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Unit 1: Introduction to mechanical systems
Unit 1: Introduction to mechanical systems
This unit focuses on engineering fundamentals as the basis of understanding underlying principles and the building blocks that operate in simple to more complex mechanical devices. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the main focus is on the construction of a system.
Students apply their knowledge to design, construct, test and evaluate operational systems. The focus of the system should be mechanical; however, it may include some electronic components.
AREA OF STUDY 1
Fundamentals of mechanical system design.
In your engineering notebook you need to take notes, make diagrams and complete theory tasks as we work our way through the theory aspects of Unit 1.
Outcome Tasks:
Notebook kept up to date with completed theory exercises
SAC:
Exam
Chapter 1: Understanding Systems
Copy out the 'Systems Engineering Process'
Described open and closed loop systems using block diagrams
Complete learning activity 1.5 (page 7)
Describe complex and integrated systems. Draw and example block diagram.
Complete learning activity 1.6 Questions 2 and 3. (p 11)
Chapter 4: Mechanical Systems
Sketch and describe, with example the 6 simple machines.
LEVERS
Describe first, second and third class levers with examples
Sketch a copy the bike break system bellow and explain why this is a good example of a lever systems in terms of its mechanical advantage.
AREA OF STUDY 2
Producing and evaluating mechanical systems.
In your engineering notebook you need to take notes, make diagrams and complete evaluation tasks as you design and build engineering projects.
Outcome Tasks:
Notebook kept up to date with completed practical exercises
SAC:
Completion of RoboWars robot along with engineering folio following relevent elements of the systems engineering process
This project uses a simple 555 timer chip and a feedback loop to control a servo-controlled wooden arm. Whenever an object comes close to a photosensor mounted on the end of the arm, it blocks the amount of light detected, which triggers the arm to swat the object away.
Explain how mechanical systems are designed to change the direction of motion.
COMPLETE LEARNING ACTIVITY 4.1 (page 84)
Describe forces (compression, tension, shear torsion, bending and spring compression & tension) with diagrams.
Model
Construct a small working model that shows one type of motion being converted to another.
Chapter 1: Understanding Systems
Ensure that you have an understanding of flow block diagrams.
Complete learning activity 1.7 (page 13)
Define in your own words the 4 main kinds of systems. (Electrical, Electronic, Mechanical and Integrated)
Complete end-of-chapter activities on page 16. (skip 8 & 13)
Chapter 4: Mechanical Systems
Linkages:
Read p93-94 and answer questions 1 & 3
Rotary Motion: Pages 95 to 104
Describe the 3 types of rotary motion and give an example for each.
Year 11 Systems Engineering
RoboWars.
General rules (2017)
Please read these rules thoroughly. Some rules have changed since last year.
All robots should be design within the spirt of fair completion.
OHS will be paramount at all times.
Prototyping boards, such as an Arduino or other microcontrollers, may be used on the robot
An additional piece of equipment e.g. a games controller, a laptop, mobile phone or tablet may be used to control the robot, but must not be physically attached.
All robots must be powered by batteries and must not require mains power for anything except charging battery packs.
No airborne robots are permitted, e.g. drones. Walking and self-balancing robots are permitted.
The following weapon types are not permitted:
· Fluid based weapons (honey guns, etc.)
· Glue or sticky pad weapons
· String or entanglement weapons
· Flame based weapons
· The use of electricity as a weapon
· Explosive weapons
· Rotating weapons that may shatter (as opposed to breaking or bending)
· Magnetic/inductive systems
All weapons must be constructed wholly by the engineers.
Weapons are not permitted to deliberately detach completely from the robot
All robots must fit within a 225mm x 300mm footprint (but see the note on attachments below which allow for slightly more length with attachments).
The maximum width of the robot as it drives forward should be 225mm.
The maximum length of the robot as it drives forward should be 300mm (but below for additional length).
It is permitted to add and remove components from your robot during the course of the competition in order to tailor it to individual opponents.
The basic chassis and controller arrangement should remain the same.
The attachments would increase the size of the robot, should be ‘folded away’ and the start of the bout. They may then be deployed.
Materials available. In order to keep a level playing field, materials will be restricted to the following:
· Ply: 200mm x 300mm x 3mm
· Pine: 200 x 140 x 12
· Steel: 200 x 300 x 0.7
· High impact polystyrene: 228 x 432mm
Hardware such as screws, bolts, rivets etc. are not limited
Competition Rules:
Robots will battle in an arena 2m x 2m.
Each robot will begin the bout in the designated square.
Bouts will last 1.00 minute
A win will be recorded if:
· A robot pushes the opponent out of the ring or into the ‘pit’
· If the opponent is incapacitated and cannot move
· If the opponent retires
Students will compete in teams of two.
Each team will complete and submit an e-portfolio that follows the system engineering process which will be submitted on the day of the tournament.
Each individual student will be expected to indicate (by initialing) what part of the folio are theirs work in order to ensure that both team members contribute equally.
