EMS1 Elements, Materials and Structures

Drill: Identify the four states of matter

OBJECTIVE: Compare and contrast the atomic make-up of elements as we

read info packets.

The four sates of matter areSolid, Liquid, Gas’ Plasma

(see power point FourStatesOfMatter –H drive

Engineering)

In your notes write the following three questions.

When did the ‘Industrial Revolution’ (IR) occur in the United States?

What factors contributed to the IR? Identify two positive and two

negative consequences of the IR.

EMS1 Elements, Materials and Structures

p 29, pp. 228 - 229 When did the ‘Industrial Revolution’

(IR) occur in the United States?

What factors contributed to the IR?

Identify two positive and two negative consequences of the IR.

EMS1 Elements, Materials and Structures

Answers p 29, pp. 228 - 229 When did the ‘Industrial Revolution’ (IR)

occur in the United States? The IR occurred about 1750 to 1900.

p. 29

What factors contributed to the IR? Factors contributing to the IR included

new energy sources, factories, and changes in manufacturing processes.

P.228

Identify two positive and two negative consequences of the IR.

Technology is the use of knowledge to create tools to

make work easier and improve life.

One of the areas of knowledge most applied is Science.

Pages 575 – 577 deals with matter and properties of materials.

As you read the short section be sure to define MASS, DENSITY, ELEMENTS, and COMPOUNDS, then briefly explain the seven

properties of materialsThis should act as a introduction or review

of basic chemistry.

Pages 575 – 577.MASS – measure of the amount of

matter in an object DENSITY –measure of mass per unit of

volume ELEMENTS – substance containing only

one kind of atom. COMPOUNDS – when more then one element combine to form another

substance (possibly quite different then ingredients).

properties of materialsSENSORY – those we can see, hear, taste, or feelOPTICAL – how a material reacts to lightTHERMAL – how a material reacts to heatELECTRICAL – whether a material is a conductor, insulator, or in between (semiconductor)MAGNETIC – how a material reacts to a magnetCHEMICAL – include if a material will rust (oxidize) or dissolve materials MECHANICAL – how a material reacts to forces

*Please turn to page 251 to identify and define MECHANICAL PROPERTIES

Mechanical properties include:DUCTILITY – ability to be formed and

reformed

ELASTICITY – ability to regain shape after being pulled or pushed

HARDNESS – ability to resist denting and scratching

PLASTICITY ability to be pressed, molded, or stretched to a new shape that

can be retained

STRENGTH –ability to resist forces such as compression and tension

*Please turn to page 349 to identify and

describe common building materials.

Create an experiment data sheet with the following info:Problem:

Goal:

Constraints:

Assessment criteria:

Tower info: Tower 1 Tower 2Tower 3

Books supported .Sketch of Tower_____________________________.

As we study the use of materials in technology it is important to understand how the shape of materials effect strength. We have 35 textbooks in the class. We need to store the textbooks in a creative way. To demonstrate Hereford HS students extraordinary analytical and creative minds we are going to create a stand to stack the books on top of. The stand will be made only of one sheet of paper and 3 inches of masking tape. No other materials or equipment may be used (except a ruler for measuring). The bottom book must be supported at least 3 inches off the top of the table. Students will have three attempts at making their support system. The students may use one sheet of paper during each construction period. The first two construction periods will be five minutes. The third ten minutes. The system must be free-standing

Students are expected to use one sheet of paper to design their first tower. Students should sketch their tower as they complete it and document the results. After five minutes we will construct a second support system. The design of this system should utilize information from the original tower. The third tower will be the final tower that results from information obtained during construction of first two. Students All earn one point for each book supported. The points from each session will be totaled. >33 = A, 33 – 30 = B, 29 – 26 = C. The best performing tower from each session will earn that team 4 bonus points.

EMS 2 - OBJECTIVE: Analyze the connections of chemistry with Metallurgy as we create not sheet while watching ‘History of Metals’.

