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Maglev Train Project
Name: ______________________________________
Date: __________________ Grade: ____ Section: ____
Applied
Technology &
Engineering...We know how to make it wow!
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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
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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?
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2. IN YOUR OWN WORDS... How might aerodynamics affect a maglev train?
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3. IN YOUR OWN WORDS... What Is drag?
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4. IN YOUR OWN WORDS... How can you reduce drag on a maglev train?
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5. YOUR OWN WORDS... What is fric<on?
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6. IN YOUR OWN WORDS... How can you eliminate or reduce fric<on on a maglev train?
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Use the posted web links for this project to find the info for the ques<ons.
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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
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.
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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. 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
Iden7fy this system in this project: ______________________________________
3. Suspension: The suspension system supports the weight of a vehicle. Examples: shock absorbers, 7res, wheels, wings
Iden7fy this system in this project: ______________________________________
4. Control: Control systems control the speed and mo>on of a vehicle. Examples: brakes, gas pedal, gears, steering wheel
Iden7fy this system in this project: ______________________________________
5. Guidance: Guidance systems help the vehicle get to its des>na>on. Examples: GPS, radar, signs
Iden7fy this system in this project: ______________________________________
6. Support: Support systems are used to maintain and protect vehicles. Examples: garage, gas sta7on, car wash
Iden7fy this system in this project: ______________________________________
Every transporta<on vehicle from a skateboard to the space shu]le needs six systems in order to operate.
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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.
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
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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. ___________________________________________________________________________________________
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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.
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!
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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.
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
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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.
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
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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.
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
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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.
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: _________________
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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
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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 #2 Date: _________________
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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
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 #3 Date: _________________
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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
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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 #4 Date: _________________
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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
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 #5 Date: _________________
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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
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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.
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
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2
3
4
5
Avg.
MathBits.com
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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.
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
Some reasons for this are:
1. ______________________________________________________________________________________________
2. ______________________________________________________________________________________________
3. ______________________________________________________________________________________________
___ Good: it worked some of the >me it was tested and needed repairs
Some reasons for this are:
1. ______________________________________________________________________________________________
2. ______________________________________________________________________________________________
3. ______________________________________________________________________________________________
___ Not good: it didn’t really work
Some reasons for this are:
1. ______________________________________________________________________________________________
2. ______________________________________________________________________________________________
3. ______________________________________________________________________________________________
Things I’d do differently next <me
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
What these things might improve
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
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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.
ENGINEERING DESIGN PROCESS
STEP 1: Iden<fy the Need
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STEP 2: Research
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STEP 3: Develop Possible Solu<ons
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STEP 4: Select the Best Possible Solu<on
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STEP 5: Build a Prototype
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STEP 6: Test and Evaluate the Prototype
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STEP 7: Communicate the Solu<on
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STEP 8: Redesign
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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.
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
>>Engineering Log #2 (Pg.13) 0 1 2 3 4
>>Engineering Log #3 (Pg.13) 0 1 2 3 4
>>Engineering Log #4 (Pg.14) 0 1 2 3 4
>>Engineering Log #5 (Pg.14) 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...