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Design Brief
Context
Have you ever wondered why does a huge ship like an oil tanker or a battleship stay afloat? It carries several tons of cargo; the ship itself is made from steel and everyone knows steel doesn’t float. It must have something to do with the shape of the hull. What factors should a person consider when designing the hull of a ship?
Suggestions for providing alternate teaching environment: Day trip to see navel museum or drag boats, video on design of ancient ships or canoes, make testing involve parents and faculty.
Objectives
After completion of this exercise each student will be able to demonstrate understanding of hull design principles and construct a model ship used to carry a specific cargo.
Problem
Each student, in groups of three, will design and build a scaled version of a hull. The ship’s hull will be tested by finding out how many golf balls it can hold before sinking. There will be a design portfolio, presentation of design/prototype, and testing of prototype.
Design Constraints
This project can be made from plastic, sheet metal, wood, paper or any combination of the previous. Design features must take into account the method of joinery, machines used and cost of materials. The hull must measure no larger than 12"x 6"x 3" and weight less than 5 pounds. The total cost of manufacturing cannot exceed $12.
Design Considerations
The design portion will involve analyzing different styles from canoes, flat bottom and deep V hulls. Ideas should be encountered through research in school library, Internet sites, and trips to the museum or boat show. Handouts involving designs from early ship makers’ right up through Native American’s canoes and modern cargo ships should be provided to be used as a starting point for research.
Sequence
Students will prepare a design package with sketches, final drawings and a materials list. There must be evidence of different ideas that were encountered and lead to the final design. Different design processes such as mind maps, brainstorming sessions and research evidence must be present in design portfolio.
Students will be allowed to move to the construction phase only after instructor has approved design portfolio. The selected solution will have evidence of construction techniques to be used such as joint construction and waterproofing. A cost of materials sheet and parts list will also be included to provide evidence that parameters are adhered too.
Management Issues
Students should be instructed in all related machines needed to complete task of boat construction. Woodworking, plastics and sheet metal equipment will be demonstrated as necessary if skill building hasn’t been addressed yet. Techniques in joint construction and waterproofing will be demonstrated after types needed are determined e.g. spot welding, soldering, bonding wood and cementing plastics. Progress will be checked at stages such as: break out of materials, milling of parts, assembly and finishing. Assistance in design modifications will be done where needed to ensure success.
Analysis and Evaluation
Instructor and peers will do analysis of design based on the practical design idea before testing. Point scheme will be 30% for design portfolio, 30% project completion according to design plans, 30% for success (pro-rated as comparison of most successful to least successful) 10% evaluation done on presentation. Wherever possible, include an outside judge that is relevant such as a ship captain, museum curator or navel design engineer.
Assessment
Develop a lesson to follow up activity that has input from students. Have them suggest ways they would change their design and the designs in existence to provide more efficient sea vessels.
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