maglev train project - lincnet.org · maglev train project ......

1

Maglev Train Project

Name: ______________________________________

Date: __________________ Grade: ____ Section: ____

Applied

Technology &

Engineering...We know how to make it wow!

2

GoalThink like an Engineer:

The Universal Systems Model

GoalDesign and build a magne<cally levitated train that can hold twenty (20) pennies and

glide down a track,without geEng stuck.

Criteria:Your prototype must have...• A chassis with 4 magnets

underneath• Room for 20 passengers (pennies) in

such a way that they can be seen individually or easily removed for coun>ng. They cannot be tossed inside the car

• A shape that fits on the maglev track Approved Materials

Constraints (restric<ons): Maximum length: 20 cm (front to

back) Maximum width: 6.5 cm (side to

side) Maximum height: No restric>ons Train suspension must be 100%

magne>cally levitated. The train must operate without

being pushed, touched, or otherwise interfered with once it starts down the track.

Input• One (1) foam block• Four (4) magnets• Cardboard• Glue• Balsa wood

• Shape the foam to reduce drag• Sand to reduce fric.on and make it

aerodynamic• Measure to meet criteria• Glue magnets under the chassis• Build passenger cabin for 20

pennies

• A MagLev (Magne.c Levita.on)veh i c l e t ha t moves due to magne.sm (Unlike poles (N/S) a?ract – like poles (N/N and S/S) repel) and has no contact with the Earth’s surface.

Output

Process

• The higher the the vehicle levitates off the track, the beRer it performs.

• The load (weight) should be distributed evenly.

• Vehicles that ride level do very well.

• Magnets need to be posi>oned directly over the rails to make the chassis balanced.Fe

edba

ck

3

LEARNING TARGET:

I CAN use the Engineering Design Process to build a magne<cally levitated train that can hold twenty (20) pennies and glide down a track without geEng stuck.

RESEARCH

1. IN YOUR OWN WORDS... What are aerodynamics?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

2. IN YOUR OWN WORDS... How might aerodynamics affect a maglev train?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

3. IN YOUR OWN WORDS... What Is drag?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

4. IN YOUR OWN WORDS... How can you reduce drag on a maglev train?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

5. YOUR OWN WORDS... What is fric<on?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

6. IN YOUR OWN WORDS... How can you eliminate or reduce fric<on on a maglev train?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Use the posted web links for this project to find the info for the ques<ons.

4

LEARNING TARGET:


RESEARCH

The diagram below shows a Formula 1 racing car. Many forces act together on the racing car so it can move safely at high speeds on a racetrack.

Using the copy of the diagram below, draw arrows to show how the forces of thrust, drag, and gravity act on the racing car as it moves forward on a racetrack. a) Label each arrow as thrust, drag, or gravity.b) Describe how each force that you labeled in part (a) acts on the racing car as it moves on a racetrack.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

5

LEARNING TARGET:


RESEARCH

1. Propulsion: The propulsion system provides the force that moves the vehicle. Examples: engine, gravity, transmission

Iden7fy this system in this project: ______________________________________

2. Structural: Structural systems provide a place for the vehicle’s cargo or people. Examples: chassis, trunk, seat


3. Suspension: The suspension system supports the weight of a vehicle. Examples: shock absorbers, 7res, wheels, wings


4. Control: Control systems control the speed and mo>on of a vehicle. Examples: brakes, gas pedal, gears, steering wheel


5. Guidance: Guidance systems help the vehicle get to its des>na>on. Examples: GPS, radar, signs


6. Support: Support systems are used to maintain and protect vehicles. Examples: garage, gas sta7on, car wash


Every transporta<on vehicle from a skateboard to the space shu]le needs six systems in order to operate.

6

LEARNING TARGET:


CHOOSE THE BEST SOLUTION

Skydiving without a second parachute is NOT a good idea (even if you want to be the first one on the ground). Seriously though, think of what would happen if the first chute failed and there was no back-‐up chute. PreRy ugly. Engineering is similar. Building a prototype without a back-‐up version is a bad idea. What if the first one doesn’t work? Or the second? Or third? Now what?In the spaces below, draw DIFFERENT versions of possible prototypes that could hit the target and meet this project’s criteria (follow the two examples). List the advantages and disadvantages of each one to help you decide which one to build first.

