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Nur Atiqah - Project Archivist
Anqi Chen - Co-Design Lead
Colin Peterson - Project Partner Liaison
Sarah Scoggin - Design Lead
Mr. Walker - Project Partner
Who Are We
• Teach concepts of estimation • Proportions • Graphing
• Design and modify mousetrap cars for: • 8th Grade Use • Ease of Use • Safety • Reliability • Cost Reduction
What We Do
• Math Day – Educational Program
• 8th Grade Students with a basic knowledge of algebra
• Held at Purdue • Lesson Plan
• Purdue Day - Exhibition
• Kindergarten through 12th grade students
• Wide scope of algebraic knowledge • Held at Indiana State Museum in
Indianapolis
Who is the Audience
• Prototyping Phase • Having the cars 3D printed • Finished testing individual prototypes • Working on lesson plan
Where We Were in Week 8
• Cars were printed • Finished Lesson Plan • Changed the amount of tape the wheels
have • Discovered design flaw
• Wheel and Axle
• Changed how rod gets attached • Changed how the string wraps around the
axle • Completed many test trials • Created Charts
In the Following Weeks
●8 Mousetraps- $2.50 for 4 from Amazon (we will buy two packs) ●String- 475 feet for $3.99 ●Rubber Bands- $3.99 ●10 stainless steel rods 3/16”- $2.51 each plus $5.25 shipping ●Total: $43.33
Final Semester Budget
Graphs for the Students
● Data collected from 3 trials and 5 runs
each ● Shows the students the linear
correlation between rotations and distance
● Shows students one of the many ways to use algebra to estimate distance
• Delivered November 3rd, 2015
• Data From Survey After Math Day • 4.05 out of 5 for students liking it
• 3.10 out of 5 for students learning from it
• Data From Our Survey Given During
Math Day • 4.04 out of 5 for ease of use
• 3.79 out of 5 for students liking it
Purdue Math Day
The Team
Mantavya Sharma Design Lead
First Year
Engineering
Nia Hightower Project Partner
Liaison
First Year
Engineering
Pashin Raja Project
Archivist
First Year
Engineering
Background Information
• We aim develop an interest in Nanotechnology amongst students at a young age through the help of Lesson Plans and Hands-on Projects.
• Project starting fresh this semester.
Why Nanotechnology?
• Nanotechnology is science and engineering conducted at a Nano scale.
Medicine Energy Materials Electronics
Project Partner
• Mrs. Holli Joyal
• Our Lady of Grace Catholic Middle School
• Noblesville, IN
• Target Audience: 6th to 8th Grade Students
• Create lesson plans and manipulatives to teach the concept of Nanotechnology
Project Outline
•
Nanotechnology in Materials
– Hands on Experiments
Molecule Manipulatives
• Points of focus for lessons
Nanotechnology in Space
– Interactive game
Name of the Lesson Corresponding Activity
Hydrophobic and Hydrophilic
Properties
Nanotechnology in Material
Science
Carbon C-60 Bucky Ball
Nano Fabric Experiment
“Magic” Sand Experiment https://www.youtube.com/wat
ch?v=dempTh40lMs
3
2
1
Kiwi Camp Dry Spray
Fabric
Hydrophobic sand
Clear glass cups
Water
Spoons
Hydrophobic Sand
Clear Plastic Cups
Water
Spoons
5
4
6
Lesson Plans
Nanotechnology Research
Carbon Nanotubes
Nanotechnology in Space
Build-a-BuckyBall
Nanooze Research Activity
Build-a-Nanotube
Molecularium Website
Bucky Ball Parts Kit
Computer
Nanotube Parts Kit
Computer
Materials for Activity
Major Concepts • Nanotechnology in material science
• Nanotechnology in structures such as Bucky balls and nanotubes.
• Nanotechnology in space
Objectives Students will:
• Learn about the topics and gain a basic understanding of nanotechnology.
• Participate in hands-on experiments that will teach them about hydrophobic properties and geometry.
• Work on team building and data recording skills
Lesson Plans
• Hydrophobic Spray – $16
• Magic Sand - $11
• Hydrophobic Cloth- $ 10
• Total Cost- $37
Estimated Cost
• Determined the two manipulatives that would help the students interact and understand the structure of these molecules.
C-60 Bucky Balls Carbon Nanotube
Manipulatives
Bond with Hexagonal Ends
Bond with Pentagonal Ends
Bond with Circular Ends
Conceptual Design – Stage 1
Reasons for Design:
• To experiment and find out which shapes would be the most
appropriate for 3D Printing in Terms of Accuracy and Size.
• Circular cups at the end of the bonds further help with
structural stability when attached.
Conceptual Design – Stage 1
Results:
• Atom turned out to be light and strong.
• Pentagonal and Hexagonal holes were inaccurate.
• Bonds were strong, but rather stocky.
Conceptual Design – Stage 1
Atom:
• Radius was reduced from 0.75in to 0.6in. – Earlier Model was too big.
• Model is no longer completely hollow. – To help provide support to bonds.
• Holes were reduced in size. – To go along with the size decrease of Model.
• All Holes changed to Circular. – Circular were the only type of holes to be
printed accurately.
• Angles between Holes were engraved. – To help differentiate the angles and holes.
Bond:
• Length was reduced from 3.72in to 3.68in. – Earlier Model was slightly long big.
• Radius was base was reduced. – To eliminate the stocky look and feel.
• Radius of Circular extrusions were reduced from 0.75in to 0.6in. – To go along with the decrease in size of the
hole in the atom.
• Only Circular Model continued. – To compliment the similar change in the
atom.
Changes and reasons for change in Design:
Conceptual Design – Stage 2
Results
• Atom turned out to be smaller and more economical.
• Bond came out lighter and smaller.
• The Angle Text was too small to be 3D Printed accurately.
• The bond extrusions were slightly large.
Conceptual Design – Stage 2
Changes and Results:
• Engraved Text Size increased to 12 pt
• Text 3D printed properly
Conceptual Design – Stage 3
• Inaccuracy
• Large amounts of 3D Printing
• Will have to use external 3D Printers
Conceptual Design – Issues
• Improve upon the model of the Bucky Ball Manipulative
• Create Nanotube model atoms
• 3D Print the manipulatives
• Deliver
Goals for next Semester
What We Do
• Goal: to educate high school student on technology and physics principles through hands-on interaction in programming
• Design robot kit with lesson plans for high school robotics and programming course
• Audience: High school students
User Needs
• Ability to teach C programming language
• Ability to move in straight line
• Ability to detect objects
• Ability to make sound
• Ability to identify color walls
• Ability to turn 360 degrees
• Detailed lesson plans and user manual
Lesson Plans
• Lesson for getting started
• Lesson for using LEDs
• Lesson for adjusting motors and wheels
Budget
• Total cost for building one prototype robot: $115.28 (without 3D printing parts)
-Arduino Uno chip
-Motors and wheels
-IR, Ultrasound, Color sensors
• Semester money spent: $170
Current Stage
• Conceptual Design
• Benchmark Product Analysis
• Detailed Design
• Project partner feedback
• Testing plan and testing
Issues
• Lack of understanding of Purpose
• Benchmark Product – Strong Competitor
• Lack of focus on process – Educational Prospective
For Next Semester
• Further testing – User Experience
• Lesson plan modification – Expert Evaluation
• Redesign – Lower cost