Drill: Very briefly explain what modifications you made to the sheet of paper to allow it to support books

As we complete video ‘History of Metals’ continue your notes identifying important developments of the metals industry and important connections between Chemistry and Metallurgy.

You should already have information on the copper, bronze, iron, steel and gold as well as what the base elements are that make up the various metals.

Before we start video lets review Power Point SuggestionsPower Point Requirements - Power Point should be designed to accompany your 3 – 4 minute oral presentation of your topic investigation.- Presentation should include Introduction, Body, Conclusion- Power Point should consist of 6 – 12 slides.- Slides should support what you are discussing (Key points)- Slides should be interesting, can include pictures, diagrams, or graphs, and aid in discussion.- Slides should not be busy

Power Point Slide SuggestionsINTRODUCTION– Your nameYour Topic Investigation Brief Introduction be sure all fonts matchpictures should support topic

INTRODUCTION / BODY– Brief overviewhighlight key concepts you will discuss (list) Brief Introduction be sure colors showpictures should support topic

BODY (1)– First Talking PointSpelling is impotant IS FONT VISIBLE?

DON’T MAKE THE SLIDES TOO BUSYFOCUS ON KEY TALKING POINTS

BODY (2)– Second point of emphasisDon’t forget the power of graphs and charts

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North

BODY (3)– Each presentation should have at least three talking points. You’ve had since August to work on this Topic Investigation. Your content should demonstrate the amount of time given to work on this. The power point slide should be kept interesting and simple. Don’t try to put too much information on one slide. It is better to have more then one slide when presenting a lot of information. Be sure there is a smooth flow between the slides (rhythm)

BODY Don’t forget about background

CONCLUSION Summarize presentation by highlighting key points.What was your conclusion?

EMS 3 - OBJECTIVE: Evaluate how shape effects strength of a material by creating a comparison chart as we complete a set of experiments.

Drill: Identify modifications you made to the sheet of paper that resulted in an increased strength to compression.

NOTE: WHEN PERFORMING THIS LAB It will be much more effective to (1) read over entire instructions as a class. (2) Break into groups with each group responsible for testing and recording results of one shape. (3) Share results in class discussion allowing students to complete table during discussion.

Before we begin this lab experiment it will be important to review some information in Technology Engineering and Design text.

Please obtain a copy of the text (you may share with the person next to you) and turn to page 391

In your notes sketch the four types of forces on page 391

Then turn to page 395, sketch and label FIGURE 20-4 in your notes

Turn to page 397, identify and briefly describe the types of bridges.

Take a moment to review the types of dams on pages 398 and 399.

Also take a moment to read Science Application on page 403

Also take a moment to read Science Application on page 403

Finally answer Thinking Critically questions 1 and 2 on page 404

During classEMS1 (2 classes ago) we created a set of three ‘stands’ that were to support the greatest number of books three inches off the table.

Each ‘stand’ was to use information obtained during the construction of the previous stand.

The greatest success was achieved when we tore the paper into a series of equal length sheets then rolled those sheets into tubes. Each tube was layered to increase its strength.

During class today we will further investigate how shape effects strength as we perform a set of experiments

Each group will consist of two members.Teams will complete shape tests for one of the following:

A) ‘Beam Assembly’ – Determine what shape Beam your group is responsible for. Construct that shape Beam and complete ‘failure test’. Be sure to weigh structure.

B) ‘Column Assembly’ – Determine what shape Column your group is responsible for. Construct that shape Beam and complete ‘failure test’. Be sure to weigh structure

A total of 13 tests are to be performed for paper structures…Triangular beam one abutmentTriangular beam two abutments Square beam one abutmentSquare beam two abutments Round beam one abutmentRound beam two abutment Rectangular Beam Flat Orientation one abutment Rectangular Beam Flat Orientation two abutments Rectangular Beam Tall Orientation one abutment Rectangular Beam Tall Orientation two abutments Triangular column Square column Round column Each group is responsible for evaluating a beam and column of each test shape. Each shape should be weighed before testing.

