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Activity 2: Compound Machine The Square-Foot Challenge

At this point in Engineering I, we have discussed simple machines and mechanisms. In the engineering realm, these devices serve as the backbone for fantastically complex machinery used in the manufacture of most items we use. Being able to interconnect these machines into a meaningful design to accomplish a focused objective is the goal of our square-foot challenge. In chemistry you may recall the Chemical Dominoes unit. The unit challenge was in essence an engineering challenge with particular constraints. The square-foot challenge is similar in nature, and though the overall goal is quite different, you will still be creating a compound machine to accomplish a focused task.

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D E S I G N

B R I E F

Criteria & Constraints

Design Criteria You challenge is to create a compound machine that utilizes the power of a small electric motor to vertically lift the maximum mass possible. A variety of materials are available for machine design and construction. Constraints Your compound machine must utilize at least four different types of simple machines The electric motor is the only source of input force (torque) to cause the movement of the mass The entire compound machine may have a footprint no larger than one square foot. The mass must be lifted a vertical distance of at least 15.0 cm in under 1 minute Once the machine is initiated, no human intervention is allowed The machine must repeatedly (2 out of 3 attempts) lift the mass

E V A L U A T I O N

Each team member must submit a report which contains the following information: Description of how your team implemented the engineering design process Sketch of final machine design, including dimensions Organized data tables that contain all test data from each trial Theoretical calculations* for IMA for each simple machine, as well as the overall IMA Calculations* of the AMA and efficiency Summary critique of final design, with suggested future improvements

*All calculations must show process work for credit. Your team will receive a group grade based upon the performance of your machine based upon the rubric below:
Up to 10 points Simple Machines Machine utilizes more than four types of simple machines. Team always on task and focused. Up to 8 points Machine utilizes four types of simple machines Team on task and focused the majority of the time. Minor distraction issues. Machine capable of lifting a mass as great as the class average for 2 of 3 attempts Up to 6 points Machine uses at least four simple machines; at least three different types Team struggles with maintaining on-task work; major distraction issues Machine capable of lifting a mass less than the class average for 2 of 3 attempts Up to 4 points Less than three types of simple machines used. Team almost always off task

Time Usage

Machine Performance

Machine capable of lifting a mass greater than the class average for 2 of 3 attempts

Machine incapable of lifting a mass in 2 of 3 attempts

You will also be evaluated based upon your participation (process) and work within your assigned team based upon the rubric below:
Working Cooperatively Students are interacting with one another to build each others knowledge. Outward indicators include body language and movement Distinguished (A) Students ask critical questions of each other, developing and forming personal opinions and conclusions. They are able to evaluate and synthesize information, as well as independently Proficient (B) Body language, visual gaze, and language interactions provide evidence of joint attention to the task or materials by all members of the group. Students can explain their Developing (C) Body language, visual gaze, and language interactions provide some evidence of mutual attention to the task or materials by most members. Students are not Novice (D) Students divide up the task so that they can work, then meet near end to assemble components. Body language, visual gaze,

associated with meaningful conversations.

use a variety of resources to acquire new or unknown information.

contributions and the contributions of other group members.

holding each other accountable for purposeful contributions.

and lack of language interactions provide evidence of independent work occurring within the group.