-It looks really cool and futuris>c -‐Easy to get the pennies in and out without a roof

-It’s very compact and aerodynamic -‐The roof sec>ons will keep the pennies in the vehicle

-‐The middle sec>on between the two passenger cabins is narrow and might break

-ARaching the roof sec>ons will be tricky -‐This will need a lot of sanding; it might take too long to build

EXAMPLE #1 EXAMPLE #2

Prototype #1 Prototype #2

!

!

!

!

7

Prototype #3

Prototype #5 Prototype #6

Prototype #4

CHOOSE THE BEST SOLUTION

Aber analyzing the advantages and disadvantages of possible solu>ons, I have chosen Prototype # _______as the best possible solu>on for the following reasons:

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

8

LEARNING TARGET:


CHOOS THE BEST SOLUTION

FRONT VIEW BACK VIEW

LEFT SIDE VIEW RIGHT SIDE VIEW

TOP VIEW BOTTOM VIEW

>>These drawings CANNOT BE CHANGED once construc<on has begun!

9

LEARNING TARGET:


BUILD A PROTOTYPE

Properties of MaterialsEvery material has a specific property that makes it a good choice for some tasks and a not-‐so-‐good choice for other

tasks.

Properties of MaterialsEvery material has a specific property that makes it a good choice for some tasks and a not-‐so-‐good choice for other

tasks.

Absorbency: soaks up water or liquidsEx. sponges, cloth , wood

Magne<c: aRracted to certain metalsEx. iron, nickel, steel

Elas<city:returns to it original shape when it’s stretchedEx. rubber

Strength: can be squeezed or twisted without breakingEx. iron, steel, wood

Conduc<vity: allows electricity or heat to flow through itEx. aluminum, brass, copper, steel, silver, gold, iron, concrete

Hardness: resists scratching and breakingEx. iron, steel, wood, concrete

Flexibility: bends without breaking.Ex. rubber, cloth, plas7c, clay, certain metals

Transparency:something you can see throughEx. glass, plas7c

1. A METAL window?

2. A STRING chair?

3. A PLASTIC skateboard?

4. A PAPER bucket?

5. A MAGNETIC t-‐shirt?

6. A GLASS house?

NO!

What PROPERTY is needed?

What’s a good

MATERIAL to use?

transparency glass

WOULD YOU MAKE

10

LEARNING TARGET:


BUILD A PROTOTYPE

All materials have proper>es that make them appropriate for certain jobs. Follow the example and check off the proper>es that make each item useful and effec>ve.

absorbent electrical conductor magne<c transparent

elas<c flexible hard strong

8. doorbell

7. dog collar

6. toothbrush

5. towel

4. skateboard

2. broom

3. flip-‐flops

1. rubber glove

11

LEARNING TARGET:


BUILD A PROTOTYPE

Tools are handheld devices that help accomplish a task like cugng or shaping something. Complete the chart below by checking off the hand tools that would be most useful in each numbered situa>on.

hammer screwdriver coping saw pliers

hack saw wood saw drill tape measure

1. build a bookshelf

2. fix a toaster

3. install a doorknob

4. hang a picture

5. put up a tent

6 . i n s t a l l a ceiling fan

7. make a birdhouse

8. fix a bike chain

12

LEARNING TARGET:


BUILD A PROTOTYPE

Keep track of your progress by comple>ng an Engineering Log aber every building class. Follow the example below as you go from raw materials to finished prototype.

Describe what you did today; tools that you used; materials that you used, parts you worked on, design changes and problems.

Make a labeled drawing (or paste a picture taken w/your phone) of your prototype or the parts you worked on.

LOG #1 Date: _________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

YES I used complete sentences to describe my progress

YES My descrip>on is neatly wriRen and legible

YES I described how I used specific tools and materials

YES My drawing is large enough and centered in the space

YES My line quality is sharp and precise (no smudges)

YES Labels and measurements are OUTSIDE the drawing

13



LOG #2 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________









LOG #3 Date: _________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________







14



LOG #4 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________









LOG #5 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________







15

LEARNING TARGET:


TEST THE PROTOTYPE

Maglev Distance/Time TrialsMaglev Distance/Time TrialsMaglev Distance/Time TrialsMaglev Distance/Time TrialsMaglev Distance/Time TrialsMaglev Distance/Time TrialsMaglev Distance/Time Trials

Trial Distance(m)

Time(sec.)