Please find your ‘Test Shape’ in the info packet and read through the instructions for testing.

After students have had a chance to read through instructions the instructor will perform the strength test for flat sheets of paper, then demonstrate the testing procedure for a shape. All shapes follow the same procedure so you will need to correlate the demonstration of the instructor to your particular shape

EMS 3B - OBJECTIVE: Evaluate how shape effects strength of a material by creating a comparison chart as we complete a set of experiments.

Drill: Identify three common products that use shape to provide strength to its structure or container.

NOTE: WHEN PERFORMING THIS LAB It will be much more effective to (1) read over entire instructions as a class. (2) Break into groups with each group responsible for testing and recording results of one shape. (3) Share results in class discussion allowing students to complete table during discussion.

Instructor will review the shape testing procedure.

Instructor will demonstrate documentation / data collection of results.

All groups will complete failure test and data collection of their shape.

Class will discuss results of their tests

Each person will need to design / construct a data collection sheet for recording the following information:

1 – The dimensions and weight of each pair of tubes.

2 – Amount each tube supported before initial distortion and failure, of each pair of tubes.

3. A graph illustrating the performance of each pair of tubes.

4. Weight to strength ratio of each pair of tubes

5. Determination of most efficient shape

6, Description and illustration of testing mechanism

THIS SHOULD ALL BE DONE ON BACK OF BEAM DOCUMENTATION SHEET

Materials and Their Applications info packetWhat material is composed of 65% copper 35% Zinc?What steel is the hardest carbon steel?Used in aircraft where strength and lightness are requiredFastener used to attach then sheet material to small frameMost common general purpose screwThe three factors that determine strength of glue joint are:Identify and explain two methods of forming plastic

EMS 4 - OBJECTIVE: Analyze important design principles as we study ‘STRUCTURES’ Info Packet to complete Notes and perform Lego model experiments Drill: What is meant by the term TRUSS when discussing structures

SEE NEXT SLIDE FOR READING AND

QUESTIONS ASSIGNMENT NOTE: Students should read first ten pages of STRUCTURES info packet and answer questions 1 – 9 on back of packet. After we students will Trade and Grade to act as a review of info and a method for scoring

EMS 4 -

Students should read first ten pages of STRUCTURES info packet and answer questions 1 – 9 on back of packet.

- Complete LEGO modeling activities to demonstrate use of truss designs to stabilize shapeAfter we students will Trade and Grade to act as a review of info and a method for scoring

Review of Materials and Structures Packet Please trade your responses to the Materials and Structures packet, with another student. If you are uncomfortable with allowing another student to see your work you may bring it to instructor.

• Q2 - Explain, using Examples to make things clear, what is meant by ‘frame structure’ and what is meant by ‘shell structure’.- Frame structure - made by joining

together a number of parts or members. Examples = Supports of water tower, roof truss in class.

- Shell Structure – Relies on molded shape for strength of structure. Examples = Egg carton, corrugated steel

• Q3 - The images below represent pin jointed frameworks with extra members added for strength. Can you improve any solutions?

• Q4 - Two examples of man made shell structures and how they are made strong enough to cope with forces acting on them:– Corrugated paper – High frequency

curves in paper sandwiched between two layers of paper.

– ?

• Q5 - Difference between static and dynamic loads are:– Static loads do not move nor change –

Example: Book on a shelf– Dynamic loads move, change, fluctuate –

Tend to produce greater force – Example: Person on diving board

• Q6 - Explain, with aid of a drawing, forces that act on a member (beam) that is bending.