The folio will be completed using a cloud based platform such as Google Drive, Wix, Onenote etc. This must be shared with your teacher as soon as it is created.
Help can be found here.
Watch videos bellow. These can be downloaded from Compass.
(Watch videos here as well if these links don not work)
Videos from Khan Academy!
Define a pulley and then describe the common types of belts.
Describe, using diagrams, how a lifting pulley provides mechanical advantage.
Calculate several examples of the output speed of a pulley and chain and sprocket using:
Output speed = input speed ÷ velocity ratio (VR)
Pulley example from p99
Where VR = driven pulley diameter ÷ driver pulley diameter
VR = 100 ÷ 400
= 1:4 (or 0.25)
Output speed = 1000 ÷ 0.25
= 4000 rpm
OR
Chain & Sprocket
VR = teeth driven ÷ teeth driver
Gears.
Describe' rotary gears, gear train, idler gears, bevel and worm and compound gear trains. Use diagrams and examples.
Complete learning activity 4.5 question 2 and 4 (page 103)
Describe and give examples of; rack and pinion, crank and slider and cams.
Complete Learning Activity 4.6, ALL! (page 105)
CHAPTER 4: Understanding and Describing working Systems
Read through pages 111 to 113.
Complete learning activity 4.8
(Question 3: choose 3 examples)
Calculating Force.
Pages 87-89.
Write down Newtons three laws in your own words so that you are demonstrating your understanding.
In pairs, create an A3 size poster that explains Newtons 2nd Law, Acceleration and Moment. You will then present these to the class.
In your notebook, complete learning Activity 4.2.
Friction and Lubrication.
Describe the concept of friction both static friction and kinetic friction.
Copy and answer the following questions:
1. Describe sliding, rolling and static friction
2. What is kinetic friction
3. List 3 methods used to reduce friction
4. List 3 areas where friction can be useful.
Mass:
Acceleration:
where,
F = Force, m = Mass, a = Acceleration
Define the terms: Force, mass, acceleration, moment, Newton's 3 Laws, torque and equilibrium.
Complete several worked examples using the above formula.
Write a worked example using Moment = force x distance. (turning a nut using a spanner)
Mechanisms and their uses.
Read and take notes on the 4 types of linkages.
Complete learning activity 4.4 1 & 3. (page 95)
Like: Trust Me, I am a "Mechanical Engineer" on Facebook.
Systems in Society:
Read pages 21 & 22. Complete learning activity 2.1. Page 23 (do 1,2,3 & 5)
Read pages 23-26. Complete learning activity 2.2 on page 26. (Do 1,2,4 & 7)
Hydraulic and Pneumatic Systems LINK
Download the Hydraulic Systems pdf from Compass.
Read through the information and complete the 3 questions.
Read pages 107 -110 in the text book and complete Learning Activity 4.7 (question 1)
Sketch and explain how the hydraulic braking system works on a car.
Explain one example of another hydraulic system and one practical example of a pneumatic system.
Chapter 3 Energy!
Read through pages 59 - 63.
Task: Complete Learning Activities 3.1 Questions 1 -6 in your book.
Continue with reading page 64-65 and Learning Activity 3.2
Renewable and Non-renewable energy. Pages 66 through 74.
Define the 6 renewable energy sources and the 3 non-renewable sources along with nuclear.
Copy the table on page 72.
Compete learning activity 3.3 (2 -6)
Complete "End of Chapter Activities": 1 - 10
Optional research activity:
Diamaond batteries
Thermal solar energy
Tesla Powerwalls & roofing system
Atomic Batteries
Chapter 2: systems in Society.
Read pages 21 & 22. Complete learning activities 2.1 (1-3)
Write 2-3 detailed paragraphs that explains the theory of: Technological Singularity.
Read pages 27 to 30. Complete learning activities 2.3 & 2.4.
Read pages 31 & 32. Complete learning activity 2.5 (1,3,4 & 5)
Technology and the Environment
Read pages 36 through to 41.
Complete earning Activity 2.9 (1-9)
Chapter 9: The Systems Engineering Process:
Read pages 243 -247.
Copy the Systems Engineering Process diagram from page 247 and add an additional boxes to indicate what information you would include for the Battle Bot Challenge.
Your folio will be organised along the structure provided by the Systems Engineering Process.
Move forwards through Chapter 9
Chapter 6: Integrated and Digital Manufacturing
Read through pages 176 -182. This will give you an overview of digital manufacturing and CNC machines.
Describe the process of digital manufacturing and explain the positives and negative associated with this form of manufacturing.
Copy the diagram explaining the 3 axes common in most CNC machines.
Complete Learning activity 6.3
Read through pages 181 to 184.
Describe the 5 main types of CNC machines and give examples of their use and application. What would you make with them and why use that particular machine?
What do the following acronyms mean:
CNC
CAD
CAM
PCB
NC
What is G-Code?
Bellow are 3 digital processes readily available. Copy and complete the table.
Chapter 9: The Systems Engineering Process:
Read pages 243 -245.
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