) Completed with errors (2) Completed with errors (2)

High
Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3) Completed Perfectly (3)

No innovation (0)

Some innovation present (2)

A lot of innovation present. (3)

Overall attention to detail and completion of task out of 10

Comment

TOTAL

/40

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Appendix
Computer Room Rules Test
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. You must never enter the computer room without from your teacher. Only use the that your teacher has asked you to. You must always share the use of the computer with your partner if you are not the only person on the computer. Do not any connections on your computer. Do not take or into the computer room. If you do not understand what to do, you must ask your All bags must be outside the room. Only use the computer that your teacher has asked you to use. Do not turn a computer on or unless you have been told to do so by your teacher. Turn and your teacher when instructions are being given.

of has passed the computer rules test. Teacher Signature computer, touch, drink, teacher, left, permission, evenly, food, program, off, face

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Case Study: Absurd Inventions

1. 2. 3. 4. 5. 6. Open Microsoft Word. (Double Click) Save As Absurd Inventions in your Technology folder. Type the heading Absurd Inventions. Highlight and centre the heading. Enter the following website, http://totallyabsurd.com/absurd.htm Choose 3 absurd inventions. Create and complete the table below for each of the inventions

Name of the Invention The date the Patent was issued What Problem does it solve? How does the invention work? Picture of the Invention

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