– Tension– Neutral– Compression

• Q7 – The concrete lintel as shown is likely to fail because: – pure concrete has very little tensile

strength (which a beam must be able to resist)

– plus it’s height to base strength is not correct:

• To increases it’s strength: – Reinforce concrete lintel with rebar – correct it’s height to base ratio

(make taller)

• Q8 – The modified I beam… – Is made by having the widest

points where the greatest compressive and tensile loads are located, and the cut out area closer to ‘neutral’ area

– To strengthen the bam it could be made taller

USING LEGOS TO DEMONSTRATE STABLE VS UNSTABLE SHAPES AND STRUCTURES

Check your ‘truss building bag (LEGOS)’ be sure it has:

2 SMALL BEAMS2 MEDIUM BEAM1 LONG BEAM8 CONNECTING PEGS2 PIECES OF STRING

Place one connecting peck at in the wholes at each end of the medium size beams.

Connect the small beams to the pegs to form a rectangle.

Place compressive force on top an bottom of rectangle and observe how rectangle reacts

Document (sketch and describe) model

Use two connecting pegs to connect the long beam to the rectangle in order to create a stable structure.

Document (sketch and describe) model

The resulting structure should be a rigid diagonal beam forming two triangles. This is a very stable structure the problem is the added weight. Replace Rigid Diagonal with one segment of string (and connecting pegs), to create a stable structure that is lighter.

Document (sketch and describe) model

Add a second string in opposite diagonal direction. Document (sketch and describe) model

clean up materials.

EMS 5 - OBJECTIVE: Evaluate effect of construction members materials and shape as we participate in West Point Bridge design computer modeling program Drill: What is meant by the term ‘Bridge Span’In your notes create a ‘West Point Bridge Data Table’ with the following headings ‘TRUSS DESIGN – MODIFICATIONS TO DESIGN –

MATERIALS – COST – SUCCESS’

During Bridge design exercise you will also keep a class data sheet up to date (in front of class)

EMS6 - OBJECTIVE: -Create design brief identifying design specs / performance criteria as we analyze EPA Bridge engineering challenge -Evaluate effect design/orientation has on strength to of a beam as we observe a series of experiments in preparation for upcoming challenge.

Drill: Why are beams oriented as I beams and not as H beams? NOTE: WHEN PERFORMING THIS LAB SET OF EXPERIMENTS START WITH SINGLE BASSWOOD, PINE, OAK, AND PLYWOOD STRIPS.

FOLLOW THOSE INITIAL EXPERIMENTS WITH 4 X 2 I AND H BEAMS

In your notes please create a Design Brief with the following information (Skip 3 lines between each heading) -Problem (real world setting) -Goal (of your model)-Design Specifications / Limitations-Materials-Evaluation Criteria-Timeline-Brainstorm/Thumbnail sketches-Rough Sketch

Six tests are to be performed for wood and pasta materials…

Basswood two abutment beamBasswood one abutment beamPasta two abutment beamPasta one abutment Pasta under tensionpaper under tension

document the results of the tests as they are performed?

• Set up drawing sheet for side view of Truss bridge design

EMS 7- OBJECTIVE: Analyze information from STRUCTURES packet to determine how weight is distributed on two abutment framework.

Apply info from ‘Learning Activity #1 Build a Model of a Truss Bridge’ Packet, plus previous lessons in design of a model that meets goals of EPA Bridge Challenge.

Drill: Identify what you feel are three of the most important specifications your bridge must meet to be successful

Turn to MATERIALS page to see Stress and Strain

Read pages 190 – 193 of STRUCTURES package to calculate reaction loads on beams and how to create a vector diagram to indicate the forces acting in a framework *IT NORMALLY TAKES TWO DAYS TO COMPREHEND CREATING VECTOR DIAGRAM – DO NOT STRESS IF IT DOES NOT COME TO YOU TODAY – YOU SHOULD BE ABLE TO UNDERSTAND REACTIONS ON A BEAM AND UP TO STEP 4 OF VECTOR DIAGRAMS TODAY.