# of Pennies

Moved forward and straight w/o

rubbing side rails

Moved forward & rubbed side rails

Got stuck on track

1

2

3

4

5

Avg.

MathBits.com

16

LEARNING TARGET:


MAKE A DECISION

Based on the data I collected, my prototype’s performance was:

(Check one)

___ Excep<onal: it worked every >me it was tested and needed no repairs

Some reasons for this are:

1. ______________________________________________________________________________________________

2. ______________________________________________________________________________________________

3. ______________________________________________________________________________________________

___ Very good: it worked most of the >me it was tested and didn’t need any (or many) repairs


1. ______________________________________________________________________________________________

2. ______________________________________________________________________________________________

3. ______________________________________________________________________________________________

___ Good: it worked some of the >me it was tested and needed repairs


1. ______________________________________________________________________________________________

2. ______________________________________________________________________________________________

3. ______________________________________________________________________________________________

___ Not good: it didn’t really work


1. ______________________________________________________________________________________________

2. ______________________________________________________________________________________________

3. ______________________________________________________________________________________________

Things I’d do differently next <me

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

What these things might improve

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

17

LEARNING TARGET:


ENGINEERING DESIGN PROCESS

STEP 1: Iden<fy the Need

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 2: Research

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 3: Develop Possible Solu<ons

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 4: Select the Best Possible Solu<on

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 5: Build a Prototype

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 6: Test and Evaluate the Prototype

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 7: Communicate the Solu<on

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

STEP 8: Redesign

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

18

LEARNING TARGET:


PROJECT SCORING SHEET

LOOK-‐FORSLOOK-‐FORSLOOK-‐FORSLOOK-‐FORSLOOK-‐FORSLOOK-‐FORS

To show that I can follow the Engineering Design Process and hit the target...To show that I can follow the Engineering Design Process and hit the target...To show that I can follow the Engineering Design Process and hit the target...To show that I can follow the Engineering Design Process and hit the target...To show that I can follow the Engineering Design Process and hit the target...To show that I can follow the Engineering Design Process and hit the target...

• I will conduct research and use it to help me plan and build my prototype. (Pg.3) 0 1 2 3 4

• I will complete an open response ques>on about technology & engineering. (Pg.4) 0 1 2 3 4

• I will identify the six systems that operate my prototype. (Pg.5) 0 1 2 3 4

• I will draw isometric drawings that show different ways to solve a design problem. (Pg.6-‐7) 0 1 2 3 4

• I will make orthographic drawings of the prototype I’m building from different views with labels and measurements that anyone could understand and follow. (Pg.8)

0 1 2 3 4

• I will iden>fy materials and tools needed for specific tasks when building prototypes. (Pg. 9-‐11) 0 1 2 3 4

• I will record my progress and describe how I used specific tools and materials to build my prototype.• I will record my progress and describe how I used specific tools and materials to build my prototype.• I will record my progress and describe how I used specific tools and materials to build my prototype.• I will record my progress and describe how I used specific tools and materials to build my prototype.• I will record my progress and describe how I used specific tools and materials to build my prototype.• I will record my progress and describe how I used specific tools and materials to build my prototype.

>>Engineering Log #1 (Pg.12) 0 1 2 3 4





• I will collect and display data about my prototype and use it to evaluate how well it worked. (Pg.15-‐16) 0 1 2 3 4

• I will record what I did during each step of the Engineering Design Process. (Pg.17) 0 1 2 3 4

• I will build a prototype that MATCHES MY ORTHOGRAPHIC DRAWINGS, meets the criteria, looks like a finished product without any loose parts, damaged or rough surfaces and globs of glue, and holds together without needing repairs between multiple uses.

0 1 2 3 4

Things done well to GLOW-‐on... Things to do next to GROW-‐on...

maglev train project - lincnet.org · maglev train project ......

Documents