Calculate the reactions R1 and R2 on the beam below:

800N

Y 2m 5mX

Calculate the reactions R1 and R2 on the beam below:

800N

Y 2m 5m

R1 R2Reaction Y x 7 = 800 x 2

Y = 16007

Reaction Y = 228NReaction X = 700 – 228 = 472N

X

500 N

3m 3m

R1 R2

X Y

500 N

2m 4m

R1 R2

X Y

-Define the term TRUSS and explain the loads it is designed to overcome.

-Sketch A SIDE VIEW OF typical truss bridge and identify the key parts.

-Explain the purpose of GUSSETT PLATES in a truss.

-Sketch / Explain a Through, Pony and Deck truss.

-Read section 3 summarize the key points of information THIS PACKET PRESENTS IMPORTANT CONCEPTS FOR A SUCCESSFUL MODEL TRUSS BRIDGE. BE SURE TO ACTUALLY READ THE INFORMATION

You and your partner are to agree on a model bridge design.BE SURE TO CONSIDER THE FOLLOWING:

-What part of your structure will be under compression?

-What part of the structure will be under tension?

-You and your partner must have full scale, dimensioned side and top (or bottom) views of your bridge.

-Both drawings must agree (be exact with each other)

-Be sure your material is enough to cover design

-Be sure bridge will allow truck to pass through / over

EMS 8 – Apply information from STRUCTURES packet to use vectors to calculate forces acting in framework. Apply information from paper beam tests and truss experiments in design of Bridge. DRILL: Define the term STRESS and STRAIN as they pertain to structures.

Return to pages 190 – 193 of STRUCTURES package to calculate reaction loads on beams and how to create a vector diagram to indicate the forces acting in a framework TODAY WE WILL REVIEW PAGES 190-192 THEN DISCUSS IN DETAIL PAGE 193, PLEASE TAKE A MINUTE TO RVIEW THE INFORMATION

Calculate the reactions R1 and R2 on the beam below:

600N

Y 3m 2m

R1 R2

X

Calculate the reactions R1 and R2 on the beam below:

600N

Y 3m 2m

R1 R2Reaction Y x 5 = 600 x 3

Y = 18005

Reaction Y = 360NReaction X = 600 – 360 = 240N

X

EMS 9 – Apply information from STRUCTURES packet to calculate forces acting in framework using vectors. Convert Side drawing of truss bridge to three dimensional model as we cover drawing with wax paper then assemble truss on top. DRILL: Create a ¼ scale side view sketch of your bridge, identify the areas under compression and tension, then explain how your bridge will over come these forces.

Return to pages 190 – 193 of STRUCTURES package to calculate

reaction loads on beams and how to create a vector diagram to indicate

the forces acting in a framework TODAY WE WILL REVIEW PAGES 190-192 THEN DISCUSS IN DETAIL

PAGE 193, PLEASE TAKE A MINUTE TO REVIEW THE INFORMATION.Use information presented in

packet to create a vector diagram of truss on worksheet

When completed turn paper into teacher and continue design of bridge

EMS10 OBJECTIVE: Convert Side drawing of truss bridge to a pattern as we cover drawing with wax paper then assemble truss on top

Drill: Calculate the reactions R1 and R2 on the beam below:

500N 300N 1m 2m 3m

R1 R2

SCHEDULE Date?

–EMS9 -Construct side truss of bridge.

- EMS10 – Complete side truss - EMS11 – Begin top, bottom, to sides of bridge- EMS12 – Complete bridge- EMS13 – Prelim test of bridge and modify- EMS14 – Bridge performance evaluation- EMS15 – Portfolio organization Test Review- EMS16 – Test Following two classes – Topic Investigation Presentation

Calculate the reactions R1 and R2 on the beam below:

500N 300N

1m 2m 3m

R1 R2X Y

Calculate the reactions R1 and R2 on the beam below:

500N 300N

1m 2m 3m

R1 R2X Y

Reaction Y x 6 = (500 x 1) + (300 x 3) Y = 1400

6

Reaction Y = 233Reaction X = 800 – 233 = 567

EMS11 OBJECTIVE: Use analytical thinking skills to assemble two sides of your bridge in a structurally stable manner.

Drill: Calculate the reactions R1 and R2 on the beam below:

10kN 5kN 4m 8m 4m

R1 R2

What is the first step to calculate the reactions R1 and R2 on the beam below?

10kN 5kN

4m 8m 4m

R1 R2X Y

Reaction Y x 16 = (10 x 4) + (5 x 12) Y = 100

16

10kN 5kN

4m 8m 4mR1 R2X Y

How can this information me used to Determine Reaction Y and X? (R2 and R1)

Y = 100 16

Reaction Y = 6.25Reaction X = 15 – 6.25 = 8.75

10kN 5kN

4m 8m 4mR1 R2X Y

EMS 12 – Perform Preliminary Performance Evaluation of each bridge side to determine strengths and weaknesses of design.-Analyze info on pages 320 – 332 to increase understanding of construction fundamentals

DRILL: The golden gate bridge is a famous suspension bridge, why were the trusses added under the roadway, after it was constructed and successfully supporting traffic?

Before we begin working on bridge please read and answer the following from red text bookPp320 -321 1) Explain how the BURST003 differs from traditional houses2) what are some benefits of the BURST003 method of design and assembly?Pp 324- 323 3)What are determining factors in building techniques.

4) Thinking Critically – What needs to be considered when deciding what type of bridge to build?

AFTER YOU COMPLETE QUESTIONS PLEASE CONTINUE ON BRIDGE CONSTRUCTION OR PRELIMINARY EVALUATIONS

After reading pages 338 - 353 answer Critical Thinking questions 3 and 4 on page 354

AFTER YOU COMPLETE QUESTIONS PLEASE CONTINUE ON BRIDGE SIDE ASSEMBLIES. B E SURE TO CONSIDERE SPECS AND IMPORTANCE OF LIGHT WEIGHT DESIGN.

EMS 13 – Complete assembly of bridge and perform secondary bridge evaluation.-Analyze info on pages 372 – 386 to increase understanding of construction fundamentals

DRILL: What 3 systems of a building are included in UTILITIES? (hint one of the three are HVAC) - Identify the most important part of any structure (example-house)

After reading pages 372 - 386 answer Understanding Concepts Questions 1 and 2 on page 386 ANDCritical Thinking questions 2 and 5 on page 386

AFTER YOU COMPLETE QUESTIONS PLEASE CONTINUE ON BRIDGE SIDE ASSEMBLIES. BE SURE TO CONSIDER SPECS AND IMPORTANCE OF LIGHT WEIGHT DESIGN.

EMS 14 –-Analyze results of secondary bridge evaluation and make any required modifications to improve stability and strength to weight ratio

DRILL: How is a ‘safety factor’ considered in design of a bridge.

EMS 15 -Analyze results of student bridge design as we weigh group bridges and perform strength test

DRILL: Create a ‘PEER BRIDGE DATA COLLECTION sheet with the following information (columns).

Group Members – Weight – Strength – Deflection –Comments

Please allowtwo lines per group

EMS 16 OBJECTIVE: -Demonstrate understanding of materials and structures as we evaluate our EPA Bridges.Drill: On Drill sheet write ‘Prepare Portfolio GuideCover sheet (student name, title, date, class)Table of contents (identify content on all pages)Design BriefWorking DrawingModifications (dates, sketches descriptions)Structures Notes (discussion notes, text work, handouts)Evaluation / Improvement plans (analyze your bridge, identify areas of weakness, strengths, given chance to make another bridge what would you do differently? What did you learn?)

Objective: Proudly, and with great positive enthusiasm, demonstrate vast understanding of structural technology as we complete written assessment.

• DRILL: On drill sheet write “Turn in portfolio”, be sure your name, class, date, and portfolio title is on cover sheet and turn in your Materials and structures portfolio?

Pre-Structures SAFETY WIDGET 1OBJECTIVE: Apply information

presented in Safety Demonstration Instruction to successfully draw

’Safety Widget’ DRILL: Take out your drawing, and written directions, of your ‘safety

widget’ and secure it to drawing board (use T-Square).

Also be sure to take out a 45 triangle and drafting scale.

EMS7 OBJECTIVE: -Evaluate most efficient beam design by completing comparison chart as we discuss results of experiments.-Determine Design specs and performance criteria for upcoming engineering challenge as we read design brief and begin portfolio (Bridge Challenge).

Drill: What is the strength to weight ratio be of a beam that measures 1”x 1”x 12”, weighs 8 ounces. and fails at 20 pounds? NOTE: WHEN PERFORMING THIS LAB It will be much more effective to (1) read over entire instructions as a class. (2) Break into groups with each group responsible for testing and recording results of one shape. (3) Share results in class discussion allowing students to complete table

during discussion.

SIMPLE MACHINES make work easier by changing the input and output force to distance ratio.

LEVER If fulcrum is in middle of effort (input) and load (output), the lever does not create any mechanical advantage.

EFFORT LOAD

(Input) FULCRUM (Output) Input effort Output Load

20 lbs X 4 inches 20 lbs X 4 inches

Moving the FULCRUM away from the input effort and closer to the output load will decrease the input force needed to move the object but will increase the input distance. EFFORT LOAD

FULCRUM

4 units 2 units

Input effort Output Load10 lbs X 8 inches 20 lbs X 4 inches

The Increase in output force producedby the lever (Mechanical Advantage) canbe calculated by measuring the distancefrom the effort to fulcrum and comparing it to distance of load to fulcrum.

SafetyAndToolUse 3 - OBJECTIVE: Apply information in class demonstration of safe usage of

Sand Saw, Scroll Saw, and Drill Press to the completion of ‘Safety Widget.

• DRILL: Identify the attachment to band saw used to aid in long straight cut of a piece of wood in direction of wood grain.

Moving the FULCRUM to the input effort and further from the output load will increase the input force needed to move the object but will increase the distance the output travels. EFFORT LOAD

FULCRUM

3 units 12 units

Input effort Output Load80 lbs X 2 inches 20 lbs X 8 inches

The Increase in distance output travelscan be calculated by measuring the distance from the effort to fulcrum and comparing it to distance of load to fulcrum.

EMS8 OBJECTIVE: -Differentiate types of structures as we examine STRUCTURES packet as a class(Frame and shell, Forces Action Reaction)

-Complete a set of simple LEGO modeling experiments and apply findings in our ‘Rescue Boom’ design.

Drill: How can a square frame be stabilized without adding a rigid diagonal member?

• The reactions R1 and R2 on beam1 would be calculated as follows:– Reaction Y x 6 =

(500x1) +(300x3)– 500

+ 900– Y = 1400

= 233– 6– Reaction X + Reaction

Y = 800– Reaction X = 800 – 233

= 567kN

500N 300N500N 300N

1m 2m 3m1m 2m 3m

EMS9 OBJECTIVE: -Differentiate MATERIALS characteristics and analyze importance of VECTORS ins structural design as we analyze STRUCTURES packet-Emulate proper engineering lab procedures as we document (modification list) design improvements and model safe work habits while constructing ‘RESCUE TOWER’.

Drill: A cantilever beam has a counter weight of 4 pounds located four feet from the end of the support post. How far horizontally from the support post can a 2 pound load be supported?

EMS10 OBJECTIVE: - Analyze information presented in ‘STRUCTURES’ info packet to calculate single point load distribution on a series of Beams.- Demonstrate understanding of structures by applying concepts discussed in class, and personal observation, to Cantilever boom.- Emulate proper engineering lab procedures by using safe work habits while constructing ‘RESCUE BOOM’.

Drill: Identify three design features of your ‘Rescue Boom’ that have been incorporated to proved stability and balance?

• The reactions R1 and R2 on beam1 would be calculated as follows:– Reaction Y x 6 =

(500x1) +(300x3)– 500

+ 900– Y = 1400

= 233– 6– Reaction X + Reaction

Y = 800– Reaction X = 800 – 233

= 567kN

500N 300N500N 300N

1m 2m 3m1m 2m 3m

Compression - squeezingTensile Strength – Largest stress level that can be supported by a material.Stress – force per unit areaStrain – change in length produced by the applied force relative to original length-Yield Strength – Point on stress strain graph that departure from linearity occurs. Point of permanent deformation.

Answer question 9.1

OBJECTIVE: Analyze information presented in ‘STRUCTURES’ info packet to determine how vectors can be used to determine forces in a framework.

Drill: Calculate the reactions R1 and R2 on the beam below:

600N 400N 1m 2m 4m

R1 R2

OBJECTIVE: Analyze efficient structure design as we read info packet to answer questions. (Materials 9.1 – Engineering Packet)

Drill: Calculate the reactions R1 and R2 on the beam below:

600N 400N

1m 2m 4m

R1 R2

OBJECTIVE:

-Demonstrate understanding of materials and structures by completing model that satisfies goal.-Demonstrate problem solving skills

Drill: If concrete has a compressive 2

strength of 5,000 lbf/in , How much weight could a 2” x 8” slab support?

As pertains to reading 9.1 define the following:

Compression –

Tensile Strength –

Stress –

Strain –

Yield Strength –

Answer question 9.1

Answer question 9.1 A low carbon steel rod with diameter = 25mm is pulled in tension. At what force will rod begin to yield and at what force should actual fracture be expected?

1) Calculate area of steel rod 2 2

πd π(0.025 ) -4 2

Ao = 4 = 4 = 4.91 x 10 m

Answer question 9.1 A low carbon steel rod with diameter = 25mm is pulled in tension. At what force will rod begin to yield and at what force should actual fracture be expected?

1) Calculate area of steel rod 2 2

πd π(0.025 ) -4 2

Ao = 4 = 4 = 4.91 x 10 m

2) Determine yield – Table 9.1 stated MPa of low 5

carbon steel = 207 x 10 . -4 5

Multiply (4.91 x 10 ) x (207 x 10 ) = 102kN

Answer question 9.1 A low carbon steel rod with diameter = 25mm is pulled in tension. At what force will rod begin to yield and at what force should actual fracture be expected?

1) Calculate area of steel rod 2 2

πd π(0.025 ) -4 2

Ao = 4 = 4 = 4.91 x 10 m

2) Determine yield – Table 9.1 stated MPa of low 5

carbon steel = 207 x 10 . Multiply 4.91 x 207 = 102kN

3) Determine strength – Table 9.1 - MPa of low carbon steel = 379 multiply.491 x 207 =186 kN

Answer question 11.1a The solid member of rectangular cross section b = h = 25mm, L = 1 m is made of wrought aluminum alloy with 5

Sy = 207 MPa and E =0.690 x 10 MPa. Determine the force at which failure is expected (buckling or yielding) 6 6

1) Ft =SyA = (207 x 10 ) (0.025 x 0.025) = 12.937 x 10tension force must be less than 12937 kN to prevent failure PROCESS AS DESCRIBED FRONT PAGE OF ‘STRUCTURES AND BRIDGES’

2 EI 2

2) Buckling Formula = Fbk = π LFor a bar of solid rectangular cross section, the Moment

of Inertia = bh

3) Determine strength – Table 9.1 - MPa of low carbon steel = 379 multiply.491 x 207 =186 kN

OBJECTIVE:

-Analyze characteristics of efficient structure design as we complete review while reading info packet. Drill: The counterweights can be located at the opposite end from the load of the boom, at the base of the tower, hanging from the boom, or as an anchor. Identify which of the two above options are the best, and which two are not as good, then explain your reasoning for your choice